艾德·希兰:邻家男孩的成功之路

艾德·希兰(Ed Sheeran),1991年2月17日出生于英国英格兰西约克郡,是一位创作歌手。2011年6月,他的首支单曲《The A Team》空降英国单曲榜第三名,并于第55届格莱美颁奖典礼中被提名为年度最佳歌曲。第二张专辑《X》在英国销售达170万张,成为年度销量冠军;在美国,他与Taylor Swift合作演绎单曲,还在其演唱会中担任嘉宾。除了为自己创作,他还为其他歌手写下不少大热单曲。但娱乐圈从来不缺年轻.有才、会唱歌的艺人,而这个相对普通的大男孩到底凭什么在短时间内在英姜两国迅速走红呢?     

TRANSITION TO SCHOOL: THE EXPERIENCES OF CANADIAN AND IMMIGRANT FAMILIES OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for their children with ASDs. Parent perceptions of support systems during this transition and their experiences with preschool and elementary school staff were analyzed to understand their experiences. Thematic analyses of parent interviews revealed that parents perceived the quality of care during preschool as more supportive than the care received in elementary school. A variety of resources, such as familial, educational, and community support, seemed to help some Canadian and immigrant families in different ways. The transition to school experiences of parents of children with ASDs has important implications for school psychologists who facilitate and mediate parent–school partnerships and interagency collaboration.     

Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong

This study aims to explore the relationships between the extent and perceived quality of teachers’ experience of training in behaviour management (BM), and their awareness of the nature and extent of behavioural problems among school students, and their confidence in their own competence to deal with such problems. Teachers (n = 183) from Hong Kong primary schools were surveyed. The results showed that gender, age and whether teachers have received training had no significant influence on teachers’ awareness, conception and confidence regarding BM. A negative correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their perceptions of the level of problematic behaviours among students, and the impact of students’ problematic behaviour on their teaching. A positive correlation was found between teachers’ levels of satisfaction in relation to their training experiences and their confidence in their own competence to deal with students’ problematic behaviour.     

Design-Based Research Within the Constraints of Practice: AlgebraByExample

Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion.     

Advancing scholarship on anti-racism within developmental science: Reflections on the special section and recommendations for future research

To date, theoretical and conceptual scholarship on anti-racism has been advanced through leading contributions from several disciplines (e.g., sociology, education, psychology). Still, there remain fewer empirical studies on anti-racism constructs, and we know little about the development of anti-racism among diverse youth across key stages of development. In this special section of Child Development, we sought to address this gap by highlighting scholarship in developmental science that attends to the development of anti-racism in children across contexts (e.g., families, schools) and developmental stages (e.g., early childhood through emerging adulthood). In our introduction to the special section, we review the collective contributions of included studies and outline recommendations for future research in the development of anti-racism in youth.     

Conditions for mental health in education: Towards relational practice

There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health.     

The impact of current developments in post-compulsory education on young people with learning difficulties and/or disabilities

Deborah Cooper, Economy and Learning Manager with Milton Keynes Council and previously Chief Executive of Skill: National Bureau for Students with Disabilities, considers ways in which opportunities for children with special educational needs in England and Wales are being affected by current developments in post-compulsory education.     

The disguise of self‐disclosure: The relationship ruse of a Soviet Spy

The verbal disclosures of a Soviet spy masquerading as a university student are compared to those of three other group members involved in a semester‐long project. Audio‐tapes of six group meetings provide a unique opportunity to assess the relationship deception of this proficient deceiver. His communication is characterized by strategic disclosures designed to create a false impression and, thereby, to divert attention from his secret role. His conversation reveals more frequent control disclosures, attitude disclosures, personal disclosures, and dramatic disclosures than other group members. The spy also verbalized significantly more knowledge disclosures than all but one other peer. The frequency and content of his disclosures identify, in part, the communicative strategy of his disguise, whereby he drew considerable attention to himself and, thus, appeared transparent. The results underscore the importance of looking beyond the appearance of disclosures when attempting to identify relationship deception.