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Prof. Angela M. O’Rand Ph.D. Prof. Jenifer Hamil-Luker Ph.D. Prof. Cheryl Elman Ph.D. 《Zeitschrift für Erziehungswissenschaft》2009,12(3):409-436
A major objective of current life course research is to specify the processes linking early childhood conditions to subsequent life course statuses that span educational, occupational, familial, and health domains across the life span. This study confronts at least two persistent challenges to the rigorous specification of the relationships among these variables. The first is that the point-in-time measurement of education as “years of schooling” masks considerable heterogeneity in the timing and curricular tracks of schooling and obscures our understanding of how and when education matters for life-course inequality. The second challenge involves interdependencies between aspects of life-course inequality, including educational achievement and health. The intertwining of these variables across the life course, and their usual conceptualization and measurement, limit the interpretation of their relationship and its generalizability across studies. We use data from three waves of the National Survey of Families and Households between 1987–1988 and 2001–2002 to explore trajectories of self-reported health, applying latent class cluster analysis (finite mixture models) to deal directly with these measurement and specification issues. Generally, we find mediating effects of education in mid- to late-life health demonstrating the pivotal role of education in life course processes. Women’s childhood backgrounds are more heterogeneous and temporally complex educational careers affect their self-assessed health more than men’s. Late degrees are linked to poor health trajectories among women, but not men. Also, marital history, number of births and health behaviors are associated in expected ways with women’s and men’s health trajectories at midlife. 相似文献
114.
Interindividual Differences in Neonatal Imitation and the Development of Action Chains in Rhesus Macaques 总被引:1,自引:0,他引:1
Pier Francesco Ferrari Annika Paukner Angela Ruggiero Lisa Darcey Sarah Unbehagen Stephen J. Suomi 《Child development》2009,80(4):1057-1068
The capacity to imitate facial gestures is highly variable in rhesus macaques and this variability may be related to differences in specific neurobehavioral patterns of development. This study evaluated the differential neonatal imitative response of 41 macaques in relation to the development of sensory, motor, and cognitive skills throughout the 1st month of life. The results show that infants who imitate facial gestures display more developed skills in goal-directed movements (reaching–grasping and fine hand motor control) than nonimitators. These differences might reflect, at least in part, the differential maturation of motor chains in the parietal and motor cortices, which partly overlap with those of the mirror neuron system. Thus, neonatal imitation appears to be a predictor of future neurobehavioral development. 相似文献
115.
Searching the Web to learn about a controversial topic: are students epistemically active? 总被引:1,自引:0,他引:1
Students are making an increased use of the Web as a source for solving information problems for academic assignments. To
extend current research about search behavior during navigation on the Web, this study examined whether students are able
to spontaneously reflect, from an epistemic perspective, on the information accessed, and whether their epistemic metacognition
is related to individual characteristics, such as prior knowledge of the topic and the need for cognition. In addition, we
investigated whether Internet-based learning is influenced by the activation of spontaneous epistemic metacognition in the
search context. Forty-six psychology and engineering university students were asked to research information about a controversial
subject in order to write an essay. They were also asked to think aloud during their research. Both qualitative and quantitative
analyses were performed. As revealed by their spontaneous reflections, all participants were epistemically active, although
to different extents and levels. As expected, there was evidence that students activated beliefs about the four epistemic
dimensions identified in the literature, especially about the credibility of an electronic source and the criteria for justification
of knowledge. Prior knowledge was not related to activation of epistemic beliefs in the search context, while the need for
cognition significantly associated with aspects of source and its content evaluation. Two patterns of epistemic metacognition
were identified and they significantly influenced Internet-based learning. Students who spontaneously generated more sophisticated
reflections about the sources as well as the information provided, outperformed students who were active only at the first
epistemic level. Educational implications are drawn. 相似文献
116.
Erika Felix Eric M. Vernberg Rose L. Pfefferbaum Dodie C. Gill John Schorr Angela Boudreaux Robin H. Gurwitch Sandro Galea Betty Pfefferbaum 《Psychology in the schools》2010,47(6):592-605
Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.‐area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions. Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey. Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions. Feeling prepared, adaptively managing work responsibilities, and perceiving an increase in student problems were related to intervening with students. Implications for school preparedness are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
117.
Simon T. Tidd Timothy M. Stoelinga Angela M. Bush-Richards Donna L. De Sena Theodore J. Dwyer 《The Journal of educational research》2018,111(1):95-107
Double-block instruction has become a popular strategy for supporting struggling mathematics students in algebra I. Despite its widespread adoption, little consistent evidence supports the attributes of a successful double-block design or the effectiveness of this instructional strategy. In this study, the authors examine a pilot implementation of a double-block strategy—instantiated in the program Intensified Algebra—that combines core algebra content with insights from research on how students learn mathematics and explicit noncognitive supports focused on key attitudes, beliefs, and behaviors essential to student success. The results of the study show that, when implemented with fidelity, participation in the program significantly increased student achievement on the state end-of-course algebra I assessment. 相似文献
118.
Dallas Wingrove Linda Hammersley-Fletcher Angela Clarke Andrea Chester 《British Journal of Educational Studies》2018,66(3):365-381
Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change. 相似文献
119.
Mathias Krammer Angela Gastager Paleczek Lisa Barbara Gasteiger-Klicpera Peter Rossmann 《Educational studies》2018,44(1):99-114
Scholars have studied collective teacher efficacy mainly at the school level. The present study also focuses on collective teacher efficacy expectations, but it emphasises the collaborative teaching of two teachers working together in one classroom. This study investigates personal, contextual, and systemic factors (e.g. experience, gender, class composition, pleasure with Co-teaching and its standards, knowledge about specific Co-teaching skills, the way how the team partner was chosen, etc.) that may influence collective self-efficacy expectations of Co-teacher teams. For the present study, 264 teachers who were part of a Co-teaching team finished an online questionnaire. Results from multiple regression analysis indicated that team characteristics influenced the subjective evaluation of efficacy expectations in teams much more than individual characteristics or the social context in which Co-teaching teams worked. 相似文献
120.
The literature on trolling has viewed trolling as discrete instances of transgression undertaken by antagonistic individuals. We identify three main issues with current theorizations: diffuse definitions of “trolling,” blurred boundaries between trolling and other online anti-social behaviors, and the context dependency of trolling. To address these unresolved issues, we adopt a practice-based theoretical approach. Informed by this approach, we analyze trolling behaviors not as products of individuals' attitudes, values, and decisions, but rather as behaviors embedded within and occurring as part of social practices. Specifically, we conduct a practice-based theoretical analysis in a multi-site exploratory study involving online archival research and in-depth interviews with online community members. Based on this analysis, we propose that trolling be conceived as a constellation of three social practices: learning, assimilating, and transgressing. Also, we find that practices of trolling transgression can have a dual pro-social and anti-social impact in online communities. 相似文献