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11.
This article describes a three‐year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring and evaluation. Richard Crombie, educational psychologist, was engaged to work on the project. Also involved were Kate Walker and Rebecca Warnock, deputy head teachers, as well as the whole staff, children and some parents. The project takes as its starting point that essential, but very often unnoticed and unconscious, professional practice is rooted in implicit processes learnt experientially. We set ourselves the task of finding meaningful frameworks for identifying and developing that practice. This meant close observation within and outside school coupled with feeding back to staff, and their subsequent engagement with and use of explanatory frameworks. 相似文献
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Pornography use is often associated with less-progressive sex-role attitudes, such as endorsement of a sexual double standard between heterosexual partners, but the process by which this relationship occurs is still largely unexamined. The present study was conducted to examine how perceptions about pornography may play a role in the relationship between pornography use and sex-role attitudes. Perceived general acceptance and perceived influence of pornography on most people partially mediated the relationship between pornography use and sex-role attitudes. The more participants reported using pornography, the more they believed pornography was generally accepted and had a positive influence; however, conversely to what was hypothesized, the more positive they perceived pornography’s influence, the less likely they were to report sex-role attitudes that endorse a sexual double standard. 相似文献
14.
Erin K. Howie Joanne A. McVeigh Rebecca A. Abbott Tim S. Olds Leon M. Straker 《Journal of sports sciences》2016,34(16):1581-1587
Fitness is an important component of health, and obese adolescents regularly have poor fitness. Unfortunately, few have assessed the impact of community-based lifestyle interventions on multiple components of fitness. The purpose of this study was to assess the impact of participation in a community-based intervention involving adolescents and parents on multiple components of fitness of obese adolescents. In a within-subject, waitlist controlled clinical trial with 12 months follow-up in Western Australia, participants (n = 56) completed multiple fitness measures at baseline, immediately prior to beginning an 8-week intervention and at 3, 6 and 12 months during a maintenance period. Performance on the shuttle walk was improved immediately post-intervention (increase of 42.8 m, 95% CI: 7.5, 78.2) and at 12 months post-intervention (increase of 44.6 m, 95% CI: 1.3, 87.8) compared with pre-intervention. Muscle performance of quadriceps and deltoids were improved post-intervention (increase of 1.1 (95% CI: 0.1, 2.1) kg · F and 1.0 (0.02, 2.1) kg · F, respectively) and all muscle performance measures were improved at 12 months following the intervention. There were no changes in waist circumference. A community-based lifestyle programme such as Curtin University’s Activity, Food and Attitudes Program (CAFAP) may be a viable strategy for improving fitness in overweight adolescents. 相似文献
15.
A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter‐rater reliability of the ASPI across key informants within early childhood educational programs—teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 725–736, 2004. 相似文献
16.
Cheating on exams is a rampant and highly developed practice among youth in the Arab world, often involving elaborate networks, advanced technology and adult authorities. Rather than viewing cheating as mere laziness or immorality, this article interrogates the social meanings of cheating by comparing the practices and discourses of cheating on high-stakes high school exit exams – the tawjihi in Jordan and the Baccalauréat in Morocco. Using informal networks to obtain higher grades, and thereby better futures, cheating is one way youth contest the putative meritocracy of the state to reclaim a sense of control over their lives. Ironically, cheaters develop twenty-first century skills of collaboration, networking and creativity outside the school in order to evade the nation’s formal system of educational sorting. We argue that cheating illuminates the declining effectiveness of the public school in the nation-building project and the simultaneous emergence of the outcomes-oriented ‘neoliberal student’. 相似文献
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Niklas Gericke Rebecca Carver Jérémy Castéra Neima Alice Menezes Evangelista Claire Coiffard Marre Charbel N. El-Hani 《Science & Education》2017,26(10):1223-1259
Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism. 相似文献
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The purpose of this study was to investigate young children’s perspectives related to their experiences in child care. Researchers
used individual interviews and drawings in an early childhood program in Denmark and one in the United States as the basis
for examining children’s perspectives on their everyday lives in child care. Observations documented the everyday cultural
practices for the children in the two child care centers and provided a foundation for interpreting the interviews and the
drawings. The information collected was analyzed to determine what aspects of child care young children like best and least,
as well as their thoughts on the adults and peers in their center. 相似文献
20.
The separate effects of child neglect, abuse, and their interaction upon language development as measured by the Preschool Language Scale were examined in four groups of children (n = 79) in a quasi-experimental design. There were three groups of maltreated subjects, all drawn from a treatment center: an abused only group (n = 13), a neglected only group (n = 7), and an abused and neglected group (n = 31); a non-maltreated group (n = 28) was drawn from a day care center. Abuse, neglect, and their interaction were used to predict both auditory comprehension and verbal ability as separate criteria in two stepwise multiple regression equations, where the variance attributable to gender and mother's status on Aid to Dependent Children had been removed. Child neglect was found to predict significantly both auditory comprehension and verbal ability. Neither child abuse nor the interaction between abuse and neglect significantly predicted either dependent variable. These findings suggest that child neglect may be the critical type of maltreatment associated with language delay. 相似文献