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171.
The present study explores practitioner perceptions of and observations about the adoptive parent, birth parent, and adoptee interactions that regulate open adoption relationships. Grounded in family systems theory, practitioner interviews (N = 19) were analyzed to understand the degree to which open adoption shapes the family system as well as the opportunities, challenges, and considerations experienced by individuals in open adoption. Findings reveal that open adoption relationships consist of numerous complex relationships. This complexity generates significant opportunities for connection. At the same time, the complexity of the system generates challenges. Social networking provides costs and rewards that require consideration on an individual basis. Findings offer implications for the utility of family systems theory in illuminating diverse family construction as well as open adoption communication research. 相似文献
172.
Edith Willburger Barbara Fussenegger Kristina Moll Guilherme Wood Karin Landerl 《Learning and individual differences》2008,18(2):224-236
In four carefully selected samples of 8- to 10-year old children with dyslexia (but age adequate arithmetic skills), dyscalculia (but age adequate reading skills), dyslexia/dyscalculia and controls a domain-general deficit in rapid automatized naming (RAN) was found for both dyslexia groups. Dyscalculic children exhibited a domain-specific deficit in rapid naming of quantities. This finding is in line with recent assumptions that dyscalculia is associated with a neurobiological deficit in the processing of numerosities. In the dyslexia/dyscalculia group, RAN deficits were additive, that is, the dyslexia/dyscalculia group exhibited the sum of the deficits found in the dyslexia only and dyscalculia only groups. This finding suggests that the cognitive bases of dyslexia and dyscalculia are independent from each other. Within the naming speed paradigm no differential impact of special demands on the executive functions inhibition and shifting was found for any of the four groups. 相似文献
173.
Abstract This qualitative study examines semi-structured interviews with four Norwegian teachers to explore how they teach biblical texts in upper secondary religious education (RE). The theoretical framework combines one model from biblical hermeneutics with one from RE. The former differentiates between the worlds behind, in, and in front of the biblical text, the latter between the universal, common religious, and religion-specific dimensions of religious narratives. Chief findings: All teachers utilize examples from the reception history of the biblical texts; they thus extend Ricoeur’s notion of the world in front of the text. The common religious aspects of biblical texts are mostly overlooked. 相似文献
174.
Stephanie Lichtenfeld Reinhard Pekrun Robert H. Stupnisky Kristina Reiss Kou Murayama 《Learning and individual differences》2012,22(2):190-201
This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed. 相似文献
175.
Margareta Widarsson Birgitta Kerstis Kristina Sundquist Gabriella Engstr?m Anna Sarkadi 《The Journal of perinatal education》2012,21(1):36-44
The aim of this study was to describe expectant mothers’ and fathers’ perceived needs of support during pregnancy. Twenty-two women and 10 men were interviewed in four focus groups and 13 individual interviews. Systematic text condensation was performed to analyze the data. Parents described not only a broad spectrum of social support needs but also needs of psychological and physical support. They also requested to share their experiences with others. The foci of care and parents’ needs of support are more harmonized with medical support than with psychological and emotional support. Mothers’ needs were predominately addressed in the health services, but fathers often felt “invisible.” Antenatal services may need to offer more customized individual support and emphasize peer support in groups; the challenge is to involve both parents through communication and encouragement so they can support each other. 相似文献
176.
As the first step in a longitudinal investigation ofSwedish beginning readers' reading behaviour, thisstudy investigated the role of different linguisticlevels in beginning readers' oral reading. The 30participating beginning readers were all able to reada short running text without help. Recordings of theiroral readings of unfamiliar texts were video-recorded,transcribed and analysed as to linguistic consequencesof reading errors, and tendency to correct errors withdifferent linguistic consequences. The results revealthat the readers are sensitive to all of thelinguistic levels analysed: the majority of readingerrors lead to acceptable linguistic consequences,regardless of what linguistic level is analysed;moreover linguistically unacceptable errors weresignificantly more frequently corrected thanlinguistically acceptable errors, independent of thelinguistic level affected by the error. 相似文献
177.
Lucinda Lee Roff David L. Klemmack Kristina Jaskyte Lina Kundrotaite Brigita Kimbriene Jurate Macijauskiene 《Educational gerontology》2013,39(7):577-585
Having regained independence from Russia in 1990, Lithuania is in the process of developing a social service system to meet the needs of its older citizens. This paper describes the current situation of older persons in Lithuania and the early stages of gerontology education and gerontological service provision in that nation. Future social service providers (n = 22) who participated in one of Lithuania's first gerontological education training programs completed the 17 items of Kogan's Attitudes Toward Old People Scale. Results indicate that future service providers hold generally neutral to positive attitudes toward older persons. The absence of negative attitudes toward older persons among the first generation of Lithuanian gerontological service providers bodes well for the development of gerontology education and services for older persons in Lithuania. 相似文献
178.
Stacy T. Shaw Kristina Spink Christina Chin-Newman 《Community College Journal of Research & Practice》2013,37(9):657-660
ABSTRACTStudents who begin their educational journeys in community college face many obstacles trying to complete their bachelor’s degrees. Much research has been dedicated to identifying academic factors that predict successful transfer and degree attainment, but relatively little research investigates how the community college experience affects these students once enrolled at the four-year university. Here, we present the results of a qualitative study that explored the challenges faced by 14 community college students during and after transfer. Specifically, we focus on student reports of a sense of stigma from having attended community college and how students overcame these feelings. Recommendations are provided for how community colleges and four-year universities can better equip their students with the knowledge and resources to combat this perception of stigma. 相似文献
179.
Kristina Dukic Matea Zoric Petra Pozaic Jelena Starcic Marija Culjak Andrea Saracevic Marijana Miler 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(3):386-392