Because of the centrality of peer relationship difficulties for children with attentiondeficit hyperactivity disorder (ADHD), we investigated behavioral (overt and covert antisocial activity), internalizing (self-reports and observed social isolation), and familial (authoritative, authoritarian, and permissive parenting beliefs) predictors of peer sociometric nominations among previously unfamiliar, ethnically diverse ADHD ( N=73 ) and comparison ( N=60 ) boys, aged 6–12 years. Authoritative maternal parenting beliefs and negatively weighted social isolation explained significant variance in positive peer regard; aggression, covert behavior, and authoritative parenting beliefs were the independent predictors of both negative peer status and peer social preference. We extended such predictions with statistical control of (1) child cognitive variables, (2) maternal psychopathology, and (3) ADHD boys, but authoritative parenting beliefs were stronger predictors in ADHD than in comparison youth. We discuss family-peer linkages regarding peer competence. 相似文献
Cooperative learning techniques have been promoted for the development of academic and social competencies. One such technique, Jigsaw, creates cooperation by structuring student interdependence through the learning task, rather than through the grading system. A process and outcome evaluation of Jigsaw was conducted. Eleven teachers of fifth-grade classes received Jigsaw in-service training and conducted Jigsaw in their classes over a school year. Students in 13 other fifth-grade classes served as a comparison group. Students received a pretest and a post-test assessing attitudes toward self, peers, and school, and achievement and attendance records were collected. The process evaluation revealed that the quality and frequency of Jigsaw implementation varied greatly. Jigsaw failed to have a positive effect on the outcome variables, even for the five classes where it was implemented proficiently. The results, which are consistent with an earlier study (J. Moskowitz, J. Malvin, G. Schaeffer, & E. Schaps, 1983, American Education Research Journal, 20, 687–696), are discussed in terms of a theoretical shortcoming of this technique. 相似文献
In a series of three major experiments and two smaller studies, the effects of mismatched pictures on children’s prose learning
were studied. In general, although matched pictures increased learning of both prose that was heard and prose that was read,
the presence of pictures mismatched to the prose they accompanied had little negative impact on cued recall.
This research was supported by a grant to Michael Pressley from the Natural Sciences and Engineering Research Council of Canada.
Joel R. Levin’s participation was supported by a grant to the Wisconsin Center for Education Research from the National Institute
of Education. California State University, Fullerton, provided support for the pilot study. The cooperation of the London,
Ontario, and the Middlesex County, Ontario, public school boards and the Sault St. Marie separate school board is gratefully
acknowledged; special appreciation is extended to Dr. Richard Stennett and Mr. A. Hull. The parochial schools of Fullerton,
Calif., assisted during the pilot phases of these studies. The authors are grateful to Professor Dale Willows for making available
her materials for Experiments 3 and 3A. Reprints may be requested from the first author at the Department of Psychology, University
of Western Ontario, London, Ontario N6A 5C2 Canada. 相似文献
403 black, inner-city infants born to women recruited prenatally on the basis of their alcohol consumption during pregnancy were assessed on a battery focusing on information processing and complexity of play. Prenatal alcohol exposure was not related to visual recognition memory or cross-modal transfer of information but was associated with longer fixation duration, a measure indicative of slower, less efficient information processing; lower scores on elicited play; and longer periods of toy exploration, possibly also due to slower cognitive processing. The effects on processing speed and elicited play were dose-dependent and not attributable to maternal depression, parental intellectual stimulation, other prenatal drug exposure, or postpartum maternal drinking. The processing speed deficit is consistent with deficits in older children prenatally exposed to alcohol; the present study is the first to identify slower cognitive processing in infancy and in tasks not dependent on motoric proficiency. 相似文献
Education for All has focused international attention on the goals of universal primary education and improved education quality.
However, national indicators related to these goals often mask significant differences among demographic and social groups,
as well as among geographical regions within countries. This paper, based on a study commissioned by UNESCO’s Global Monitoring
Report team, examines within-country (regional) disparities in participation in primary education in between 55 and 60 countries
in sub-Saharan Africa, Asia and the Pacific, Latin America and the Arab States. After reviewing the methodology used in the
analysis, the paper compares countries’ disparities in net enrolment rates before and after the Dakar Framework was established
in 2000, changes over the pre- to post-Dakar period and a comparison of net enrolment rates with pupil-teacher ratios—one
of the standard measures of education quality. Overall, the analysis finds significant differences in the magnitude of regional
disparities in primary participation across the countries, with the smallest disparities in Latin America and the largest
in sub-Saharan Africa. While just over half the countries with both pre- and post-Dakar data showed improvements over the
period, there was little change in countries’ rankings on the disparities measures over this period. 相似文献
Background: In Aotearoa New Zealand, as it is internationally, there is a desire to ensure physical education is inclusive of all students regardless of their abilities. Yet, medical discourses associated with disability continue to position students who are perceived as not having the capacity to participate fully in traditional physical education programmes as the teacher’s ‘helper’, ‘helped’, or ‘helpless’. As a result, these students may have negative experiences of physical education and this can impact on future involvement in movement-related activities within school and community settings.
Methodology: Drawing on the data from a larger critical participatory action research project, we explore how one primary school teacher, Joel, attempted to work more inclusively within physical education. Specifically, we draw from personal journaling, student work and records of dialogical conversations to shed light on Joel’s experiences.
Conclusion: Joel’s experience demonstrates that there is not one singular solution to inclusion within physical education and it is a combination of actions that support this process. In Joel’s case, this included becoming a reflexive practitioner, getting to know his students, being receptive as opposed to respective to difference in positive ways rather than seeing this as limiting, working imaginatively to reconsider what constitutes learning in physical education, and sharing ownership for curriculum design and learning with his students. Working in this way illustrates how a multi-layered approach can make a difference to how all the students in a class experience inclusion, including students positioned as disabled. 相似文献