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251.
Timothy M. Curran Jennifer L. Monahan Jennifer A. Samp Valerie B. Coles Ralph J. DiClemente Jessica Sales 《Communication quarterly》2016,64(5):536-552
Prior research demonstrates a positive association between mental health problems and sexual risk for African American women. Using the social skills deficit hypothesis, we proposed that social skills mediate this relationship. African American women (n = 557, M age = 20.58) completed measures of depression, stress, emotional dysregulation, sexual risk behaviors, and perceptions of their social skills with their primary sexual partner. Social skills mediated the link between the mental health assessments and a composite sexual risk index. Theoretical implications of extending the social skill deficit hypothesis are discussed as well as implications for interventions. 相似文献
252.
Valerie A. Sotardi 《Pastoral Care in Education》2017,35(1):13-27
With increased academic and social challenges at school, middle childhood can be a particularly stressful time. The present study explored how a sample of children from a supportive learning environment interpreted, experienced and reported coping with everyday stress at school. Using a phenomenological approach, third graders attending an elementary school in the United States participated in semi-structured interviews in which they could discuss the nature of stress, stressful moments at school, and their responses to different situations. Despite nearly optimal learning conditions, child reports included a range of school stressors. Children’s interpretations of ‘stress’ seemed inextricably linked to their learning and social obstacles at school; those daily experiences were further linked to coping strategies. The discussion section emphasises the importance of understanding how children interpret and report stress and coping, and how pastoral care can support young students. 相似文献
253.
Affect and Meta-Affect in Mathematical Problem Solving: a Representational Perspective 总被引:1,自引:0,他引:1
We discuss a research-based theoretical framework based on affect as an internal representational system. Key ideas include the concepts of meta-affect and affective structures, and the constructs of mathematical intimacy and mathematical integrity. We understand these as fundamental to powerful mathematical problem solving, and deserving of closer attention by educators. In a study of elementary school children we characterize some features of emotional states inferred from individual problem solving behavior, including interactions between affect and cognition. We describe our methodology, illustrating theoretical ideas with brief qualitative examples from a longitudinal series of task-based interviews. 相似文献
254.
Bentley-Edwards Keisha L. Smith Leann V. Robbins Paul A. Adams-Bass Valerie N. 《The Urban Review》2019,51(4):540-558
The Urban Review - This study examines how violence exposure and victimization (VEV) influences the school engagement and racial cohesion of Black college students. Although VEV has been... 相似文献
255.
This study tested whether a 17-day randomized controlled expressive writing (EW) intervention improved cancer caregivers’ emotion regulation ability and if improved emotion regulation predicted increases in verbal person-centered message characteristics present in caregivers’ recalled support conversations with cancer survivors. Participants (N?=?64) were spousal caregivers of hematopoietic stem cell transplant cancer survivors assigned to one of three writing conditions: traumatic disclosure (TD), benefit finding (BF), or a time-management control. Caregivers completed writings three times at one-week intervals, along with pre- and posttest reports of emotion regulation and written accounts of supportive conversations with spousal survivors. Both EW conditions (TD and BF) predicted reduced emotion regulation difficulty compared to the control condition. Cognitive, pronoun, and positive affect word usage within EWs did not predict emotion regulation improvement. However, use of negative emotion words predicted significant increases in emotion regulation difficulty across conditions. Verbal person-centeredness (VPC) message characteristics significantly increased from pre- to posttest for those assigned to the BF and control conditions. Despite change in VPC, emotion regulation did not mediate the relationship between condition assignment and message characteristic outcomes. 相似文献
256.
