SOAR versus SQ3R: a test of two study systems

Although researchers have long investigated ways to improve study habits and raise achievement, few studies compare study strategy systems with one another. No study to date has compared the long popular SQ3R (Survey, Question, Read, Recite, Review) system with the more modern SOAR (Select, Organize, Associate, Regulate) system. This study directly compared SQ3R and SOAR to determine which is most effective. College students trained in the SQ3R or SOAR system and given corresponding study materials used their respective method to study a text in preparation for a test assessing fact, relationship, and concept learning. Results confirmed that students who used the SOAR system outperformed those who used the SQ3R system and learned 20 % more relationships, 14 % more facts, and 13 % more concepts. Results were attributed to SOAR’s cognitive processing advantages over SQ3R.     

Effects of the child–perpetrator relationship on mental health outcomes of child abuse: It's (not) all relative

The present study was conducted to better understand the influence of the child–perpetrator relationship on responses to child sexual and physical trauma for a relatively large, ethnically diverse sample of children and youth presenting for clinical evaluation and treatment at child mental health centers across the United States. This referred sample includes 2,133 youth with sexual or physical trauma as their primary treatment focus. Analyses were conducted to ascertain whether outcomes were dependent on the perpetrator's status as a caregiver vs. non-caregiver. Outcome measures included psychiatric symptom and behavior problem rating scales. For sexual trauma, victimization by a non-caregiver was associated with higher posttraumatic stress, internalizing and externalizing behavior problems, depression, and dissociation compared to youth victimized by a caregiver. For physical trauma, victimization by a non-caregiver was also associated with higher posttraumatic symptoms and internalizing behavior problems. The total number of trauma types experienced and age of physical or sexual trauma onset also predicted several outcomes for both groups, although in disparate ways. These findings are consistent with other recent studies demonstrating that perpetration of abuse by caregivers results in fewer symptoms and problems than abuse perpetrated by a non-caregiving relative. Thus, clinicians should not make a priori assumptions that children and adolescents who are traumatized by a parent/caregiver would have more severe symptoms than youth who are traumatized by a non-caregiver. Further exploration of the role of the perpetrator and other trauma characteristics associated with the perpetrator role is needed to advance our understanding of these findings and their implications for clinical practice.     

Behavioral and musical characteristics of the children who are exposed to child maltreatment and poverty in South Korea: A survey

A preliminary survey was conducted on primary school aged children (N = 302) between seven to twelve years of age, who attend the local Community Child Centers (CCC) in the economically deprived areas of Jeollabukdo in South Korea for the purpose of identifying the children who have been exposed to on-going child maltreatment and poverty, and their needs. Both standardized and non-standardized self-report types of surveys were carried out and completed by both the children and the teachers of the CCC. As would be expected, emotional and behavioral problems are more pronounced by the children who are exposed to child maltreatment and poverty compared to the children who were not exposed to these adversities, or who were not poor. The more severely abused children in terms of frequency and co-occurrence of different abuses appear to display more behavioral problems than less severely abused children. Teachers reported that the children who were able to play a musical instrument and had arts therapy experiences appear to have less behavioral problems, particularly delinquent and aggressive behavior in comparison to the children who did not have such ability and experiences. Through the survey, it was possible to identify the children in need of therapeutic intervention and discover clinically relevant information. Clinical implications will be discussed further.     

Natural hazard preparedness in an Auckland community: child and community perceptions

Community engagement in natural hazard preparedness is crucial to ensure sustainable initiatives. Children are important members of communities, and can actively contribute to community preparedness. This article presents research undertaken with 11- to 12-year-old students from a school in Auckland, New Zealand, and leaders associated with the school community regarding their perceptions of the role of schools, communities and children in natural hazard preparedness. The findings show that the students believe they can be effective in promoting preparedness in their school, homes and community, and act as leaders in this capacity. Community leaders stated that preparedness actions should be culturally relevant, community initiated and owned and inclusive of child perspectives. From the combined perspectives of students and community leaders, this work concludes that emergency management must engage in culturally responsive ways with Māori and Pacific communities to enable community preparedness initiatives that are tailored to the cultural values and practices of communities most at risk from natural hazards. Further, it concludes that children have an important voice in community preparedness, which could be encouraged through school and community initiatives.     

浅论新时期音乐表演专业学生综合能力的培养

音乐表演专业学生综合能力的培养,是高校艺术人才培养的目标要求,需要顾及音乐人才市场需求,结合学生实际,变革教学方式,创新培养方法。一些最基本的策略创新包括:以学生的发展为本,突出能力培养的人本化;突出应用性,改革音乐表演专业教学模式;加强实践教学,提升学生的技能应用能力等。     

Factors promoting and hindering data-based decision making in schools

Although data-based decision making can lead to improved student achievement, data are often not used effectively in schools. This paper therefore focuses on conditions for effective data use. We studied the extent to which school organizational characteristics, data characteristics, user characteristics, and collaboration influenced data use for (1) accountability, (2) school development, and (3) instruction. The results of our hierarchical linear modeling (HLM) analysis from this large-scale quantitative study (N = 1073) show that, on average, teachers appear to score relatively high on data use for accountability and school development. Regarding instruction, however, several data sources are used only on a yearly basis. Among the factors investigated, school organizational characteristics and collaboration have the greatest influence on teachers’ data use in schools.     

A longitudinal analysis of English language learners’ word decoding and reading comprehension

This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years; 120 boys; 141 girls) at the initial data collection in first grade. The ELLs’ word decoding and reading comprehension scores showed quadratic growth over the course of the study. The sample’s reading comprehension, but not their word decoding, began to fall behind the normative sample starting in the third grade. Phonological awareness, rapid automatic naming (RAN), and oral language measures were used as predictors and correlated with growth rates in a manner consistent with past research.     

关于多媒体组合教学传播环境的创设和优化

多媒体组合教学在很大程度上受其传播环境的影响。本文分析了多媒体组合教学对物理环境和心理环境的具体要求 ,并提出了创设和优化多媒体组合教学传播环境的措施     

现代·反思·延异--胡风与七月派现代性重读

胡风与七月派的现代性处于主流政治话语和现代主义后现代主义的夹缝中,其现代性价值一直未能得到恰如其分的揭示。胡风与七月派艺思想和创作一方面继承了五四以来的启蒙传统,一方面从人如何实现作为自由自觉活动的复杂精神个体的维度来接受马克思主义．立足于当下中国现实,形成了自身独特的反思性特征,与主流政治话语和现代主义之间产生一种既疏离又接近既出走又回归的延异关系。本在胡风如何接受马克思主义及胡风关于读主体的论述方面有新的看法。