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991.
Economic Hardship and the Development of Five- and Six-Year-Olds: Neighborhood and Regional Perspectives 总被引:2,自引:0,他引:2
The present study examines the association between neighborhood characteristics and the development of 5- and 6-year-olds. We also explore how region might moderate the effects of neighborhoods on children, thus considering both larger (regional) and smaller (community) contexts of families. We find that structural aspects of the neighborhood at the census tract level are associated with child development in the early school-age period. For the sample as a whole, neighborhood factors play a role in both cognitive and socioemotional outcomes, even when family factors are controlled. Yet only modest support for neighborhood influences on child development is evident in our main effects models. It appears that neighborhood influences on child development are underestimated or masked unless the associations are examined separately by two areas of the United States: the Midwest and Northeast versus the South and West. Significant associations between neighborhood variables and children's development are seen in the Northeastern and Midwestern regions, but less so in the Southern and Western regions of the United States. Greater economic and social resources as measured by average neighborhood SES (income, education, occupation) and greater ethnic congruity as measured by more neighbors of the same racial heritage as the child are related to higher cognitive functioning, but only in the Northeast and Midwest. Furthermore, children in these regions show more competent behavioral functioning when the relative presence of adults to children in the neighborhood is higher. In these regions, African-American but not white children show higher levels of behavior problems when community male joblessness rates are higher. We speculate about processes that might underlie these neighborhood and regional effects and point to directions for further research. 相似文献
992.
Shannon L. Dunlap Arianna Taboada Yesenia Merino Suzanne Heitfeld Robert J. Gordon David Gere 《American journal of sexuality education》2017,12(3):215-236
We examined the sexual health change process experienced by 26 college student sexual health educators from three geographic regions of the United States who participated in a multisite arts-based sexual health prevention program. We conducted eight focus groups and used a phenomenological approach to analyze data. We drew from social cognitive theory (SCT) to examine how sexual health knowledge, attitudes, self-efficacy, and communication shifted across the duration of participation. Findings suggest that the college student sexual health educators (a) developed enhanced sexual health awareness and critical consciousness, (b) questioned their own sexual health education and challenged previous beliefs, and (c) demonstrated self-efficacy related to intended behavior change and their perceived role as social justice advocates. We present both similarities and differences regarding the sexual health change process among the college student sexual health educators across the three sites. 相似文献
993.
János Gordon Győri 《European Journal of Education》2019,54(2):167-174
It would be difficult to find any pedagogical story that is comparable to that of jugyou kenkyuu (or lesson study in English) that has been practised for over a century in Japan in isolation and became a method that was used worldwide in less than 10 years. Because of its uniqueness and its history, it is an irrefutable challenge to understand what it is really about, how its basic aspects such as a lesson or teachers' knowledge and its development, the culture of education, the measurability of educational activities and other main aspects of education are or can be conceptualised and in which ways these can travel in a globalised arena of education. In this article, we try to give answers to these and some other relevant issues related to lesson study via the author's subjective view and individually‐constructed narrative. 相似文献
994.
This is the eleventh ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources
Information Center) Clearinghouse on Information Resources, Syracuse University, Syracuse, New York. The material in this
article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors
undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and
technical matters. Points of view or opinions do not necessarily represent the official view or opinion of NIE.
The preparation of this paper was also supported by the U.S. Army Research Institute for the Behavioral and Social Sciences
under grant MDA903-82-C-0055 to Concordia University, Centre for System Research and Applied Epistemology.
An erratum to this article is available at . 相似文献
995.
Designing and instructional design 总被引:5,自引:0,他引:5
996.
997.
Eight White King pigeons were exposed to various two-component arrangements of concurrently available variable-interval reinforcement schedules. Line orientation stimuli associated with each component differed by 45,15, or 0 deg for different subjects. Relative responding matched relative reinforcement with 45 deg separation, while undermatching resulted with 15 deg separation and extreme undermatching resulted with 0 deg separation. Since obtained relative reinforcement indicated contact with the contingencies in all conditions of line orientation disparity, it is concluded that stimulus disparity between components of concurrently available reinforcement schedules is an important determinant of response distribution between components. 相似文献
998.
