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101.
Erika Felix Eric M. Vernberg Rose L. Pfefferbaum Dodie C. Gill John Schorr Angela Boudreaux Robin H. Gurwitch Sandro Galea Betty Pfefferbaum 《Psychology in the schools》2010,47(6):592-605
Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.‐area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions. Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey. Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions. Feeling prepared, adaptively managing work responsibilities, and perceiving an increase in student problems were related to intervening with students. Implications for school preparedness are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
102.
Noel P. Kinrade Robin C. Jackson Kelly J. Ashford Daniel T. Bishop 《Journal of sports sciences》2013,31(10):1127-1135
Abstract Items from the Reinvestment Scale were modified to create a decision-specific version of the scale. Principal components analysis of responses from 165 participants revealed one-, two-, three-, and four-factor solutions for the Decision-Specific Reinvestment Scale. Confirmatory factor analysis of responses from a second sample of 111 participants revealed that a 13-item two-factor solution showed the best fit. The first factor comprised six items referring to conscious monitoring of the process involved in making a decision, and was termed decision reinvestment. The second factor, decision rumination, comprised seven items related to focus on negative evaluations of previous poor decisions. In an initial assessment of predictive validity, Decision-Specific Reinvestment Scale scores of 59 skilled team sport players were found to be highly correlated with coaches' ratings of players' tendency to choke under pressure (r = 0.74), with high Decision-Specific Reinvestment Scale scores indicating greater susceptibility to poor decision-making under pressure. It was concluded that the Decision-Specific Reinvestment Scale highlights a performer's predisposition to engage in behaviours detrimental to performance under pressure, namely decision reinvestment and decision rumination. 相似文献
103.
This study reports how students who had attended alternative elementary schools performed when they moved on to secondary schools and beyond. Almost no research has been conducted on the longitudinal effects of alternative elementary education on students. Alternative education intervention was found to positively affect student achievement as measured by GPA and standardized test scores, and, student completion of a formal education program. Parent investment opportunity appears to be the common denominator among the three alternative schools that report the greatest student successes over time. Further research is needed to confirm preliminary findings that link parent involvement to students' continued success, and to explore the alternative school as a means to stimulating parent involvement. 相似文献
104.
Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4–9 years, social emotions and self‐presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social‐conventional rather than moral violations. In 2 further studies with 376 children aged 4–9 years, experimental manipulations of self‐focused attention (either by leading children to believe they were being video‐recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self‐presentational concerns were consistently salient in the context of social‐conventional violations. The role of rule transgressions in children’s emerging self‐awareness and social understanding is discussed. 相似文献
105.
Robin Simmons 《Journal of educational administration and history》2014,46(1):57-73
This article revisits the three decades following the end of World War Two – a time when, following the 1944 Education Act, local education authorities (LEAs) were the key agencies responsible for running the education system across England. For the first time, there was a statutory requirement for LEAs to secure adequate facilities for further education (FE), and the post-war era is generally remembered as a period when they dominated FE. Yet this is not the full story of FE in post-war England: it is often forgotten that a significant amount of FE existed outside the municipal framework. This article returns to the post-war decades and begins to uncover the largely forgotten history of FE outside local authority control at that time. It highlights how voluntary and private organisations offered various forms of post-compulsory education outside the municipal framework, and how they contributed to the eclectic and diverse nature of FE across England. This, I argue, not only reflected the expedience, compromise and inertia that characterised FE in post-war England but was rooted in a capture of educational policy more generally by a privileged elite intent on maintaining a social order characterised by social, economic and cultural divisions. 相似文献
106.
The Neag School of Education at the University of Connecticut is committed to the intentionality of interweaving course work and practice in its 5-year teacher preparation program, the Integrated Bachelor's and Master's program. It offers a wide range of field experiences to teacher candidates. Teacher candidates enter the program at the beginning of their junior year and complete the program after they finish their 5th-year postgraduate master's degree studies. This article describes the program requirements and experiences. In essence, it intends to provide an illustration of the interwoven teacher education curriculum as promoted by Darling-Hammond and other scholars. 相似文献
107.
Joann Keyton Robin Clair Cristin A. Compton Debbie S. Dougherty Diane Forbes Berthoud Jimmie Manning 《Journal of Applied Communication Research》2013,41(6):665-683
Sexual harassment remains a persistent workplace problem. The 2017 #Metoo movement and what-have-come-to-be routine news stories about sexual hostility, sexual assault, and sexual harassment in American organizations have opened wounds and reinvigorated public commentary. Although the Equal Employment Opportunity Commission sets forth guidelines for organizations to follow, questions remain about what counts as sexual harassment, and what is an organization’s responsibility in maintaining a harassment-free workplace for its employees. At the invitation of the editor, seven organizational communication scholars responded to a series of questions addressing seven issues related to sexual harassment. These are: sexual harassment policy and training; the responsibilities of bystanders of sexual harassment; organizational culture that provides more support to the harasser than the harassed; the intersection of race with sexual harassment; same-sex harassment and female-to-male harassment; and what can be learned from public movements (e.g. #Metoo). The co-authors’ responses describe sexually harassing situation with which they are familiar. 相似文献
108.
Robin Camille Davis 《Behavioral & Social Sciences Librarian》2013,32(2):88-94
A basic understanding of the Internet's physical and operational structure is one element of information literacy. In this article, “traceroute” and “whois” commands are demonstrated as tools that librarians can use to illustrate how the Internet is geographically distributed, how businesses enable and control information sharing, and how to check a source's credibility by determining website ownership. With these tools, students can gain a better understanding of how online information is created, accessed, and affected in ways that may be otherwise invisible. 相似文献
109.
Suzanne Shurtz Robin Sewell T. Derek Halling Becky McKay Catherine Pepper 《Medical reference services quarterly》2013,32(3):265-281
An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage. 相似文献
110.
Robin B. Devin 《Medical reference services quarterly》2013,32(1):44-55
This article compares libraries in the United States that serve allied health programs at universities without medical schools. Although these university libraries all serve a similar array of health sciences programs, the organization of their library services differ dramatically. There is also little similarity in their collections, particularly in their choice of indexing and abstracting databases. Yet librarians serving as liaisons to allied health programs at universities without medical schools face comparable challenges in meeting the needs of their users. All reported concerns about gaps in their collections and felt hard pressed to provide optimal library service. 相似文献