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101.
Elisa Rachel P. Altafim Dana C. McCoy Maria Beatriz M. Linhares 《Child development》2021,92(2):626-637
This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems. 相似文献
102.
103.
Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a... 相似文献
104.
This study investigated college student perceptions of the (in)appropriateness of instructor disclosures and perceived functions of instructor disclosures. An interpretive analysis of 35 college students identified that family relationships, life experiences and background, and everyday talk and activities were forms of appropriate disclosures; whereas, intimate relationship details, personal problems, personal opinions, and drinking behavior were considered inappropriate topics for instructors to disclose. In terms of the function of instructor disclosures, students perceived that these disclosures worked to humanize instructors, make instructors approachable, and create affect for instructors and courses. Implications and future research are also discussed. 相似文献
105.
Rachel Endo 《Diaspora, Indigenous, and Minority Education》2016,10(3):156-168
This qualitative case study analyzed the diverse narratives of 10 Japanese immigrant mothers who reared their second-generation children in a midsize metropolitan community in the Midwest. The primary research questions are as follows: How have Japanese immigrant mothers envisioned academic success in relation to contemporary interpretations of diasporic Nikkei identity? How have the participants made sense of and negotiated their educational aspirations against the expectations of U.S. K–12 schools? Based on focus groups, individual interviews, and narrative analyses, this study captured the multiple ways by which Japanese immigrant mothers facilitated opportunities for their children to maintain a distinct but flexible Nikkei or diasporic Japanese identity (Nukaga, 2012; Takamori, 2010) that was centrally focused on rearing academically successful children who also exhibited cultural competence and confidence as bicultural Americans. 相似文献
106.
Rachel Holmes 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):662-679
ABSTRACTAcross research in UK Higher Education, the most immanent demands for quality have taken the shape of the Research Assessment Exercise and the Research Excellence Framework (REF). The theorist, Martin, is cautious of the relationship academics have engendered with the process of the REF, asking are we actually creating a Frankenstein monster, becoming complicit in generating quality thresholds and standards that will become our own tormentors? I am taken by the idea of the monster when pursuing alternative discourses of childhood in educational research – fear of its potential to torment seduces me with the promise of dis-order, de-formity, chaos and mutation. The aim of this paper is to resist a fixed, knowable form of ‘quality’ (in) research, moving between the idea of ‘monster’ and the formlessness of ‘monstrosity’ to oppose the epistemological, ontological and ethical paradigms of reason. 相似文献
107.
Writing is an important teaching and learning tool that fosters active and critical thinking. There are multiple pressures for disciplines outside the humanities and social sciences to integrate writing in their courses. The shift from teaching solely discipline-specific skills to including writing in a meaningful way can be a daunting process. An instructor and education reference librarian at a public, four-year research university infused an urban planning course with reflective writing exercises. The collaboration proved effective in increasing students’ perceived writing abilities and active thinking via increased immediacy, frequency of writing and active learning. 相似文献
108.
Grammar's place in English teaching seems to be constantly under review. This paper reflects on the status and methods of grammar teaching at the moment. In particular, it explores both the positive and negative impact of the Key Stage 3 Framework for Teaching English on teaching and learning. It goes on to analyse the writer's experiences of teaching grammar as a student teacher, and asks whether the methods we are using today are adequate for the needs of young writers. 相似文献
109.
ABSTRACTGlobally there is recognition that doctoral programmes need to offer the opportunity for career pathways beyond academia, as PhD graduates are entering a range of careers. Consequently, some doctoral programmes now provide opportunities to develop a broader skill set. However, most PhD programmes in the United Kingdom and Australasia still concentrate on disciplinary knowledge and developing research skills. Moreover, the assessment has remained narrowly focused on a written thesis and an oral examination. Here we apply the notion of ‘constructive alignment’ to doctoral education and find that, even in terms of preparing PhD graduates for academic and research careers, the curriculum lacks opportunities to develop and assess relevant skills. The situation is even more extreme for wider careers beyond academia. To achieve alignment, we suggest providing more structured learning opportunities and personalised professional development plans with formative portfolios. If wanting true alignment in the PhD, a portfolio would be the summative assessment, but this is likely a step too far for a conservative academy. 相似文献
110.
This study investigated Chinese dyslexic children’s efficiency in employing phonological strategies (i.e. the use of orthography-phonology correspondence rules) in reading and the effectiveness of training phonological strategies in improving Chinese dyslexic children’s reading performance. An Experimental Group of 15 Chinese dyslexic children received a five-day intensive training in phonological strategies while a comparable Control Group did not. The results showed that Chinese dyslexic children did not use the phonological strategies as efficiently as Chinese average readers, and the training programme was effective in significantly improving the Experimental Group’s reading performance. This suggests that Chinese dyslexic children can benefit from training in phonological strategies. 相似文献