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61.
Matt DeLisi John Paul Wright Kevin Beaver Michael G. Vaughn 《Journal of Criminal Justice Education》2013,24(3):360-376
Criminology is experiencing a paradigm shift in theory and research that articulates a more interdisciplinary, biosocial mode of inquiry. Unfortunately, however, graduate‐level criminal justice education rarely encompasses biosocial training. The current review is the first in a series of works that seeks to fill this biosocial training void by providing instruction on concepts in the biological sciences and neurosciences that have direct relevance to criminal justice education and criminology. Here we introduce endophenotypes and demonstrate their relevance to the study of crime using the self‐control construct from Gottfredson and Hirschi’s general theory. Because biosocial criminology is in its nascent stage, it is critical that biosocial criminologists provide service and instruction to their social science‐trained colleagues. 相似文献
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Allison Frost Michelle Bosquet Enlow Ashley J. Malin Kristin Bernard Rosalind J. Wright 《Child development》2021,92(6):e1260-e1274
This study examined associations among early adversity, diurnal cortisol, child sex, and caregiver sensitivity at age 6 months in relation to wheezing in children (47% male) followed to 30 months. Analyses included 676 mother-child dyads, 393 of whom completed an observational caregiver sensitivity measure. Participants were primarily ethnic minorities (42.7% Black, 25.4% Hispanic); 22.1% of children had ≥ 1 wheezing episode. Higher adversity was associated with increased wheeze frequency and blunted diurnal cortisol slope. The indirect effect of adversity on wheezing through cortisol slope was significant for females, but not males. Higher caregiver sensitivity was protective against wheezing for males, but not females, with high cortisol. Findings suggest complex associations among adversity, cortisol, child sex, and caregiver sensitivity in predicting wheezing. 相似文献
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Marilyn M. Wright J.L. Parker 《International Journal of Disability, Development & Education》1978,25(3):167-179
This research examines variables related to the school achievement of Aboriginal and non‐Aboriginal students. Thirty‐five indigenous students and fifty‐eight non‐Aboriginals in Grade eight completed a Coopersmith Self‐Esteem Inventory and the Intellectual Responsibility Questionnaire. These scores, together with information on intellectual ability, school achievement on teacher‐made English and mathematics tests, sex, school and ethnic origin, were entered in a multiple regression equation. No difference between the two groups emerged on scores of self‐esteem and locus of control. However, the predictors of achievement for each group differed significantly. Intellectual ability was the best predictor of achievement for non‐Aboriginals, while locus of control was the most important predictor for the indigenous group. Results are discussed in relation to recent research and classroom implications. 相似文献
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Alison Cook-Sather Joel Alden Schlosser Abigail Sweeney Laurel M. Peterson Kimberly Wright Cassidy Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134
Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices. 相似文献
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The truth,but not yet: avoiding naïve skepticism via explicit communication of metadisciplinary aims
Jake Wright 《Teaching in Higher Education》2019,24(3):361-377
ABSTRACTIntroductory students regularly endorse naïve skepticism – unsupported or uncritical doubt about the existence and universality of truth – for a variety of reasons. Though some of the reasons for students’ skepticism can be traced back to the student – for example, a desire to avoid engaging with controversial material or a desire to avoid offense – naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students’ abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, it prevents students in early stages of intellectual development from understanding truth as a threshold concept. I argue that we can make progress against naïve skepticism by clearly discussing how metadisciplinary aims differ at the disciplinary and course levels in a way that is meaningful, reinforced, and accessible. 相似文献
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