Custom-Fit Parenting: How Low- and Well-Accepted Young Adolescents Benefit from Peer-Related Parenting     

Kelly M. Tu  Kim D. Gregson  Stephen A. Erath  Gregory S. Pettit 《Parenting, science and practice》2017,17(3):157-176

Objective. The present study investigated whether longitudinal associations between peer-related parenting behaviors (facilitation of peer interactions, social coaching about peer problems) and peer adjustment were moderated by young adolescents’ peer status. Design. Participants included 123 young adolescents (mean age = 12.03 years; 50% boys; 58.5% European American) at Time 1. At Time 1 (summer before the middle school transition), parents reported on their facilitation of peer interaction opportunities and coaching strategies to a hypothetical peer exclusion situation; teachers reported on youth peer acceptance. At Times 1 and 2 (spring after the middle school transition), youth reported on peer adjustment (friendship quality, loneliness, peer victimization). Results. Peer acceptance (pre-middle school transition) moderated prospective associations between peer-related parenting and peer adjustment, yielding two patterns of associations. Parental facilitation predicted better friendship quality and lower levels of loneliness over time among youth with high peer acceptance, but not among youth with low peer acceptance. In contrast, parental social coaching predicted better friendship quality among youth with low peer acceptance, but lower friendship quality among youth with high peer acceptance. Conclusions. Not all forms of positive peer-related parenting are equally beneficial for all youth. Well-accepted youth may have the social opportunities to take advantage of parental facilitation, whereas low-accepted youth may have greater social needs and benefit from support in the form of social coaching. Implications of these findings are discussed in relation to the literatures on peer-related parenting and peer adjustment.  相似文献   

Effects of support on stress and burnout in school principals     

Simon Beausaert  Dominik E. Froehlich  Christelle Devos  Philip Riley 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):347-365

Background: More than ever before, school principals are dealing with stress and burnout, resulting from increasing role demands and decreasing decision latitude and autonomy. Following the Demand–Support–Constraints model, reasons for stress and burnout can be found in the lack of social support in the environment.

Purpose: This longitudinal study investigates whether changes in social support from colleagues, supervisors and/or the broader community affect levels of principal stress and burnout.

Sample: Approximately 26% of Australia’s school principals took part (N = 3572): primary (n = 2660) and secondary (n = 912) spread across all Australian states and territories. Age ranged between 46 and 55 years, and mean leadership experience was 12 years.

Design and methods: Since stress and burnout are psychological phenomena that develop over time, a longitudinal approach was adopted. Data were collected across four waves, spread over four years, from 2011 to 2014.

Results: It was found that social support predicts decreased stress and in turn burnout in school principals, however differences were found according to the type of social support. The data provide strong evidence for a positive effect of stress on burnout (e.g. the more stress at time 2, the more burnout in principals at time 3) and partial support for indirect negative effects of social support on burnout (e.g. the more support from colleagues at time 2, the less burnout in principals at time 3). However, we also found two instances of positive effects of social support from the broader community on burnout. This suggests that the more support principals receive from the broader community, the more likely they are to show burnout symptoms. This might be explained as the ‘the downside of empathy’, where principals who are strongly supported by their community might also feel more connected to that community. When their community is struggling, they are probably struggling as well.

Conclusions: The findings highlight the positive impact the wider school community can play in providing supplementary professional support to the principal. Unbundling or repackaging the job responsibilities with an administrative team that shares the leadership of the school, could be part of the solution.  相似文献   

Restorying as political action: authoring resistance through youth media arts     

Amy Stornaiuolo  Ebony Elizabeth Thomas 《Learning, Media and Technology》2018,43(4):345-358

ABSTRACT

This article explores the lived realities for young people growing up and learning in a climate of racial discrimination, religious intolerance, misogyny, and xenophobia, and how school-sponsored and school-supported uses of digital media can afford young people opportunities to navigate their experiences of social injustice and resist exclusionary discourses and practices. In a collaborative inquiry into the practices of two youth media producers, we explore how these counternarrative efforts are forms of restorying, in which young people write themselves into existence in ways that can reconfigure school spaces. Framed in Black feminist and critical cosmopolitan perspectives, this article considers how young people use new media tools in school to engage the narrative imagination and build the worlds they want to live in, simultaneously representing the political histories and realities of their everyday worlds and imagining alternative futures. We explore the ways schools can create opportunities for youth to engage in these new media practices that re-author themselves and the institutional spaces they encounter – and how these opportunities are situated within broader intersectional forms of systemic inequity and oppression.  相似文献   