Goodman-Brown TB Edelstein RS Goodman GS Jones DP Gordon DS 《Child abuse & neglect》2003,27(5):525-540
OBJECTIVE: The present study investigated variables associated with delay of disclosure of child sexual abuse and tested a model of time to disclosure. METHOD: Data were obtained for 218 alleged child sexual abuse victims whose cases had been referred to District Attorneys' Offices. Five variables were posited to influence the delay between an abusive event and children's disclosure of that event to a reporting adult: child's age, gender, type of abuse experienced (intrafamilial or extrafamilial), perceived responsibility for the abuse, and fear of negative consequences of disclosure. These variables were used to create a model of factors influencing children's disclosure of sexual abuse. RESULTS: Results indicated that age, type of abuse, fear of negative consequences, and perceived responsibility all contributed to predicting time to disclosure. There was significant support for the model, suggesting that children who were older, came from incestuous families, felt greater responsibility for the abuse, and feared negative consequences of disclosure took longer to disclose. CONCLUSIONS: Children's cognitive appraisal of others' tolerance of disclosure of child sexual abuse, and their own perceptions of responsibility for the abuse, are crucial to the decision to disclose. When evaluating children for possible sexual abuse, developmental, cognitive, and socio-emotional factors need to be taken into consideration. 相似文献
999.
Gordon Wells 《Cultural Studies of Science Education》2008,3(2):329-350
In responding to the research on conceptual change, this article attempts to make two points. First, scientific concepts are
not possessed by individuals; rather, they are part of a culture’s resources, which individuals learn to use for their own
or for group purposes. Second, particular concepts are most effectively mastered when the learner is deeply engaged in solving
a problem for which they function as effective semiotic tools in achieving a solution. On these grounds, it is argued that
the mastering of scientific concepts is best achieved through learning to use them in motivated inquiry.
Gordon Wells is a professor of education at the University of California at Santa Cruz, where he teaches and researches in the fields of sociocultural theory, inquiry-oriented curriculum, language and literacy development, and classroom discourse. Before emigrating from England in 1984, he directed the Bristol Study of Language Development (The Meaning Makers, Heinemann 1986); while at the Ontario Institute for Studies in Education of the University of Toronto, he engaged in collaborative action research with K-8 teachers (Action, Talk and Text, Teachers College Press 2001). Recent publications include articles in Human Development, Journal of the Learning Sciences and Mind, Culture, and Activity, and two books, Dialogic Inquiry (Cambridge University Press 1999) and Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education (Blackwell 2002). 相似文献
Gordon WellsEmail: |
Gordon Wells is a professor of education at the University of California at Santa Cruz, where he teaches and researches in the fields of sociocultural theory, inquiry-oriented curriculum, language and literacy development, and classroom discourse. Before emigrating from England in 1984, he directed the Bristol Study of Language Development (The Meaning Makers, Heinemann 1986); while at the Ontario Institute for Studies in Education of the University of Toronto, he engaged in collaborative action research with K-8 teachers (Action, Talk and Text, Teachers College Press 2001). Recent publications include articles in Human Development, Journal of the Learning Sciences and Mind, Culture, and Activity, and two books, Dialogic Inquiry (Cambridge University Press 1999) and Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education (Blackwell 2002). 相似文献
1000.
BACKGROUND: To determine whether CT-detected cerebral infarct in young children is associated more often with abuse or unintentional head injury. METHODS: Retrospective case-control study of injured children under age 6 who had abnormal initial head CT scans and who were admitted to the only Level I pediatric trauma center in Washington State for closed head injury (CHI) from January 1, 1992 to December 31, 1998. RESULTS: Fifteen children developed cerebral infarct after CHI during the 7 year period. These cases were compared to 53 controls (those who did not develop infarct). After adjusting for the presence of SDH and for severity of injury, patients with infarcts were six times more likely to have been abused than patients without infarcts (OR 6.1; 95% CI, 1.02-36.0). CONCLUSIONS: Cerebral infarct after CHI appears to result more frequently from abuse than unintentional injury in young children. 相似文献