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561.
This longitudinal study investigated the effects of witnessing violence on committing violence among diverse urban middle school students (11-15 years old) over a 1-year period (N = 1,599). It examined parent support and prosocial cognitions as moderators that might interact with one another in buffering adolescents from the effects of witnessing violence. The study also explored gender and ethnicity differences across these protective processes. According to the results, both average and high levels of parent support may offer male adolescents who witness violence protection against committing subsequent acts of violence. Adolescent females who witness violence appear to be uniquely protected from committing acts of violence if they have highly prosocial cognitions. Applications to resilience and competency models are discussed. 相似文献
562.
Kathryn Vela 《Medical reference services quarterly》2017,36(4):377-390
School nurses are an often-overlooked population of health care professionals who have great importance in rural communities where access to health care is limited. In order to better serve school nurses in rural eastern Washington, an assessment was conducted to determine their information needs, behaviors, and perceptions. Results indicated this population of school nurses searches for multiple types of health information on a daily basis and navigates obstacles to information access using a variety of resources. While largely confident in their searching ability, they are open to learning more about how to find reliable health information to support their daily responsibilities. These results will guide the development of a workshop for school nurses about using reliable health information resources to improve health care in their rural communities. 相似文献
563.
Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates. The authors use Fink's taxonomy of significant learning as a lens through which to examine the learning within and critical natures of students’ reflections. Findings from this study suggest that to consider and extend students’ academic content knowledge and to move students toward new and critical understandings of their service work, reflections should direct students toward more explicit considerations of academic course content over a period of time. To help students write critical reflections that achieve both academic and personal growth learning goals, the authors recommend explicitly teaching the reflective mode, introducing students to Fink's taxonomy, and instructing students to include course content in their reflections. 相似文献
564.
Jennifer Gore Sally Patfield Leanne Fray Kathryn Holmes Maree Gruppetta Adam Lloyd Maxwell Smith Treesa Heath 《The Australian Educational Researcher》2017,44(3):323-355
While access to higher education has increased for Indigenous Australians, participation and completion rates remain lower than those of non-Indigenous Australians. A sound evidence base is needed to ground equity initiatives if they are to address the specific needs of Indigenous students. This paper presents the results of a scoping review of empirical research focusing on the participation of Indigenous students in higher education. The purpose of the scoping review was to synthesise empirical research on aspirations for, and barriers and enablers to, higher education that were published between 2000 and 2016 (n = 57), and identify areas where further research is needed. Despite a recent increase in research on this topic, relatively little attention has been paid to Indigenous students’ aspirations while they are at school. We argue that future research should take account of school students’ aspirations for higher education, including primary school students; the similitude of barriers and enablers across the student life cycle; differences within Indigenous community and among Indigenous students; and, the insights emerging from Indigenous methodologies and scholarship. 相似文献
565.
Liliana Angelica Ponguta Carlos Aggio Kathryn Moore Elisa Hartwig Bosun Jang Jelena Markovic 《Early Years: An International Journal of Research and Development》2019,39(3):326-342
We conducted a qualitative study in four countries of the Europe and Central Asia (ECA) region and explored the Early Childhood Education (ECE) policy landscape with an emphasis on the challenges and opportunities decentralization has presented for the provision of services. We content-analyzed ECE policies and documents to map national approaches to ECE. Key informant interviews were conducted to assess the implementation of decentralized ECE governance. An analytical framework that combined core constructs of ECE systems and key domains of decentralization (autonomy, institutional capacity and accountability) was developed and applied. Our analysis points to four overarching processes that contribute to the perpetuation and possible increase of inequitable ECE including (1) sparse mechanisms for participatory and autonomous policy formulation, with few systematic efforts to strengthen local institutional capacities; (2) fragmented policy approaches to promote the assessment and strengthening of quality at scale; (3) funding frameworks and financing schemes that tend to benefit enrolment in contexts of higher levels of economic development; and (4) few mechanisms for coordination to ensure operational coherence across the ECE sector. 相似文献
566.
567.
Social capital theory has been widely debated across the social sciences. Its core idea is that relationships and norms have a value, in that they enable individuals and groups to co-operate for mutual benefit. The role of social capital appears to be changing in the context of the self-aware reflexivity that characterises contemporary 'risk society'. This paper takes the form of a dialogue between the two authors: the first defends the concept's analytical value while taking an agnostic view of its significance for policy, while the second author raises concerns over the normative implications of current interest in social capital and identifies its connection with authoritarian as well as liberal-humanistic policy responses. The paper concludes with reflections on the value of social capital in academic milieus, combined with an analysis of the implications of this discussion for future research. 相似文献
568.
This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non‐mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 607–636, 2006 相似文献
569.
570.
Emotion Regulation,Coping, and Decision Making: Three Linked Skills for Preventing Externalizing Problems in Adolescence
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Research on executive control during the teenage years points to shortfalls in emotion regulation, coping, and decision making as three linked capabilities associated with youth's externalizing behavior problems. Evidence gleaned from a detailed review of the literature makes clear that improvement of all three capabilities is critical to help young people better navigate challenges and prevent or reduce externalizing and related problems. Moreover, interventions can successfully improve these three capabilities and have been found to produce behavioral improvements with real‐world significance. Examples of how successful interventions remediate more than one of these capabilities are provided. Future directions in research and practice are also proposed to move the field toward the development of more comprehensive programs for adolescents to foster their integration. 相似文献