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931.
Jennifer Waddling Emil Bertilsson Mikael Palme 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):697-716
ABSTRACTDrawing on empirical data regarding educational strategies among internationally mobile families in the Stockholm-Uppsala region, this study questions the notion of a global middle class. First, a quantitative analysis shows that immigrating middle class professionals and their children are few, having marginal impact on the demand for international education. Furthermore, they far from constitute a homogeneous class, instead comprising of fractions opting for different types of schools. A second, qualitative study on capital conversion among mobile families illustrates that even well-educated international movers face serious challenges converting their existing knowledge, skills and contacts into well-informed social, professional and educational strategies in their new context. This suggests the limitations of concepts such as international capital. It is argued that the GMC concept overshadows the fact that social groups within the middle classes have varying degrees of international mobility that constitutes just one dimension of what separates them from each other. 相似文献
932.
Maternal Socialization of Children''s Eating Habits: Strategies Used by Obese Mexican-American Mothers 总被引:4,自引:0,他引:4
Mexican-Americans are more likely to be obese than the general population, yet little research has been conducted on the socialization of eating habits in Mexican-American children. 38 obese mothers enrolled in a weight-loss program and their 4-8-year-old children were observed during mealtime and the mothers interviewed about their socialization practices. Mothers relied primarily on nondirective verbal control strategies during the observation. Child compliance was more likely to follow a maternal serving or command than a nondirective behavior. Mothers encouraged sons to eat more than did mothers of girls. Child age was negatively correlated with mother's use of commands, reasoning, threats, and bribes, and positively correlated with maternal nondirectives, servings, and child compliance. Mothers with more years of formal education served healthier foods and were more likely to report using reasoning strategies, prohibiting consumption of unhealthy food, monitoring child food consumption away from home, and allowing child input into the eating situation than were less educated mothers. 相似文献
933.
934.
Amy Roth McDuffie Jeffrey Choppin Corey Drake Jon D. Davis Jennifer Brown 《Journal of Mathematics Teacher Education》2018,21(6):545-577
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined. Teachers who were committed to implementing the CCSSM and who were using one of two substantively different curriculum programs were purposefully selected. Data sources included multiple forms of interviews and classroom observations. The teaching evidenced three distinct noticing patterns. These patterns indicated that teachers’ curriculum materials were associated with how teachers perceived and enacted the CCSSM. Teaching with a curriculum program that was designed as a thinking device prioritized the Standards for Mathematical Practice of CCSSM evidenced noticing that was consistent with dialogic instruction. Teaching with a curriculum program that was designed as a delivery mechanism prioritized the Content Standards of CCSSM and evidenced noticing consistent with direct instruction. Findings indicated that the designated curriculum and contributed to differing interpretations of CCSSM and served as a lens for noticing. However, a dialogic curriculum program was not sufficient to support dialogic approaches in practice. One pattern showed teachers planning dialogic lessons, but the lesson enactments were not consistent with teachers’ plans, with evidence that the teachers were not aware that their practices differed from dialogic approaches. Implications for research and practice are discussed. 相似文献
935.
936.
Dimensions of child sexual abuse before age 15 in three Central American countries: Honduras, El Salvador, and Guatemala 总被引:1,自引:0,他引:1
OBJECTIVE: The prevalence of sexual abuse during childhood or adolescence varies depending on the definitions and age categories used. This study examines the first national, population-based data available on child sexual abuse that occurs before age 15 in three countries: El Salvador, Guatemala, and Honduras. This study uses comparable indicators and measures of sexual abuse for the three countries to document the prevalence of abuse, types of perpetrators, and the association of child sexual abuse with recent intimate partner violence. METHODS: Child sexual abuse was defined as sexual abuse that first occurs before age 15. Nationally representative data from El Salvador, Guatemala, and Honduras were used. In El Salvador, separate questions on forced intercourse and non-penetrative sexual abuse were asked. Bivariate and multivariate analyses were performed using STATA Version 8SE. RESULTS: The prevalence of child sexual abuse varied from 7.8% in Honduras to 6.4% in El Salvador and 4.7% in Guatemala. In all three countries, the overwhelming majority of women who reported child sexual abuse first experienced the abuse before age 11. Perpetrators tended to be a family member, a neighbor, or an acquaintance. Bivariate and multivariate analyses indicated that women who experienced child sexual abuse in Guatemala and Honduras were about two times more likely to be in violent relationships as women who did not experience abuse. This relationship was not significant in multivariate analyses for El Salvador where the prevalence of intimate partner violence was the lowest. CONCLUSIONS: Child sexual abuse in Central America is clearly a problem with the prevalence between 5% and 8%. Child sexual abuse can have long-term negative health impacts including exposure to intimate partner violence in adulthood. Programs to prevent abuse and treat victims of child sexual abuse are needed in Central America. 相似文献
937.