Barbara Seels Shirley Campbell Valerie Talsma 《Educational technology research and development : ETR & D》2003,51(1):91-104
The Preparing Tomorrow’s Teachers to use Technology Project (PT3) at the University of Pittsburgh encompasses public and private
schools, a nonprofit educational consortium, industry partners and the University of Pittsburgh. The purposes of the project
are (a) to encourage throughtful technology integration by mentor teachers, student teachers and university faculty; and (b)
to support innovation, adoption and resource sharing by creating Collaborative Communities of Learners (CCOLs). These goals
are achieved by engaging participants in a number of activities, including individualized training, summer camp, monthly professional
development meetings, a Celebration of Successes for sharing projects, and technology skill workshops. Support is also provided
through project on-site support staff, an interactive Web site, minigrants, and loans of equipment and software. Evaluation
of the project is an ongoing iterative process. Data are collected through self-reporting instruments, event evaluations,
journal entries, project checklists, videotaped presentations, and interviews. Currently, in its third year of four including
a pilot year, the project involves 98 mentor teachers and 20 university faculty. This project documents the importance of
technology support people who have excellent interpersonal skills, experience with instruction and the flexibility to adjust
strategies to adopter needs, skills, and personalities.
They are coinvestigators for the PT3 project described in this article. 相似文献
257.
Traditionally, education in Scotland has been viewed as a national service that is locally administered. This research casts new light on that relationship between the Scottish Executive and local authorities by drawing on evidence from an evaluation of the implementation of the additional support staff element of the Teachers’ Agreement which determined not only teachers’ pay structure but also established the professional conditions under which they would work. The paper identifies how local authorities and schools spent the grant aid on staff and equipment, how many additional support staff were appointed, and what impact they were reported to be having on teaching and learning. Information was gathered from a postal survey of all 32 Scottish local authorities and a random sample of 267 schools, and also from interviews held in six case study schools. The findings show that: all the grant aid could not be accounted for, the target number of support staff was not achieved, and their deployment and impact varied across local authorities and schools. By way of conclusion it poses the question: ‘Was the money well spent?’ 相似文献
258.
Valerie Sollars 《Early Years: An International Journal of Research and Development》2017,37(3):285-299
This exploratory study was conducted amongst 518 families using early years facilities within the Maltese context. Although availability of early years services, especially for the under-threes has increased substantially, there is a lack of research documenting who uses these services; parents’ perceptions and expectations about such services; factors considered in determining choice of settings; and satisfaction with the service provided. Results obtained from questionnaires indicate that parents rely on recommendations of friends and relatives as the main criterion which contributes to a final decision about choice of settings. Over half the participants reported that they had never visited an early years setting prior to taking a decision even where respondents were using services for the first time. Within a split early years system, whilst childcare services are seen as an opportunity for women to return or continue to work, attending kindergarten is perceived as an opportunity for children to socialise and be prepared for school. 相似文献
259.
Developing healthcare practice through action learning: individual and group journeys 总被引:1,自引:1,他引:0
Valerie Wilson Brendan Mccormack Glenice Ives 《Action Learning: Research and Practice》2008,5(1):21-38
Action Learning is now a well established strategy for reflective inquiry in healthcare. Whilst a great deal is know about action learning there has been inadequate research on the process of learning that takes place, and the impact that this holds for individuals, groups or organisations. This article reports on the findings of 15-month action learning program based in a special care nursery. A realistic evaluation of the program uncovered individual and group journeys and provide evidence that action learning is an effective strategy in practice development. 相似文献
260.
Valerie A. Clifford 《高等教育研究与发展》1999,18(1):115-128
This article explores the possibilities for the development of autonomous learners within the confines of an institutional education setting. Student participation in setting curriculum, in collaborative learning, and self‐ and peer‐assessment are discussed as fundamental aspects of learner‐controlled learning. They are reviewed in the context of a university research methodology unit aimed at developing autonomous researchers/learners. Outcomes for the students taking the unit included increased motivation; excitement; confidence; in‐depth learning; an appreciation of new ways of learning; respect for their peers as co‐learners and experiences of self‐reflection and self‐assessment. The study indicates that if autonomous learning is to be encouraged in universities, staff need to develop new conceptions of teaching and learning and new skills, as they move from the role of knowledge expert to that of resource person and facilitator. Students need to develop new learning strategies, as they move from being passive learners to becoming autonomous learners. 相似文献