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231.
Laurie Miller Brotman Kathleen Kiely Gouley Colleen O'Neal Rachel G. Klein 《Early education and development》2004,15(4):387-406
Younger siblings of adolescents with histories of antisocial behavior are at high risk for developing conduct problems. Information about risk exposure in youths at familial risk for conduct problems is critical to the design of informed preventive interventions. The prevalence of well-validated risk factors for conduct problems was examined in a sample of 92 preschool-aged siblings of adjudicated youths. As expected, preschoolers at familial risk for conduct problems were exposed to a range of sociocultural, biological, and parenting risks. Risk exposure was associated with concurrent conduct problems and social competence in the preschool period. Only a minority of preschoolers was reported by parents to have clinically significant conduct problems, and this subgroup had more risks than children with conduct problems in the normal range. Findings are discussed in the context of preventive interventions for high-risk children and families. 相似文献
232.
233.
The practice of restricting oral intake during labour has been and remains controversial. Overall, the nutritional needs of labouring women are poorly understood. This literature review reveals that little evidence exists to support the general restriction of oral intake for all labouring women. Education of health professionals and pregnant women regarding intake in labour is required to encourage collaboration in the development and institution of appropriate policies in keeping with the available evidence for best practice. 相似文献
234.
This study explores student perceptions of engagement, transactional distance, and outcomes in online courses. Researchers also investigated linkages between these elements. Data were collected from students enrolled in online courses at three private universities located at different geographical regions in the United States. Six hundred sixty-seven students completed the Revised Scale of Transactional Distance developed by Paul, Swart, Zhang, and MacLeod and a modified version of Dixson’s Online Student Engagement scale during spring 2016 semester. Results indicate students experienced a relatively high level of engagement and a moderate level of transactional distance. Respondents perceived outcomes such as satisfaction, progression, and learning very positively. There were significant differences in responses based on gender and college standing. Student engagement, transactional distance, and outcomes were moderately correlated, and researchers confirmed transactional distance is a valid predictor of student engagement. 相似文献
235.
Gillian King Doreen J. Bartlett Melissa Currie Michelle Gilpin Donna Baxter Colleen Willoughby 《International Journal of Disability, Development & Education》2008,55(1):5-26
This article describes the development of a classification system to measure the expertise levels of practicing paediatric rehabilitation therapists. Seventy‐five therapists from five disciplines (physical, occupational, speech‐language, behaviour, and recreational therapy) were involved, along with 170 peers, and 188 parents of children with disabilities. A cluster analysis of 10 indicators of expertise (derived from a battery of self‐completed, peer‐completed, and parent‐completed measures) indicated three levels of therapist expertise—novice, intermediate, and expert. Expertise level was related to various aspects of experience but not to therapy discipline. The classification system will be useful for the education and professional development of paediatric therapists, and for research on expertise in paediatric rehabilitation. 相似文献
236.
Michael P. O’Malley Nina Asher Brandon L. Beck Colleen A. Capper Catherine A. Lugg Jason P. Murphy 《International journal of qualitative studies in education》2018,31(7):572-594
This collection of distinct scholarly essays deliberatively turns to queer experience and theorizing as a resource for constructing vibrant qualitative research designs. Queer theory offers a breadth of epistemological and methodological possibilities for qualitative projects that are too frequently overlooked for many reasons. These reasons include frequently strict association of queer theory with queer research topics and researchers, as well as a concurrent reluctance to interrogate the representational needs of heterosexist culture served by the metaphor of the ‘closet.’ Queer theory also compels inquiry that takes up the unique circumstances of queer subjects. Locating educational inquiry within globally complex socio-historical dynamics and a post-Obergefell/post-2016 election U.S. context, this article poses multiple trajectories through which various scholars explore queer(er) qualitative inquiry in educational studies. These perspectives invite researchers to rethink qualitative inquiry designs through engagement with the queer, inclusive of research topics not initially perceived to be queer. 相似文献
237.
Novice, intermediate and advanced baseball hitters followed a 7-week training programme, in which they received either behavioural training or decision training. Participants in the behavioural training group received simple-to-complex instruction, variable practice and an abundance of feedback throughout the acquisition period; the decision training group received complex instruction, variable practice and reduced delayed feedback. As predicted, the intermediate and advanced hitters who received decision training hit at a lower level (%) during acquisition but at a higher level during a transfer test in week 7. Novices in the behavioural training group were better than novices in the decision training group over both acquisition and transfer trials. 相似文献
238.
Krista M. Malott Stacey Havlik Lyda Holguín Palacios Colleen Contrisciane Lewis 《Multicultural Perspectives》2014,16(3):133-140
The purpose of this study was to examine the experiences of White counseling students who facilitated a group intervention with Latino adolescents. A phenomenological approach revealed several challenges experienced by the counselors in working across race and culture. Two major themes that emerged from the analysis included counselors’ lack of cultural knowledge and the presence of White racial bias. These experiences engendered the counselors’ self-doubt regarding their abilities to work effectively across culture. Suggestions for training and supporting future professionals in work across race and ethnicity are included, with examples of supervisory responses to learner’s biased statements. 相似文献
239.
In 0035 and 0040 acculturation typology integration is defined by two core components – maintenance of traditional heritage culture and participation in the wider society. These components, underpinned by attitudes, behaviors and identities, are believed to contribute in an additive fashion to the psychological and sociocultural adaptation of immigrants and ethnic minorities, and international research has shown that integration generally leads to more positive outcomes than separation, assimilation or marginalization. This paper draws on an international program of research and describes four multi-method studies that raise and explore key questions about the process, assessment and context of integration and its relationship to adaptation. Three questions are posed for consideration: (1) How is the dynamic process of integration experienced and articulated by immigrants? (2) How do our conceptualization and measurement of identity as an aspect of heritage culture maintenance impact the additive model of integration and adaptation? and (3) Under what conditions does integration fail to be adaptive? Tentative answers are offered, and recommendations are made for future studies to guide the development of acculturation theory and research. 相似文献
240.
Effects of aerobic exercise on overweight children's cognitive functioning: a randomized controlled trial 总被引:2,自引:0,他引:2
Davis CL Tomporowski PD Boyle CA Waller JL Miller PH Naglieri JA Gregoski M 《Research quarterly for exercise and sport》2007,78(5):510-519
The study tested the effect of aerobic exercise training on executive function in overweight children. Ninety-four sedentary, overweight but otherwise healthy children (mean age = 9.2 years, body mass index 85th percentile) were randomized to a low-dose (20 min/day exercise), high-dose (40 min/day exercise), or control condition. Exercise sessions met 5 days/week for 15 weeks. The Cognitive Assessment System (CAS), a standardized test of cognitive processes, was administered individually before and following intervention. Analysis of covariance on posttest scores revealed effects on executive function. Group differences emerged for the CAS Planning scale (p = .03). Planning scores for the high-dose group were significantly greater than those of the control group. Exercise may prove to be a simple, yet important, method of enhancing aspects of children's mental functioning that are central to cognitive and social development. 相似文献