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941.
Jennifer L. Willis 《Communication quarterly》2013,61(4):335-354
It's something they can relate to. You know, assimilate. They go there, talk in Spanish, not worry about it, drink, have fun, do it all in a language they're accustomed to, or at least with people they feel more comfortable with. I guess that's why a lot of them come Monday nights from these distances. That's what I was trying to explain to Chris. If you have a Latino night it's going to be successful because us as Latinos don't have a lot of options for us to go or places for us to go. 相似文献
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This study examined the effectiveness of a comprehensive, school‐based intervention program, Creating A Safe School (CASS; The Ophelia Project) designed to reduce relational aggression (RA) and relational victimization (RV). Sixth‐grade students (N = 406) were surveyed before and after the intervention. Program effects were tested using a repeated‐measures design. Results revealed significant reductions in RA and RV among students who reported initially high levels of involvement. Findings also showed that decreasing approval of RA accounted for a significant amount of variance in changes in RA between pre‐ and posttest. These results provide initial evidence of the effectiveness of the CASS intervention model in reducing RA among early adolescents. © 2010 Wiley Periodicals, Inc. 相似文献
943.
Manuel Perea Victoria Panadero Carmen Moret-Tatay Pablo Gómez 《Learning and Instruction》2012,22(6):420-430
Recent research has demonstrated that slight increases of inter-letter spacing have a positive impact on skilled readers' recognition of visually presented words. In the present study, we examined whether this effect generalises to young normal readers and readers with developmental dyslexia, and whether increased inter-letter spacing affects the reading times and comprehension of a short text. To that end, we conducted a series of lexical decision and continuous reading experiments in which words were presented with the default settings or with a small increase in inter-letter spacing. Increased spacing produced shorter word identification times not only with adult skilled readers (Experiment 1), but also with young normal readers (Grade 2 and Grade 4 children; Experiment 2) and, even to a larger degree, with readers with dyslexia (Experiments 3 and 4). These experiments suggest that slight increases in inter-letter spacing would improve the readability of texts aimed at children, especially those with dyslexia. 相似文献
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The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter‐institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented. 相似文献