“I thought we were supposed to learn how to become better coaches”: developing coach education through action research     

Christian Røj Voldby  Rasmus Klein-Døssing 《Educational Action Research》2020,28(3):534-553

ABSTRACT

Youth coaches play a crucial role in the development of young athletes and their physical, psychological and social well-being. Therefore, it is important to foster and develop youth coaches’ ability to govern and act effectively in their coaching practices. Sports organisations facilitate the development of youth coaches through formal coach education. However, research has shown this to be with limited effect. The purpose of this action research study was to involve youth coaches in developing a new and more effective coach education practice.

The coaches developed their practices through both dialogue and reflection with each other. A shift in the mindset of the coaches resulted in a more reflective and analytical approach in their way of thinking and talking about their practices. The most effective tools for improving the coach educational practice was the active management of the relations between the participating coaches and assisting the coaches’ reflection and dialogue through the use of scaffolding. In order to engage coaches in the educational practice, alignment between coaches’ expectations and both course content and form was crucial. These findings provide further insight into how coaches can develop their practices and how sports organisations can develop more effective coach education practices.  相似文献   

Challenges in operationalizing cultural practices in classroom and peer communities     

Nancy Ares   《International Journal of Educational Research》2006,45(6):404-419

This paper explores challenges encountered in a study of culturally relevant pedagogy that examines numeracy practices of under-served youth in secondary mathematics classrooms and in their peer communities at school. Taking a sociocultural stance toward studying under-served youths’ cultural practices as valuable resources for mathematics learning poses several methodological challenges, including identifying distinct cultural groups; adopting a view of mathematics as a social practice; and examining youth cultural practices to identify what counts as a viable example of practice relevant to mathematics practices and knowledge. Two dimensions of cultural practices are the focus: (1) communication, interaction, and language-use patterns that youth develop as they engage in the cultural practices of their peer communities; and (2) mathematical funds of knowledge that youth have developed over time. The complexities of identifying mathematical practices in youth peer communities and leveraging them in schooled mathematics are discussed, as are implications for further research.  相似文献   

A prospective,longitudinal cohort study: The impact of child maltreatment on delinquency among South Korean youth in middle and high school     

《Child abuse & neglect》2019

BackgroundCultural groups vary in how they understand child maltreatment and children's misbehavior and these cultural variations may impact the relationship between maltreatment and delinquency.ObjectiveThis study investigated the impact of maltreatment on delinquency among South Korean youth. Participants and Setting: Using Korean Children and Youth Panel Survey data, this study followed two cohorts of middle (n = 2,275) and high (n = 2,272) school youth for their first self-reported delinquency over 4 years.MethodDiscrete-time hazard model was used for the analyses.ResultsApproximately 19% of middle and 11% of high school youth engaged in delinquency for 4 years. Maltreatment is associated with delinquency only for high school youth (HR = 1.42). In both cohorts, male youth with high levels of aggression were more likely to engage in delinquency. Additional risk factors included high levels of depression (HR = 1.36) and negative attitudes toward school rules (HR = 0.68), father's education less than high school (HR = 0.63), low levels of self-control (HR = 0.63). Findings also identified culturally unique factors that place Korean youth at heightened risk of delinquency: mother's education more than high school (HR = 1.49) and higher family income (HR = 1.93).ConclusionPreventive interventions need to identify culturally specific risk factors for youth at increased risk of delinquency and thus these preventive interventions should be culturally tailored.  相似文献   

Right from the Start: Critical Classroom Practices for Building Teacher–Student Trust in the First 10 Weeks of Ninth Grade     

Brake  Andrew 《The Urban Review》2020,52(2):277-298

Teacher–student trust is associated with the social and emotional development of students, their school connectedness and engagement, and their academic achievement. However, few studies have examined how trust develops between teachers and students in ninth grade, a critical year in high school for students to start off on-track. Even less research has examined how teacher–student trust develops from the perspective of students to help identify specific teacher classroom practices that are effective at doing so, particularly at the start of the school year when students’ relationships and connections to high school are just beginning to take shape. Drawing on data from a longitudinal, qualitative study of ninth-grade teacher–student relationships in one neighborhood public high school in Chicago, this study highlights three critical classroom practices that appear particularly effective for helping to build trusting teacher–student relationships during the first 10 weeks of high school. Highlighting the perspectives and insights of ninth grade students, this analysis finds that (1) the priority that teachers place on specific classroom practices, and (2) the timing of when these practices are used by teachers, are both critical in establishing teacher–student trust—an essential ingredient in helping ninth grade students gain important social and school connections during their transition to high school. By highlighting the voices of ninth grade youth, this study provides valuable insights for educators aiming to use specific classroom-based practices that are essential for helping ninth grade students make valuable school connections and get on-track right from the start of the year.

