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481.
Examining discourses of multiraciality through college students' claims about race offers helpful insights for educators striving to create equitable campuses for mixed race students. One area of discourse is the positioning of multiracial individuals as evidence for the social construction of race. Another critiques the multiracial movement, with its large college student base, for reinforcing the biological concept of race. This study investigates how a diverse sample of 40 undergraduate students from two U.S. West Coast institutions used multiraciality in varied ways to assert their claims about race and whether it mattered. Six patterns of multiracial discourse emerged in their racial claims. These findings suggest that the novelty of multiraciality allows it to be invoked to support various claims about the nature of race, namely whether race is biological, and the current and future relationship between mixedness and “post-racial” progress. Implications for research and practice also are discussed. 相似文献
482.
Marc D. Hauser 《Mind, Brain, and Education》2021,15(1):35-47
For educators to help children exposed to adverse life experiences, it is necessary to understand how adversity impacts different mechanisms of learning, emotion, and planning as these capacities underpin success in schools and beyond. The goal of this paper is to review essential findings on how early life adversity transforms the brain which, in turn, impacts educational outcomes. Part 1 begins by discussing the species‐specific and expectant experiences that guide typical development, and then turns to early life adversities and their relationship to both physical and mental health outcomes. Part 2 summarizes four dimensions of adversity—type, timing, term, and toxicity—and how each differentially impacts the developing brain, including individual differences in psychopathology. Part 3 discusses the relevance of these findings for educators, highlighting how behavior can be modified to build resilience and greater academic and social–emotional competency. 相似文献
483.
Mandeep Gill Sagoo Marc A.T.M. Vorstenbosch Peter J. Bazira Harold Ellis Maria Kambouri Charlie Owen 《Anatomical sciences education》2021,14(3):342-351
Anatomical examinations have been designed to assess topographical and/or applied knowledge of anatomy with or without the inclusion of visual resources such as cadaveric specimens or images, radiological images, and/or clinical photographs. Multimedia learning theories have advanced the understanding of how words and images are processed during learning. However, the evidence of the impact of including anatomical and radiological images within written assessments is sparse. This study investigates the impact of including images within clinically oriented single-best-answer questions on students' scores in a tailored online tool. Second-year medical students (n = 174) from six schools in the United Kingdom participated voluntarily in the examination, and 55 students provided free-text comments which were thematically analyzed. All questions were categorized as to whether their stimulus format was purely textual or included an associated image. The type (anatomical and radiological image) and deep structure of images (question referring to a bone or soft tissue on the image) were taken into consideration. Students scored significantly better on questions with images compared to questions without images (P < 0.001), and on questions referring to bones than to soft tissue (P < 0.001), but no difference was found in their performance on anatomical and radiological image questions. The coding highlighted areas of “test applicability” and “challenges faced by the students.” In conclusion, images are critical in medical practice for investigating a patient's anatomy, and this study sets out a way to understand the effects of images on students' performance and their views in commonly employed written assessments. 相似文献
484.
W. Andrew Rothenberg Jennifer E. Lansford Marc H. Bornstein Liliana Maria Uribe Tirado Saengduean Yotanyamaneewong Liane Peña Alampay Suha M. Al-Hassan Dario Bacchini Lei Chang Kirby Deater-Deckard Laura Di Giunta Kenneth A. Dodge Sevtap Gurdal Qin Liu Qian Long Patrick S. Malone Paul Oburu Concetta Pastorelli Ann T. Skinner Emma Sorbring Sombat Tapanya Laurence Steinberg 《Child development》2021,92(6):e1138-e1153
Families from nine countries (N = 1,338) were interviewed annually seven times (Mage child = 7–15) to test specificity and commonality in parenting behaviors associated with child flourishing and moderation of associations by normativeness of parenting. Participants included 1,338 children (M = 8.59 years, SD = 0.68, range = 7–11 years; 50% girls), their mothers (N = 1,283, M = 37.04 years, SD = 6.51, range = 19–70 years), and their fathers (N = 1,170, M = 40.19 years, SD = 6.75, range = 22–76 years) at Wave 1 of 7 annual waves collected between 2008 and 2017. Families were recruited from 12 ethnocultural groups in nine countries including: Shanghai, China (n = 123); Medellín, Colombia (n = 108); Naples (n = 102) and Rome (n = 111), Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya (n = 100); Manila, Philippines (n = 120); Trollhättan & Vänersborg, Sweden (n = 129); Chiang Mai, Thailand (n = 120); and Durham, NC, United States (n = 110 White, n = 102 Black, n = 99 Latinx). Intergenerational parenting (parenting passed from Generation 1 to Generation 2) demonstrated specificity. Children from cultures with above-average G2 parent warmth experienced the most benefit from the intergenerational transmission of warmth, whereas children from cultures with below-average G2 hostility, neglect, and rejection were best protected from deleterious intergenerational effects of parenting behaviors on flourishing. Single-generation parenting (Generation 2 parenting directly associated with Generation 3 flourishing) demonstrated commonality. Parent warmth promoted, and parent hostility, neglect, and rejection impeded the development of child flourishing largely regardless of parenting norms. 相似文献
485.
