Overt and Relational Victimization: A Meta‐Analytic Review of Their Overlap and Associations With Social–Psychological Adjustment

This meta‐analytic review includes 135 studies, representing 17 countries, of child and adolescent (ages 4–17) samples of overt and relational peer victimization and examines the magnitude of overlap between forms of victimization and associations with five social–psychological adjustment indices. Results indicate a strong intercorrelation between forms of victimization ( = .72). No gender difference with regard to relational victimization was found, but boys were slightly higher in overt victimization. Overt victimization is more strongly associated with overt aggression; relational victimization is more strongly related to internalizing problems, lower levels of received prosocial behavior from peers, and relational aggression. Both forms are related to externalizing problems. Age and method of assessment were explored as potential sources of variability in effect sizes.     

Sexting and institutional discourses of child protection: The views of young people and providers of relationship and sex education

This article focuses on discourses of child safety and protection of stakeholder organisations (SOs) and school pastoral care co-ordinators (PCCs) on educating young people about sexting. Individual semi-structured interviews were conducted with the representatives of four organisations who assist schools in the delivery of Relationships and Sexuality Education (RSE); and with three PCCs in three different types of secondary schools in Northern Ireland to ascertain how their school educates and responds to sexting. Focus groups were also conducted with 17 (10 girls and 7 boys) 16–17-year-olds to explore their views on sexting. The results of this study reveal that the predominant discourse in RSE is child safety and protection, and abstention from sexting. The three main groups (young people, SOs and PCCs) vary, however, in how they view sexting behaviour: the stakeholders are largely cautious and counsel against sending sexual pictures, while the young people regard it as normal behaviour. RSE provided by the schools is inadequate and unrealistic, and does not represent what actually goes on in young people’s sexual lives. Young people want to be consulted on the content of RSE lessons and resources; and RSE content should desist from telling them not to sext and enable them to explore appropriate relationship behaviours, including sexting. Teachers should feel confident in teaching such material and should have access to appropriate training.     

Quantifying the effects of load carriage and fatigue under load on sacral kinematics during countermovement vertical jump with IMU-based method

We present a method for quantifying sacral kinematics during countermovement jumping (CMJ) using an inertial measurement unit (IMU). The IMU-derived sacral kinematic trajectories reproduced motion capture acceleration, velocity, and displacement to within mean (standard deviation) differences of 0.024 (0.088) m/s², 0.023 (0.026) m/s, and 0.003 (0.032) m, respectively, across 252 jumps performed by 14 subjects. The method also quantified differences in maximum sacral displacement to within 1 % and differences in maximum propulsive velocity to within 0.7 % of motion capture estimates. This builds upon existing IMU-based methods for quantifying jump performance, which do not provide sacral kinematic trajectories. The utility of this method is demonstrated by its ability to discriminate jump performance metrics across a diverse subject population. In particular, we found that 21 participants adopted multiple strategies to maximize jump height in unloaded and loaded fresh conditions, but converged to a common strategy when jumping fatigued and under load. Changes in kinematic parameters were evident across conditions, and several changes were significantly associated with changes in jump performance (i.e., height). These parameters include changes in the depth of the countermovement, duration of the propulsive phase and maximum propulsive velocity. Collectively, these results point toward the future use of this method in naturalistic environments and for multiple objectives including biomechanical performance assessment and tracking, fatigue assessment, and jump training.     

The Raw Materials of Reform: Rethinking the Knowledge of School Improvement

Despite widespread conviction that adequateknowledge exists for improving schools, weargue that the knowledge needed for successfulschool reform goes far beyond what is currentlyavailable and accessible. Drawing on theexample of ATLAS, a collaboration among fourexperienced reform organizations in the UnitedStates – the Coalition of Essential Schools,the School Development Program, EducationDevelopment Center, and Harvard Project Zero –we argue that four significant ``problems ofknowledge' made it difficult to collect,integrate, and use what the members of theseorganizations had learned about schoolimprovement. First, the ATLAS partners quicklyfound that, while they had substantialknowledge and resources in many areas ofschooling, there were many other aspects ofschooling, school change, and organizationaldevelopment where further knowledge wasrequired. Second, even in areas where thepartner organizations had considerableexperience, they often found that it was hardto articulate and share that knowledge in atimely and efficient way. Third, in someinstances, the lessons that members of thepartner organizations took away from theirprevious experiences were either inconsistentwith one another or downright contradictory.Fourth, the difficulties of creating andmaintaining a new collaborative organizationmay have discouraged the development andsharing of knowledge across the partnerorganizations.     

School is fun at recess: informal analyses of written language for students with learning disabilities

The purpose of an informal analysis of written language is to identify what writers can do as well as what they find difficult about writing. This article reviews the varied components of written language, suggests informal means for assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.     

如何节省高等教育费用,从高中阶段开始

教育费用问题,是一个世界性的问题。普及教育与教育费用的收取,始终是一个难以协调的问题。即便是高度发达的美国,也无法避免。