To explore relations between maternal disciplinary styles, children's expectations of the outcomes of social strategies, and children's peer status, 144 mothers and their first- (N = 59) and fourth- (N = 85) grade children (ages = 70-86 months and 116-129 months, respectively) participated in home interviews prior to the beginning of the school year. Measures of children's sociometric status were obtained in classrooms after the school year began. Results indicated that children of mothers who were more power assertive in their disciplinary styles tended to be less accepted by peers and tended to expect successful outcomes for unfriendly-assertive methods for resolving peer conflict (e.g., threatening to hit another child). In addition, children who expected unfriendly-assertive strategies to lead to self-oriented gains were less accepted by peers. Moreover, maternal disciplinary styles and outcome expectations for unfriendly-assertive strategies were found to make separate and independent contribution to peer status. 相似文献
This article uses a series of interlinked, personal vignettes to discuss the first three years of the North American Association for Environmental Education research symposium, from the perspectives of the key organizers. Seven challenges in the field of environmental education research are identified in a recent historical context, and we illustrate how the symposium sought to address them. The challenges were, that: (i) environmental education research has been marginalized in some areas and not recognized in others; (ii) environmental education research and environmental education practice need to be brought closer together; (iii) environmental education research is still in early development of a professional perspective; (iv) environmental education research has to give a voice to early career scholars and graduate students; (v) environmental education research needs to enable discourse about both process and outcomes; (vi) environmental education researchers need social learning contexts to help develop professional identities and create more meaningful dialogue to address these challenges; and (vii) methodologies, theoretical frameworks and differences in beliefs in environmental education research need to be accommodated. The last challenge is seen as the most significant with which to continue to engage, in developing open, inclusive forums for researchers of environmental education. 相似文献
Reliance on the power of audiovisual media in nurse education has substantially increased in the last few years. This has been especially so when changing approaches to patient care have required large‐scale innovations in clinical and educational practice. Successful innovation depends on effective educational provision and audiovisual media such as videotape and videodisc have been expected to act as powerful agents in this process. Yet there has been little research on the effectiveness of such media. This article examines what actually happened when the multi‐media package Who Cares? (1983) was used in the United Kingdom. The package consisted of two video films and a teacher's handbook.
All known users of the package in the United Kingdom were followed up in order to establish what sort of people used it, in what contexts, how its use was organised and how effective it was for learners. This article explores how the specific educational contexts in which media are used play a vital role in making learning effective. Relevant theory is examined to provide a model of how teachers and learners use media. The results of the research are closely related to recent developments in education and training and, finally, practical recommendations are made for improving the efficiency and effectiveness with which modern educational media are used. 相似文献
While service dogs are known to perform important tasks for people using wheelchairs, such as retrieving dropped items or pulling a wheelchair, they may also serve as an antidote for social ostracism. Adults in wheelchairs have been found to receive many more social acknowledgements when a service dog is present than when not. This study examined whether disabled children in wheelchairs with service dogs receive more frequent social acknowledgment than when no dog is present. Behaviors of passersby in response to children in wheelchairs were recorded in shopping malls and on school playgrounds. In both settings, social acknowledegments (e.g., friendly glances, smiles, and conversations) were substantially more frequent when a service dog was present. Social effects of the dog were more pronounced in shopping malls, typical of unfamiliar settings where the child would be likely to experience being ignored or overlooked. Service dogs may assist in normalizing the social interactions for children with disabilities producing social isolation. 相似文献
This study explores the co‐development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1–4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross‐lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change. 相似文献
What explains the resurgence of U.S. international competitiveness in the 1990s? The previous decade can be characterized as one of intense U.S. concern about its declining international competitiveness. In this article, we argue that U.S. industry adopted a new industrial paradigm called "Wintelism" in response to competitive pressures from western Europe and East Asia. The essence of Wintelism is a reliance on open but owned technical standards and extensive outsourcing of component production to enable industrial structures to become less vertically and more horizontally integrated. Countries like the United States that pursued a modified regulatory state approach to structuring state-societal relationships found it easier to adopt this new paradigm than countries that pursued the developmental state approach. 相似文献
This paper argues that if 'reforms'of education designed to raise standards leave unquestioned the notion of fixed differential ability, then they are likely to be self-defeating. It considers alternative ways of formulating knowledge about individual differences reflected both in the literature and in classroom practice, and concludes by making a case for further research to be undertaken to establish frameworks for teaching consistent with an anti-determinist view of individual potential. 相似文献