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51.
Arnold Horowitz 《The Educational forum》2013,77(4):403-425
The records of the New York City Police Department and the New York State Department of Correction would show that my career of crime began at fifteen when I was committed to the Elmira Reformatory for robbing a Tenth Avenue grocery store. These records are slightly inaccurate. My underworld career really began four years earlier, at the tender age of eleven, when I “turned off” a Ninth Avenue cigar store for a load of cigarettes and candy and an armful of Nick Carter and Old Sleuth magazines. I have indelible memories of that blood-and-thunder fiction which furnished me with patterns for my adolescent exploits. Moreover, it convinced me that George Washington and Abraham Lincoln were sissies compared to Jesse James, “High Card Mike,” and the Younger Brothers. Safe cracking and train robbery, it also convinced me, was a better racket than statesmanship. 相似文献
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Values of exceptional students during early adolescence 总被引:1,自引:0,他引:1
J Arnold 《Exceptional children》1984,51(3):230-234
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Susan M. Meagher David H. Arnold Greta L. Doctoroff Courtney N. Baker 《Early education and development》2008,19(1):138-160
The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections. 相似文献
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