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71.
Jennifer E. Lansford W. Andrew Rothenberg Jillian Riley Liliana Maria Uribe Tirado Saengduean Yotanyamaneewong Liane Peña Alampay Suha M. Al-Hassan Dario Bacchini Marc H. Bornstein Lei Chang Kirby Deater-Deckard Laura Di Giunta Kenneth A. Dodge Sevtap Gurdal Qin Liu Qian Long Patrick S. Malone Paul Oburu Concetta Pastorelli Ann T. Skinner Emma Sorbring Sombat Tapanya Laurence Steinberg 《Child development》2021,92(4):e493-e512
Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (Mage child = 8–16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children’s age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed. 相似文献
72.
Jorge Cuartas David G. Weissman Margaret A. Sheridan Liliana Lengua Katie A. McLaughlin 《Child development》2021,92(3):821-832
Spanking remains common around the world, despite evidence linking corporal punishment to detrimental child outcomes. This study tested whether children (Mage = 11.60) who were spanked (N = 40) exhibited altered neural function in response to stimuli that suggest the presence of an environmental threat compared to children who were not spanked (N = 107). Children who were spanked exhibited greater activation in multiple regions of the medial and lateral prefrontal cortex (PFC), including dorsal anterior cingulate cortex, dorsomedial PFC, bilateral frontal pole, and left middle frontal gyrus in response to fearful relative to neutral faces compared to children who were not spanked. These findings suggest that spanking may alter neural responses to environmental threats in a manner similar to more severe forms of maltreatment. 相似文献
73.
Our aim was to assess the impact of an invented spelling programme conducted in small groups on children’s written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an experimental and a control group. Their age, cognitive ability, knowledge of letters and phonological abilities were controlled. Children’s spelling and reading were evaluated in a pre- and a post-test. In-between, experimental group participated in an invented spelling programme in small groups and the control group in story readings. The experimental group showed better results in spelling and reading in the post-test than the control one. Different dynamics occurred in the small groups which had different impacts on children’s acquisitions. These results provide empirical support for the proposal that invented spelling should be incorporated into early literacy instruction. 相似文献
74.
In June 2006, the U.S. Supreme Court agreed to review two related cases originating from school districts in Louisville, Kentucky
and Seattle, Washington that involved voluntarily adopted racial integration plans. Concerned about the outcome of these cases,
553 social scientists submitted a social science statement to the Supreme Court summarizing the large body of social science
research supporting the school districts’ policies relevant to the Court’s determination. The statement, reprinted here, supports
three interrelated conclusions: (1) racially integrated schools provide significant benefits to students and communities;
(2) racially isolated schools have harmful educational implications for students; and (3) race-conscious policies are necessary
to maintain racial integration in schools. Because of the overwhelming amount of scholarly data, social scientists argued,
as the lower courts had found, that the schools boards have a compelling interest to promote racial integration and prevent
racial isolation through choice-based school assignment policies that consider race as a factor. On June 28, 2007, the U.S.
Supreme Court struck down the school assignment plans on the grounds that the plans were not narrowly tailored to the interests
that the school districts had asserted. In addition to affecting the ability of school districts to maintain racially diverse
schools, the decision has broad implications for researchers who seek to help school districts in these efforts.
相似文献
Erica FrankenbergEmail: |
75.
Free radical production increases during exercise and oxidative damage occurs in several tissues. We examined the effects of three different exercise tests on the pattern of change of erythrocyte enzyme antioxidant activities. The tests were a short maximal exercise test, a submaximal prolonged exercise test and a cycling stage during competition. The participants were amateur and professional cyclists with different training statuses and different basal erythrocyte antioxidant enzyme activities. The maximal test produced no changes in the erythrocyte antioxidant enzyme activities of amateur sportsmen. The submaximal test, performed at 80% of maximal oxygen uptake, decreased erythrocyte catalase (12%), glutathione peroxidase determined with H2O2 (14%) and glutathione reductase (16%); superoxide dismutase activity increased by about 25%. The cycling stage performed by professional cyclists increased erythrocyte catalase (29%) and glutathione reductase (10%) activities. The in vivo changes in glutathione reductase activity were confirmed by in vitro measurements: hydrogen peroxide decreased and the presence of catalase increased the activity of this enzyme. In conclusion, we suggest that the different erythrocyte antioxidant enzyme responses to diverse exercise tests can be explained by the effects of hydrogen peroxide and the superoxide anion on the antioxidant enzyme activities in erythrocytes. 相似文献
76.
Building on a case study of an entrepreneurial venture, we investigate the role played by business models in the innovation process. Rather than debating their accuracy and efficiency, we adopt a pragmatic approach to business models — we examine them as market devices, focusing on their materiality, use and dynamics. Taking into account the variety of its forms, which range from corporate presentations to business plans, we show that the business model is a narrative and calculative device that allows entrepreneurs to explore a market and plays a performative role by contributing to the construction of the techno-economic network of an innovation. 相似文献
77.
ABSTRACTCourses: Introduction to Communication, Introduction to Interpersonal Communication, Family Communication, Small Group Communication, Communication and ListeningObjectives: By this end of this activity, students will be able to identify and practice supportive and defensive communication; understand a dialogic approach to conflict; and reflexively imagine and perform dialogic interpersonal conflict communication as constitutive and transformative. 相似文献
78.
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction 总被引:4,自引:3,他引:1
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation
between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can
enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical
frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition,
self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic
beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between
teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical
practices. The role of teachers’ education and professional development is discussed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
79.
Liliana Rodríguez-Campos Rigoberto Rincones-Gómez Jianping Shen 《Frontiers of Education in China》2008,3(3):360-385
Structural Equation Modeling (SEM) was used in this study to determine the extent to which teachers, principals, and superintendents
perceive the leadership construct in the same way. The researchers found that the two-factor model fits the principal group
and particularly the superintendent group better than does the four-factor model. The principals and particularly the superintendents
appear to have a more tightly focused mental model of leadership than teachers. The test of structural invariance across the
three groups indicated that there was configural and weak invariance, but not strong or strict invariance. It appears that
the item-loading patterns and item loadings are invariant, but the intercepts are different, which suggests that the groups
put different emphases on the importance of the factors. The study affirms the importance of determining and reporting the
extent to which comparison groups share the same mental model for leadership.
相似文献
80.
Carmen García Villa Elsa M. González y González 《International journal of qualitative studies in education》2014,27(8):1044-1061
The percentage of women students in engineering in Mexico is still low compared to the percentage of women enrolled in higher education institutions in the country, which has achieved parity with male enrollment. It is thus important to understand how gender can shape the experiences of female college students in engineering programs, which was the focus of this study. Findings for this study are presented in two sections. We first describe how female students have an extra burden dealing with the possibility that their performance might confirm the stereotype of female inferiority in math and science and that they may be judged according to that stereotype. Secondly, we describe the challenges faced by female students in engineering colleges in Mexico, namely, a demanding academic curriculum, and competitive and individualistic environment. This study illustrates how successful female students negotiated the gendered expectations in engineering in Mexican engineering programs, and how they use resistance strategies like academic success to become accepted in the male-dominated engineering environment. 相似文献