A nurturing and problem-solving approach for abuse-prone mothers

This paper reports on a series of treatment programs for abuse-prone mothers. The basic premise was that abusive mothers could not nurture their children because they had never been nurtured themselves. Therefore, the first requisite was that they be given to without being asked to give back. Hairdressing was chosen as a socially acceptable way to touch, and thus physically nurture adults, as it is considered neither infantile nor sexually questionable. The first group demonstrated that this type of nurturing was helpful in creating a prosocial support network for isolated mothers. However, when problem-solving activity was substituted for nurturing in an attempt to foster the mothers' coping skills, the group disintegrated. The second group was designed to maintain the nurturing element while using group-generated crises to teach problem-solving skills. Findings from the third and fourth groups confirmed the value of this combination, as it did the importance of providing support to staff (professionals and volunteers) in their work with people whose needs are “like bottomless pits” [3]. Expert consultation on the effective use of the small group process to meet these needs was also established as necessary.     

Baby carriage: infants walking with loads

Maintaining balance is a central problem for new walkers. To examine how infants cope with the additional balance control problems induced by load carriage, 14-month-olds were loaded with 15% of their body weight in shoulder-packs. Both symmetrical and asymmetrical loads disrupted alternating gait patterns and caused less mature footfall patterns. Walking was most severely compromised by back loads. Infants with less walking experience, lower levels of walking proficiency, and chubbier body proportions were more adversely affected. In addition, infants displayed a unique postural response to asymmetrical loads. In contrast to older children and adults, infants leaned with loads rather than in the opposite direction to the loads. Findings are discussed in terms of development from accommodation to compensatory strategies.     

Multimedia Resources to Bridge the Praxis Gap: Modeling Practice in Elementary Science Education

Numerous research studies have shown that science methods courses based on constructivist approaches can enhance teacher knowledge and confidence in ways that foster more positive attitudes to the teaching of science. However, a critical part of reflective practice is the opportunity to observe competent professionals practising their craft. Opportunities to observe teachers engaging in constructivist and inquiry based practices in many undergraduate programs are limited. Our goal was to make visible the pedagogical practices and assumptions of teachers through a suite of multimedia resources that provided visual examples of professional practices. In this paper, we report on the development and use of these multimedia resources. These resources incorporated interactive CDROMs, videos and websites and supplemented an instructional program that engaged learners in a range of reflective practices. Evaluation data were derived from focus group interviews with preservice teachers, from interviews with instructors and from surveys with inservice teachers. Analysis of these data supports the value of multimedia material as a vicarious learning experience; and highlights the extent that multimedia can demystify science teaching.     

大腕球星菜鸟经理

＂将一支鱼腩球队打造成为不败传奇,创造无数奇迹,这便是一个王牌的NBA经理人的能力。而我,便是这其中的佼佼者。＂相信在NBA里所有球队的老板都想要以前面的＂我＂自居,可又有几人有这样的资格呢？     

A self-determination approach to understanding students' motivation in project work

The use of project work (PW) or project-based learning has escalated in Singapore since its inception by the Ministry of Education in the year 2000. There is however little information on students' motivation, and their experience of PW over time. This study sought to identify homogeneous groups of students with distinct perceived locus of causality (PLOC) profiles using a cluster analytic approach, and to examine group differences in their perceived psychological needs, emotions, metacognition, and perceived skills learned in PW over time. Four distinct clusters of students were identified. The “high self-determined/low controlled” group was the most adaptive cluster, and the “low self-determined/high controlled” group was the least adaptive cluster. The study affirms that the self-determination theory (SDT) can provide important insights into the motivational processes in PW. It establishes that students' motivational regulations and their perceived needs satisfaction at the start of PW are related to their experience of and learning in PW.