How do parents learn about adolescents' experiences? Implications for parental knowledge and adolescent risky behavior

Cluster analysis was used to identify groups defined by the patterning of fathers' and mothers' sources of knowledge about adolescents' experiences in a sample of 179 families with adolescents (M = 16.5 years). Three clusters emerged for fathers (relational, relies on spouse, relies on others) and mothers (relational, questioners, relies on others). Cluster membership was associated with socioeconomic status, work hours, personal characteristics, and parent-child relationship quality. Longitudinal path analyses revealed that knowledge sources predicted levels of knowledge, which in turn predicted risky behavior 1 year later, indirect paths that were more consistent for fathers than for mothers. Although direct associations between sources of knowledge and subsequent risky behavior were scant, when fathers relied on spouses, youth engaged in less risky behavior.     

The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations

The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process.     

Teaching Probability for Conceptual Change La Enseñanza De La Probabilidad Por Cambio Conceptual

This work presents a theoretical proposal for a methodology for the teaching of probability theory. The theoretical proposal has a dual inspiration: (1) the epistemological approach of Lakatos (1978b) regarding the quasi-empirical nature of mathematical theories; (2) the perspective of conceptual change for the teaching-learning process, as formulated by Strike and Posner (1992). The scientific content taught and the didactic methods used in the classroom should, according to this proposal, respect and conform to this dual inspiration. We also present an evaluation of the methodology in a real context: six Spanish high school classes of students aged 14–15. The main purpose of the research was to answer this question: Is our didactic proposal more effective than traditional methodology? We operatively identify the concept of traditional teaching, and establish several indicators of effectiveness: the mastery of elementary probability calculations, the quality of intuitive reasoning in probability, and the conceptual and attitudinal change produced. We found significant differences on all indicators, except for attitudinal change, in favour of the group that followed our proposal.     

Teaching learning disabled adolescents to think critically using a problem‐solving schema

Abstract

In this study we describe and examine the effectiveness of an instructional program designed to teach learning disabled adolescents to make better personal decisions. We presented problems in short narratives based on the types of problems these students must solve in their own lives. The program, conducted as part of the students' regular resource room curriculum, incorporated schema‐general questions for problem solving coupled with practice in generating problem‐specific questions to reach an appropriate decision. Participants were 70 resource room students in two large, urban high schools. We employed a pretest‐posttest comparison group design. On the posttest, instructed students performed significantly better on (1) identifying a general schema for making a personal decision and (2) applying the schema to reach appropriate decisions concerning novel problem narratives. The results support the view that application of a general schema to specific problems can be an effective instructional method to improve critical thinking and decision making.     

Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning

This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation.     

Children's temperament and behavior problems predict their employed mothers' work functioning

Numerous studies have been conducted on the impact of dual-earner parents' employment on their children, yet the reverse process-the impact of children and their behavior on the work functioning of their parents-has been ignored. This study investigated spillover from the mother role to the work role in a sample of more than 300 families. At 4 months, 12 months, 3.5 years, and 4.5 years of age, child's difficult temperament was significantly associated with mother's work outcomes, including work role quality and rewards from combining work and family. The evidence was consistent with a structural model in which maternal sense of parenting competence and maternal depressed affect mediated these effects.