Jennifer E. Lansford W. Andrew Rothenberg Jillian Riley Liliana Maria Uribe Tirado Saengduean Yotanyamaneewong Liane Peña Alampay Suha M. Al-Hassan Dario Bacchini Marc H. Bornstein Lei Chang Kirby Deater-Deckard Laura Di Giunta Kenneth A. Dodge Sevtap Gurdal Qin Liu Qian Long Patrick S. Malone Paul Oburu Concetta Pastorelli Ann T. Skinner Emma Sorbring Sombat Tapanya Laurence Steinberg 《Child development》2021,92(4):e493-e512
Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (Mage child = 8–16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children’s age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed. 相似文献
486.
PROSPECTS - The response to the Covid-19 pandemic raises a question about the role of national curriculum frameworks in acquiring and applying knowledge about hygiene and prevention of disease. For... 相似文献
487.
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489.
Lansford JE Bornstein MH Dodge KA Skinner AT Putnick DL Deater-Deckard K 《Parenting, science and practice》2011,11(2-3):199-213
OBJECTIVE.: The present study examined mean level similarities and differences as well as correlations between U.S. mothers' and fathers' attributions regarding successes and failures in caregiving situations and progressive versus authoritarian attitudes. DESIGN.: Interviews were conducted with both mothers and fathers in 139 European American, Latin American, and African American families. RESULTS.: Interactions between parent gender and ethnicity emerged for adult-controlled failure and perceived control over failure. Fathers reported higher adult-controlled failure and child-controlled failure attributions than did mothers, whereas mothers reported attitudes that were more progressive and modern than did fathers; these differences remained significant after controlling for parents' age, education, and possible social desirability bias. Ethnic differences emerged for five of the seven attributions and attitudes examined; four remained significant after controlling for parents' age, education, and possible social desirability bias. Medium effect sizes were found for concordance between parents in the same family for attributions regarding uncontrollable success, child-controlled failure, progressive attitudes, authoritarian attitudes, and modernity of attitudes after controlling for parents' age, education, and possible social desirability bias. CONCLUSIONS.: This work elucidates ways that parent gender and ethnicity relate to attributions regarding U.S. parents' successes and failures in caregiving situations and to their progressive versus authoritarian parenting attitudes. 相似文献
490.
AbstractEnvironmental education (EE) typically occurs in natural settings, which research suggests may enhance learning outcomes. Although field trips are commonly used to teach EE, few studies have isolated the influence of different setting characteristics for enhancing participant outcomes during an EE field trip. According to the literature, certain attributes of the natural setting, including novelty, beauty, and naturalness, as well as how the setting is used such as through place-based education, immersion, and time spent inside vs. outside, are thought to positively impact people’s experiences with nature. In this study, we collected data from 334 EE field trip programs for 5-8th grade students to investigate the influence of these natural setting characteristics on positive learning outcomes. Results suggest that the naturalness and novelty of the setting, the use of place-based education, and spending more time outside vs. inside all positively correlated with more positive student outcomes. The implications of the results for environmental educators are discussed. 相似文献