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191.
Gabriela Livas Stein N. Keita Christophe Laura Castro-Schilo Casandra Gomez Alvarado Richard Robins 《Child development》2023,94(3):752-767
This paper used cross-lagged panel models to test the longitudinal interplay between maternal cultural socialization, peer ethnic-racial discrimination, and ethnic-racial pride across 5th to 11th grade among Mexican American youth (N = 674, Mage = 10.86; 72% born in the United States; 50% girls; Wave 1 collected 2006–2008). Maternal cultural socialization predicted increases in subsequent youth ethnic-racial pride, and youth ethnic-racial pride prompted greater maternal cultural socialization. However, peer ethnic-racial discrimination was associated with subsequent decreases in ethnic-racial pride. The magnitude of these associations was consistent across 5th to 11th grades suggesting that maternal cultural socialization messages are necessary to maintain ethnic-racial pride across adolescence, thus families must continually support the development of ethnic-racial pride in their youth to counter the effects of discrimination. 相似文献
192.
Claudia Galindo Kathleen Stein Eugene Schaffer 《Journal of Education for Students Placed at Risk》2016,21(4):208-229
This study examined the Maryland State Department of Education Breakthrough Center (BTC) engagement in a Baltimore City turnaround high school. Utilizing a case-study design and mixed-methods research, data were collected through interviews, informal observations, and review of administrative and achievement documents. Beginning in the 2011–2012 academic year, the BTC has been working in collaboration with school personnel to improve the educational experiences and academic achievement of students. School personnel recognized that the BTC has been responsive to teachers' requests and has exhibited a flexible approach building collaborative and nonevaluative relations. Administrative and achievement data also indicated improvement in school outcome measures during the past 3 years. Nevertheless, school faculty also identified important challenges of the BTC intervention, such as the relevance of this intervention for veteran teachers, the extent to which the needs of all student populations were met, and the sustainability of the intervention. 相似文献
193.
In a previous paper, we described the process in which a reform, grown in the soil of one school district (Community District
#2 in New York City) was transplanted to new soil, a new context (the San Diego City Schools). In this paper we examine the
condition of the reform 6 years later, at the time Anthony Alvarado, the architect of the reform in New York City and its
transplant to San Diego, left the San Diego City Schools, and a new phase of reform was underway. From 1998 through 2002,
the San Diego City Schools engaged in a dramatic, daring, and possibly unprecedented reform. Their overarching goal was expressed
consistently in terms of student learning. To achieve that commendable goal, the District instituted a content-driven, centralized,
comprehensive, and fast-paced reform in 1998. We discuss the tensions that were produced when the ambitiousness of a reform
outpaced the capacity of educators to carry it out; when the values, norms, and beliefs of teachers and principals col These
developments have consequences for our assessment of how reforms travel from one district to another. Reforms that were developed
for and proved their effectiveness in elementary settings appear to have limited transferability to middle and high school
settings because elementary students’ learning trajectories are different from adolescents and the organizations of high schools
are very different from elementary schools. And reforms that privilege the technical dimension of school reform must always
be sensitive to the way that interacts with the political and cultural dimensions. 相似文献
194.
The effects of different modes of verbalization on recognition memory of object detail were examined in first- and third-grade children and adults. The results indicated that both age of the subject and the type of verbalization used during initial picture viewing influenced recognition accuracy for object detail. When compared to nonverbal viewing groups, only specific types of verbalization increased recognition accuracy for third-grade and adult subjects. None of the modes of verbalization was effective in increasing first-grade recognition scores. The results indicate that general statements concerning the facilitating or inhibiting influence of verbalization on recognition memory must be qualified. In addition, the results showed that developmental differences in recognition accuracy are contingent upon the type of strategy used during the encoding process. 相似文献
195.
196.