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Christopher A. Thurber 《Child development》1995,66(4):1162-1178
This study is the first prospective longitudinal and clinical investigation of homesickness in children. The moods of 329 boys ages 8–16 were assessed on a daily basis during either a 2- or 4-week period of separation from primary caregivers. Results supported 4 hypotheses: (1) homesickness was prevalent and varied in intensity. 83% of the boys reported some homesickness on at least 1 day during their stay, and 5.8% experienced severe depression and anxiety; (2) homesickness was experienced as a combination of depression and anxiety, particularly the former; (3) younger boys were at greater risk for homesickness than older boys; and (4) homesickness presented most often as internalizing behavior and was sometimes detectable to observers who knew the boys. 63% of the boys who self-reported moderate or high levels of homesickness were judged by observers to be homesick. Inconsistent with popular notions, the most homesick boys became progressively more homesick over the course of their separation, experiencing a significant drop in homesickness just before reuniting with parents. The phenomenology of homesickness is discussed, as are issues of simultaneous depression and anxiety in children. 相似文献
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Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
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James Christopher Head 《Critical Studies in Education》2019,60(1):37-54
Following the trend of consequential accountability in US public education, New York City introduced a teacher evaluation program during the 2013–2014 school year that linked teachers’ individual performance ratings with their students’ exam scores. As this program systemically alters the nature of teacher–student relationships by transforming students into the means to an end (teachers’ professional viability), this study investigated the implementation of this accountability program from the point of view of the teachers – those who were the subject of this new policy. This study of 15 teachers’ narratives from 3 distinct schools illuminates a social-organizational process that I refer to as mediated institutional assault – a perceived attack on the teachers’ sense of personhood and moral agency perpetrated by mediating figures whose actions were facilitated by bureaucratic policies and institutionally coordinated tools of control. Thus, this study reveals that the consequence of this new mode of accountability is not merely the threat of losing one’s job, but also an insidious form of psychological assault, which in its masked delivery violates teachers’ sense of relational morality and challenges deeply engrained beliefs about their role as educators. 相似文献
26.
Four pigeons responded on a two-component multiple token-reinforcement schedule, in which tokens were produced according to
a random-interval 30-sec schedule and exchanged according to a variable-ratio 4 schedule in both components. To assess the
effects of contingent token loss, tokens were removed after every second response (i.e., fixed-ratio 2 loss) in one of the
components. Response rates were selectively lower in the loss components relative to baseline (no-loss) conditions, as well
as to the within-condition no-loss components. Response rates were decreased to a greater degree in the presence of tokens
than in their absence. To control for the effects of changes in the density of token and food reinforcement, two parts consisted
of additional conditions where food density and token loss were yoked to those in a previous loss condition. In the yoked-food condition, tokens were produced as usual in both components, but the overall density of food reinforcement in one of the
components was yoked to that obtained during a previous token-loss condition. In the yoked token-loss condition, tokens were removed during one component of the multiple schedule at a rate that approximately matched the obtained
rate of loss from a previous token-loss condition. Response rates in these yoked components were less affected than those
in comparable loss components, despite similar densities of token, exchange, and food reinforcement. On the whole, the results
support the conclusion that contingent token loss serves as an effective punisher with pigeons. 相似文献
27.
This study focuses on an industrial, commercial and community experience programme within a full time, one year postgraduate teacher training course. Acknowledging the heterogeneous experiences brought to this course by the students, an attempt was made to detect links between the students’ prior experience and their experience of the industrial, commercial and community programme. The students completed questionnaires before and after a placement and the findings are described. These findings contribute to an evaluation of the programme and suggest a number of important questions for those responsible for designing teacher education courses. 相似文献
28.
James V. Devine Luther C. Jones Janice W. Neville Dilys J. Sakai 《Learning & behavior》1977,5(1):57-62
Two experiments were performed to determine the effect of sample duration (0.1, 2, and 4 sec), delay interval (.03, 4, 8, 16, and 32 sec), and type of stimulus (color and shape) on the matching performance of rhesus monkeys. In Experiment 1, the 15 possible delay-duration combinations were randomly presented in blocks of 15 trials. In Experiment 2, each duration was held constant and the five delays randomly presented. Then each delay interval was held constant with the three durations randomly varied. Matching performance increased as sample duration increased (ps < .01 and .005), while length of delay did not significantly affect performance. The type of stimuli paired in the matching test significantly affected performance (ps < .05 and .10) with the shape/shape choices leading to the poorest performance. Stimulus discriminability and amount of training with brief sample durations were implicated as significant determinants of matching performance. 相似文献
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How evident is democracy within education in Japan, and is current practice different from elsewhere? This paper assesses the perception that Japanese political and educational practices are not fully 'democratic'. The first part examines the Japanese perspective on democracy, and then considers democracy and education in Japan. From a school-based study, the second part discusses examples of class practice concerning decision-making. The paper concludes that democracy is deeply rooted in Japanese history, but not in a form that is readily recognisable to Western observers. Consensus has been more significant than voting. The view that the US administration had a strong influence probably reflects policy rhetoric, not the reality in schools. But this rhetoric may have led to a belief that 'democracy' is not an appropriate term within contemporary Japanese education. However, what happens in Japanese classrooms equates with 'democratic' practice elsewhere. 相似文献