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Doten-Snitker Kerice Margherio Cara Litzler Elizabeth Ingram Ella Williams Julia 《Research in higher education》2021,62(2):206-229
Research in Higher Education - Shared vision is an important process for change projects, serving to amplify success, increase participation, and erode the divide between project leaders and... 相似文献
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在家里,难免有这样那样的难言之隐。为了保护孩子,我们把那些事情当作秘密保守心底,怕孩子知道了会受到伤害:爸爸失去了工作,奶奶得了老年痴呆,炒股亏了…… 相似文献
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This article presents a “child-centered” model of the teaching–learning process—the challenge kindergarten model. The model is an attempt to deal with the limitations of the “child-centered” approach without giving up its benefits. In this model, the teachers enable the children to direct their activities and improve their independent learning thanks to careful planning and consistent implementation. The model focuses on two learning-related skills that are most likely to bring about independent learning and two teaching strategies designed to promote these skills. The learning-related skills are self-regulated learning and cooperative behaviors. The integrated strategies are allowing children to direct body-movement and using it as an opportunity for setting up personal and group scaffolding. 相似文献
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Primrose Letcher Christopher J. Greenwood Helena McAnally Jay Belsky Jacqui A. Macdonald Elizabeth A. Spry Kimberly C. Thomson Meredith O'Connor Judith Sligo George Youssef Jennifer E. McIntosh Ella Iosua Delyse Hutchinson Joyce Cleary Ann V. Sanson George C. Patton Robert J. Hancox Craig A. Olsson 《Child development》2023,94(1):60-73
This study examined whether positive development (PD) in adolescence and young adulthood predicts offspring behavior in two Australasian intergenerational cohorts. The Australian Temperament Project Generation 3 Study assessed PD at age 19–28 (years 2002–2010) and behavior in 1165 infants (12–18 months; 608 girls) of 694 Australian-born parents (age 29–35; 2012–2019; 399 mothers). The Dunedin Multidisciplinary Health and Development Parenting Study assessed PD at age 15–18 (years 1987–1991) and behavior in 695 preschoolers (3–5 years; 349 girls) and their New Zealand born parents (age 21–46; 1994–2018; 363 mothers; 89% European ethnicity). In both cohorts, PD before parenthood predicted more positive offspring behavior (βrange = .11–.16) and fewer behavior problems (βrange = −.09 to −.11). Promoting strengths may secure a healthy start to life. 相似文献
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As they inhabit complex social worlds, adolescents often learn competing values, resulting in value-differentiation, within-individual variability in value importance across contexts. But what are the implications of value-differentiation across age groups and cultures? A study of 4007 adolescents aged 11 to 18 (M = 14.41, SD = 2.16), of three Israeli groups (majority, former Soviet Union immigrants, Arabs) discovered negative relations between value-differentiation and self-esteem, suggesting that confusion may result from value incoherence. The relations were stronger among younger adolescents than older ones and were especially strong among younger first-generation immigrant adolescents, pointing to the need to address the value-differentiation of immigrant adolescents. 相似文献
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Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006 相似文献
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Telling the Tale and Living Well: Adolescent Narrative Identity,Personality Traits,and Well‐Being Across Cultures
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Elaine Reese Ella Myftari Helena M. McAnally Yan Chen Tia Neha Qi Wang Fiona Jack Sarah‐Jane Robertson 《Child development》2017,88(2):612-628
This study explored links between narrative identity, personality traits, and well‐being for 263 adolescents (age 12–21) from three New Zealand cultures: Māori, Chinese, and European. Turning‐point narratives were assessed for autobiographical reasoning (causal coherence), local thematic coherence, emotional expressivity, and topic. Across cultures, older adolescents with higher causal coherence reported better well‐being. Younger adolescents with higher causal coherence instead reported poorer well‐being. Personal development topics were positively linked to well‐being for New Zealand European adolescents only, and thematic coherence was positively linked to well‐being for Māori adolescents only. Negative expressivity, neuroticism, conscientiousness, and openness were also linked to well‐being. Implications of these cultural similarities and differences are considered for theories of narrative identity, personality, and adolescent well‐being. 相似文献