Computers, once available exclusively to wealthy industries, are now rapidly becoming as familiar in preschool and kindergarten classrooms as block and crayons. Articles making claims such as Learning by Computers at Age 4 and Computers Preparing Preschoolers for Kindergarten now permeate the news media. Increasing numbers of child care centers, attempting to maximize public interest in computers, now readily advertise Computer Tutor in their literature. Computer Tutor is often even listed above other important qualifications such as certified teachers and professional affiliations of centers.Theresa Rubens has had extensive experience working with children in both family day homes and child care centers. Jennifer Poole is the Nursery Director at the First United Methodist Church in Carrollton, TX. James L. Hoot is Assistant Professor of Early Childhood Education at North Texas State University in Denton, Texas. 相似文献
938.
Jennifer L. Matić 《College Teaching》2019,67(2):86-93
Both participation in dialog and exposure to others from different cultures have been theorized to increase the ability of an individual to be creative. This study focused on the multicultural student-to-student dialog that took place in one graduate level course. The purpose of this study was to explore how participation in this dialog might influence student creativity, specifically how the students generated creative ideas for their final course papers. No connection was found between participation in the multicultural student-to-student dialog and the generation of creative ideas for their final papers. However, insight was gained into the creative process used by students in generating their final paper ideas. 相似文献
939.
Background
The casual, abbreviated writing style sometimes known as ‘textese’ (e.g., sorry im late ?) has become widespread with the rise of digital communication. We explored Australian university students' views on, and use of, textese across three modalities (text message, Facebook post, email) and three recipient types (friends, peers, lecturers).Methods
In Study 1, 51 undergraduates composed messages across the three modalities to the three recipient types. They also rated the appropriateness of messages written with high, medium and no textese, across modality and recipient types. In Study 2, 37 additional students provided examples of their own sent messages across modalities and recipients.Results
Overall, participants rated textese use as more appropriate, and used significantly more textese, in messages to friends, than to peers, than to lecturers.Conclusions
Undergraduates are sensitive to when and where it is appropriate to use textese and vary their use (and opinions) of written language as a function of the recipient.940.
Mandell DS Walrath CM Manteuffel B Sgro G Pinto-Martin JA 《Child abuse & neglect》2005,29(12):1359-1372
OBJECTIVE: To determine the demographic and psychosocial correlates of physical and sexual abuse among children with autism. METHODS: Data collected from 1997 to 2000 through the national evaluation of the Comprehensive Community Mental Health Services for Children and their Families Program on 156 children with autism were used. Data included a baseline assessment of child and family psychosocial experiences and presenting problems associated with referral into system-of-care service, demographic information, and a clinical record review to obtain psychiatric diagnosis. Binary and multinomial logistic regression was used to determine the association of different characteristics of children who were abused compared with those who were not abused. RESULTS: Caregivers reported that 18.5% of children with autism had been physically abused and 16.6% had been sexually abused. Physically abused children more likely had engaged in sexual acting out or abusive behavior, had made a suicide attempt, or had conduct-related or academic problems. Sexually abused children more likely had engaged in sexual acting out or abusive behavior, suicidal or other self-injurious behavior, had run away from home, or had a psychiatric hospitalization. In adjusted multivariate models, the relationship between sexual abuse and sexual acting out, running away from home and suicidal attempts persisted. CONCLUSION: Based on the prevalence of abuse and its association with various behaviors, clinicians should be as attuned to the psychosocial histories of children with autism as they are for other children, and consider the potential of abuse when these behaviors are observed. 相似文献