Relation between reading problems and internalizing behavior in school for preadolescent children from economically disadvantaged families

This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children.     

Child forensic interviewing in Children's Advocacy Centers: empirical data on a practice model

OBJECTIVE: Children's Advocacy Centers (CACs) aim to improve child forensic interviewing following allegations of child abuse by coordinating multiple investigations, providing child-friendly interviewing locations, and limiting redundant interviewing. This analysis presents one of the first rigorous evaluations of CACs' implementation of these methods. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on investigation methods in 1,069 child sexual abuse cases with forensic interviews by reviewing case records from multiple agencies. RESULTS: CAC cases were more likely than comparison cases to feature police involvement in CPS cases (41% vs. 15%), multidisciplinary team (MDT) interviews (28% vs. 6%), case reviews (56% vs. 7%), joint police/child protective services (CPS) investigations (81% vs. 52%) and video/audiotaping of interviews (52% vs. 17%, all these comparisons p<.001). CACs varied in which coordination methods they used, and some comparison communities also used certain coordination methods more than the CAC with which they were paired. Eighty-five percent of CAC interviews took place in child-friendly CAC facilities, while notable proportions of comparison interviews took place at CPS offices (22%), police facilities (18%), home (16%), or school (19%). Ninety-five percent of children had no more than two forensic interviews, and CAC and comparison differences on number of interviews were mostly non-significant. CONCLUSIONS: Relative to the comparison communities, these CACs appear to have increased coordination on investigations and child forensic interviewing. The CAC setting was the location for the vast majority of CAC child interviews, while comparison communities often used settings that many consider undesirable. CACs showed no advantage on reducing the number of forensic interviews, which was consistently small across the sample.     

PPM环境贸易措施与WTO规则的关系问题分析

由于PPM环境贸易措施和WTO规则之间的关系问题存在不确定性,因而各国经常会按照有利于自身的原则对其进行解释,用以保护本国工业或推广本国价值观,PPM环境贸易措施也因此成为绿色贸易壁垒的最新形式。有关PPM环境贸易措施与WTO规则的关系问题,发达国家与发展中国家在理论和实践上存在着根本性的分歧。发展中国家为了保护自身的利益,必须坚持单边PPM环境贸易措施不符合有关的WTO规则的立场,并积极采取措施澄清二者之间的关系。     

固支Mindlin 板弯曲问题的辛本征解

Hamiltonian system for the problem on clamped Mindlin plate bending was established by introducing the dual variables for the generalized displacements in this letter. By separation of variables, the transverse eigen-problem was derived based on the sympletic geometry method. With the solved sympletic eigen-values, the generalized sympletic eigen-solution was derived through eigenfunction expansion. An example of plate with all edges clamped was given. The sympletic solution system was worked out directly from the Hamiltonian system. It breaks the limitation of traditional analytic methods which need to select basis functions in advance. The results indicate that the sympletic solution method could find its more extensive applications.     

幼儿园课程整合的实质及其策略

随着幼儿园课程研究的深入,人们越来越认识到幼儿园课程应当突破学科的界限,走向整合。整合课程的基础是整合的教育观,整合的教育观应该建立在整合的发展观基础之上。幼儿园课程的整合不仅仅体现在课程内容组织形式的整合上,更体现在教育者在设计和组织幼儿活动时要始终树立整合的观念,一方面,用学科之间的交叉和融合的眼光来考察和处理幼儿园课程涉及的学科领域内容;另一方面,关注儿童的整体发展,儿童生活的全过程,其最高境界是实现教育目标、课程内容、教育方式等各要素、各层面、各级水平的优化组合,获得综合性教育效果。     

Assessing the counselling needs of high school students in Kenya

The Student Counselling Needs Scale (SCNS) was administered to 867 participants recruited from high schools in Kenya. The data were analyzed using exploratory factor analysis yielding five factors: human relationships, career development, self development, social values, and learning skills were assessed. The findings highlighted the importance of using assessment instruments to identify students’ counselling needs in Kenya.     

Immigrant Families and Children (Re)Develop Identities in a New Context

Resolving conflicting linguistic traditions and struggling with new identities are significant challenges for immigrants to the United States. This case study introduces an immigrant mother from Mexico who renamed her youngest son on his first day of first grade to avoid the widespread stereotypes and academic stagnation experienced by her two older sons. Such (re)naming practices constitute and represent the very precarious social and institutional relationships taking place in schools involving immigrant children. In this case study, there was indication of negative aspects of assimilation processes taking place as the family adapted to a new culture and language. For example, the misconception is still widespread that efforts to learn two languages rather than just one diminish a child’s ability to learn other things, which should be learned. However, research in language acquisition and development, points to bilingualism and multilingualism as resources rather than deficits (Souto-Manning, 2006).     

流行音乐与中学教材音乐的碰撞

流行作为一种文化现象将长期存在。因此,提高学生的审美能力是非常关键的。当审美能力提高到一定程度以后,就会形成相应的免疫力。对流行歌曲进行鉴别,能吸取精华去其糟粕比较是最好的教学手段。音乐教师应把词曲俱佳的优秀作品和低俗的毫无价值的作品放在一起,和学生共同探讨辨别,并有计划、有步骤地加强学生的基础音乐教育,让学生掌握歌曲的演唱方法和欣赏音乐所具有的知识,多让学生接触一些思想性和艺术性较高的音乐作品,以此来荡涤他们的心灵,使他们的情感通过优秀的作品得到升华,从而提高学生的欣赏水平和音乐鉴赏能力。     

Making Connections: Learning and Teaching Chemistry in Context

Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues.