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11.
In two experiments, a recently devised mnemonic strategy was examined in the context of college students recalling the theme and contents of various paintings. With the painting-artist mnemonic strategy: (a) the artist's name is first recoded as a more concrete proxy; and (b) the recoded stimulus is then related to a prominent feature of the painting. Previous research has demonstrated that such a strategy enhances students' recall of artist names when cued with the associated paintings. The present study extends those findings by demonstrating that the strategy similarly facilitates students' recall of paintings and painting information when cued with the associated artist names. Of three different mnemonic variations included, one that incorporates a verbally described mnemonic interaction into the painting proved most effective. Suggestions for future research and educational implications are included in the discussion. 相似文献
12.
Jane Kohlhoff David J. Hawes Melanie Mence Alex M. T. Russell Lucinda Wedgwood Susan Morgan 《Parenting, science and practice》2016,16(4):302-319
Objective. This study examined the cognitive-affective strategies used by parents of young children with conduct problems to regulate emotions. Key questions concerned the extent to which these emotion regulation strategies are associated with positive and negative parenting practices and predict quality of parenting through interplay with parental depression. Design. Participants were families of toddlers (n = 84) referred to a tertiary-level health service for the treatment of disruptive behavior problems. Parenting practices were indexed through observational coding of parent–child interactions and self-report data on multiple dimensions of positive and negative parenting. Parents self-reported their use of cognitive reappraisal and expressive suppression—the two emotion regulation strategies that are most robustly associated with psychosocial functioning in adults. Results. Associations between emotion regulation strategy and quality of parenting were moderated by parental depressive symptom severity, with distinct effects seen for positive and negative parenting practices. In terms of positive parenting, more frequent use of cognitive reappraisal was associated with increased use of labeled praise among parents with lower levels of depressive symptoms, whereas parents who had higher levels of depressive symptoms engaged in less such praise regardless of how frequently they used reappraisal. In terms of negative parenting, frequent use of cognitive reappraisal and expression suppression were associated with reduced levels of negative parenting, but only among parents with high levels of depression. Conclusions. These findings add to growing support for the integration of emotion regulation strategies into family process models of early-onset conduct problems and related clinical interventions. 相似文献
13.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
相似文献
Russell NieliEmail: |
14.
Emily Warren Leonardo Bevilacqua Charles Opondo Elizabeth Allen Anne Mathiot Grace West Farah Jamal Russell Viner Chris Bonell 《British Educational Research Journal》2019,45(5):979-1000
Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers. 相似文献
15.
This qualitative study was undertaken to explore what undergraduate students reflect on during their learning to practice social work in the field. Reflection is essential in the social work field practicum where students learn the practice of social work by doing. Seventeen BSW students’ final field practicum learning papers are analyzed. Four themes emerge that highlight the content of their reflections: situations of uncertainty, opportunities for application, tensions in action, and confrontations with others. This article presents in detail these 4 themes. Discussion includes suggestions for helping students better engage in reflective learning. 相似文献
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The action sport industry is a high growth sector that attracts the lucrative Generation Y market. Although there is a growing body of literature that examines the characteristics and traits of the Generation Y market as consumers of action sports, little is known about the supply side of the action sports industry. This paper illustrates through the example of the skateboarding sport cluster, that this sector has evolved in an organic, almost chaotic manner very different to that of the mainstream sports industry. Entrepreneurs have taken advantage of the open system, the lack of formal boundaries and the risk loving nature of the market to grow the sector into a very profitable industry. The paper specifically illustrates the differences to mainstream sports in relation to provision of facilities, program development and pathways and the roles of suppliers, councils and program developers. 相似文献
20.
Barr-Anderson DJ Neumark-Sztainer D Schmitz KH Ward DS Conway TL Pratt C Baggett CD Lytle L Pate RR 《Research quarterly for exercise and sport》2008,79(1):18-27
The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls. 相似文献