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191.
Crystal Lantrip Francesco Mazzetti Joseph Grasso Sara Gill Janna Miller Morgynn Haner Stephanie Rude Germine Awad 《Journal of College Counseling》2015,18(2):144-159
This study underscored the importance of addressing the well‐being of college students of Asian descent, because these students had higher rates of depression and lower positive feelings about their ethnic group compared with students of European descent, as measured by the Affirmation subscale of the Ethnic Identity Scale. Affirmation mediated the depression difference between these groups. Within the Asian group, affirmation and depression were inversely correlated, and this relationship was mediated by acculturative stress. 相似文献
192.
Christina Gigliotti Matt Morris Sara Smock Shannon E. Jarrott Bonnie Graham 《Educational gerontology》2013,39(6):425-441
ABSTRACT We implemented an intergenerational (IG) summer program at a colocated site for 2 consecutive summers to maximize continuity and enhance sustainability. We incorporated multiple methods to represent the views of key program stakeholders, including staff and administrators, parents who attended the program, and facilitators’ reports of the experiences of child and adult participants. We generated a list of themes and subthemes from each source and triangulated the data points. Despite the resources invested and the challenges faced, the program was well received and viewed as beneficial. These findings offer insight into the likelihood of sustainability for IG summer programming. 相似文献
193.
194.
Family‐Centered Positive Behavior Support Interventions in Early Childhood To Prevent Obesity 下载免费PDF全文
Positive behavior support (PBS) strategies in early childhood, which include proactively structuring environments to support and positively reinforce healthy dietary and physical activity behaviors, are critical for preventing pediatric obesity, particularly among low‐income, ethnic minority children. Existing evidence‐based family‐centered preventive interventions effectively impact parents’ use of PBS strategies. Enhancing these programs to more directly target the key mechanisms of change specific to promoting children's healthy lifestyle behaviors could serve as the foundation for the next generation of effective protocols for preventing pediatric obesity. Two established programs that target PBS that can be feasibly implemented in a variety of service delivery systems using a multi‐tiered, adaptive approach and the next steps of translation are discussed. 相似文献
195.
196.
Sara Zamir 《Educational studies》2017,43(4):430-441
The phenomenon of adopting a religious lifestyle is growing worldwide in general and in Israel in particular. In the Israeli context, the transition from a secular lifestyle to a religious one is defined as “repentance”. Sociologists define the repentant as someone who has changed his or her beliefs, opinions and behaviours in the direction of the religious-ritualistic establishment. The aim of this research was to examine the attitudes of homeroom teachers in secular state high schools towards the phenomenon of becoming religious among their students. A qualitative methodology was employed for gathering and analysing the data. The findings show that most of the teachers (79%) claimed that the phenomenon of becoming religious is taking place in their classes to some degree or other. Most of the teachers mentioned the features of adolescence (forming an identity, seeking meaning, and peer influence) as the main reasons for becoming religious. At this era of radicalisation, teachers, with the support of the entire education system, are expected to provide a suitable response to those adolescents seeking their way, and help them navigate their path. 相似文献
197.
Sara Silvério Marques Eva S. Goldfarb Julianna Deardorff Norman A. Constantine 《American journal of sexuality education》2017,12(1):35-54
Despite recognition of the importance of a developmentally appropriate approach to sexuality education, there is little direct guidance on how to do this. This study employed in-depth interviews with experienced sexuality educators and developers of sexuality education materials to identify how this concept is understood and applied in the field. Developmentally appropriate sexuality education was conceptualized consistently across interviews to include (a) addressing developmentally relevant topics, (b) adapting content to cognitive development, (c) accommodating developmental diversity, and (d) facilitating the internalization of sexual health messages. However, these views fell short of incorporating the breadth of knowledge offered by adolescent development research. 相似文献
198.
This paper reports on an Irish study examining first year students’ recollections of their concerns, motivations, level of
preparedness and perceived skills on entry to university. The study aims to investigate and understand the implications of
the attitudes of first year students as they make the transition to university. It also explores students’ behaviour during
their initial weeks at university. It is important to understand the anxieties of new students, their views on their abilities
and their confidence in managing their new role as these factors will have consequences for their experience as first year
university students. These findings are explored with a view to enhancing the quality of support for students during this
key transition. 相似文献
199.
Sara Lippincott 《Resonance》2011,16(9):881-885
Face to Face
Excerpt of the interview with Mathew Sands Mathew Sands talks to Finn Aaserud 相似文献200.
Sara Servetti 《美中教育评论》2010,7(4):12-22
This paper focuses on cooperative learning (CL) used as a correction and grammar revision technique and considers the data collected in six Italian parallel classes, three of which (sample classes) corrected mistakes and revised grammar through cooperative learning, while the other three (control classes) in a traditional way. All the classes involved in this study were in their first year of secondary school, and although most students had a level of English which was A2, they made a certain number of mistakes also in grammar topics like the present tense, which is the grammar topic under examination in this study. This paper analyses the sample students' communicative exchanges while they performed the error correction activity through CL, compares the self-correction rates reported by the two groups of students after the two types of correction and revision activities (traditional and through CL) and the students' scores in tests given to students one, four and eight weeks after the correction lessons. The aim of the study is establishing if the use of CL as a correction and grammar revision technique had a beneficial effect on the students who experienced it and in particular on the low achievers. 相似文献