The Effects of Peer Victimization and Physical Aggression on Changes in Internalizing From First to Third Grade

Three models of the prospective relations between child maladjustment and peer victimization are examined: (a) internalizing results directly from victimization, (b) internalizing leads to victimization, and (c) physical aggression fuels retaliatory victimization that leads to increases in internalizing over time. Data came from assessments of children at the beginning of Grade 1 ( n  = 432; average age = 6.3 years), with follow-ups at the end of Grades 1, 2, and 3. Most children showed low stable internalizing trajectories (73%); however, high stable and increasing curvilinear trajectories were evident for 7% and 20% of children, respectively. Findings suggest that children's adjustment problems at entry to Grade 1 affect the course of their internalizing, in part, by setting the stage for peer victimization.     

Childhood depression: Rethinking the role of the school

Schools play a privileged and strategic role in the lives of children acting as their principle environment away from home. Additionally, schools act as part of the community linking families and neighborhoods. These characteristics make schools a relevant setting for mental health service delivery and support to children and parents. In this article the role of the school environment on the development of childhood depression and as a leverage point in the prevention and treatment of depression will be discussed. Rationales for this viewpoint, as well as practical suggestions for reducing the deleterious effects of schooling on children's emotional well‐being, are offered. © 2009 Wiley Periodicals, Inc.     

The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education

This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education, supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios and the organization of supervision meetings in on-demand vocational education.

Witnessing a Natural,Safe, and Healthy Birth

In this column, the editor of The Journal of Perinatal Education discusses her experience witnessing a natural, safe, and healthy home birth. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote normal birth.     

Welcoming Transparency

In this column, the editor of The Journal of Perinatal Education (JPE) discusses why there is a need for transparency to improve maternity care. The editor also describes the contents of this JPE issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote normal birth.     

RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS

The use of teacher praise in the classroom has been the subject of empirical research since the 1970s, but despite more than four decades of research on the use of teacher praise, large gaps continue to exist in the literature. Clarifying the role and benefit of teacher praise is particularly important because the use of positive, proactive strategies is promoted by large‐scale behavior initiatives (e.g., Positive Behavior Interventions and Support). The goal of this review is to summarize the existing research on teacher praise, including rates of praise, types of praise, and the association between praise and student behavior. In addition to summarizing the extant literature, future directions for research are highlighted. This review reveals that there is a need for current, large‐scale studies with consistent operational definitions that measure the rate of different types of praise across different grades and instructional activities, while simultaneously measuring student behavioral outcomes.     

父亲和儿子的比赛:大学篮球变成家务事

正【阅读难度:★★★】道格?迈克德莫特是大学篮球的顶级得分手之一,并将参加今年6月29号在纽约新泽西进行的NBA选秀,颇受球迷关注。格雷格?迈克德莫特是克瑞顿大学的篮球教练,也是道格的父亲。当大学篮球变成家务事,这对篮球场上的父子搭档相处的怎么样?     

No Quick Fixes: Problems in the Development of A-level Students’ Writing (and Learning)

Over the past 15 years, there has been a range of standards-driven educational interventions in England: focused particularly on students’ writing, they have been targeted at particular students, short-term and based on the assumption that identifiable, quantifiable inputs would produce pre-identified, measurable outputs. This article explores one such intervention, aimed at students in Year 13 who were seen as having difficulty with academic writing. It looks closely at the work of one student, and raises questions about the effects of high-stakes testing upon pedagogy in schools and the damaging impact that this has upon student learning.     

无法弥补的过错

一个妇女总是无休止地说着邻居的坏话.没几天,整个社区的人都知道了这件事情.当事人深深地受到了伤害与冒犯.不久,这个传言就被证明并不属实.那个传播谣言的妇女也知道了这一点,心里非常后悔.于是,她便去拜访一位德高望重的智者,请教如何弥补她对别人造成的伤害.