  相似文献   

Performing Chinese Diasporic Identity through Mandarin: The Case of Italian-Schooled Chinese Migrant Youth in Prato (Italy)     

Adua Paciocco 《Journal of Language, Identity & Education》2018,17(4):207-221

Italian-schooled Chinese migrant youth in Prato enact a Chinese diasporic identity which develops as a result of the diasporic stance they manifest through Mandarin-speaking practice, in addition to other practices associated with Mandarin. Being children of Chinese migrants with limited Italian literacy, the youth speak a Chinese dialect and Mandarin with parents. Interestingly, they show a propensity to communicate in Mandarin with Italian-speaking peers when they choose to speak a variety of Chinese with them. They also seek alternative means of engaging with and learning Mandarin, even though it is not a school curriculum subject. The youth’s diasporic stance derives from being considered Other in their situated social field. In fact, their practices associated with Mandarin are strategies they implement to deal with exclusionist discourse. This finding emerged from a study of the youth’s linguistic repertoire, language practice, and discursive constructions of self. Data collection comprised questionnaire completion and oral data.  相似文献   

Where policy meets the pavement: Stages of public involvement in the prevention of school violence     

Ronnie Casella 《International journal of qualitative studies in education》2013,26(3):349-372

Based on qualitative research on school and city violence, this article examines three forms of partnerships between community organizations and schools, including youth interventions by social services; community activism; and school liaisons with the police. The article examines how violence-prevention strategies are conceived within a context that includes the formation of policy directed at communities, youths, and schools; social science theories of delinquency; public rhetoric about youth and families; and efforts on the part of community residents, city departments, and social services. The underlying theory-base behind the research can be associated with cultural studies, since it combines cultural and structural interpretations of the topic and analyzes policies according to their processes, in light of their constructions, and in connection with the theories that guide them. It becomes obvious by the end of the article that community-based violence-prevention organizations collaborating with schools are sometimes blocked from doing good work by poor funding, power struggles, and a deficit model of youth. While the partnerships can, at times, help to initiate positive involvement of disenfranchised people, they can also become instruments of city power structures. For their positive and productive work to come out, the interagency and school collaborations must solve the problems that are discussed in the article.  相似文献   

Teaching for Social Justice: the Promise of Transformative Expectations for Urban Chicanx/Latinx Youth     

Leticia Rojas  Daniel D. Liou 《Equity & Excellence in Education》2013,46(2):161-181

Drawing on the concept of transformative expectations—that is, the instructional practices that demonstrate teachers’ belief systems for the educational justice and empowerment of Chicanx/Latinx youth—this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in California. Through semi-structured interviews, teacher journaling, and artifacts of classroom practices, this study points to the importance of teacher disposition and socialization in developing classroom expectations, as well as helps to conceptualize the expectancies of academic rigor, social capital, empowering curriculum, and teacher caring from perspectives of justice and their importance in supporting students to meet or exceed instructional goals. Applying figured worlds and transformative expectations as the study’s analytic frameworks, teachers reported these four expectancies as important strategies for bringing social justice into the classroom, thereby prompting discussions of the future directions of teaching for social justice.  相似文献   

Improving educational outcomes for at‐risk students          下载免费PDF全文

Jackie Sanders  Robyn Munford  Joseph Boden 《British Educational Research Journal》2018,44(5):763-780

Drawing on data from a longitudinal study of at‐risk youth (n = 593), this article reports on the analysis of factors that enabled these youth to succeed at school. It considers the impact of three baseline factors (age, gender, ethnicity) and a number of time‐dynamic factors [positive school environment, additional educational support, positive peer and parent relationships, exclusion/expulsion from school, depression and externalising individual risk, as well as the involvement of a range of services (mental health, justice, welfare)] upon educational progress. Over time, the educational status of this group of youth deteriorated. Differences were observed for indigenous, older and male youth who had poorer outcomes on average. Positive peer groups and a positive school environment predicted better outcomes, while the use of harsh disciplinary practices such as expulsion was the strongest predictor of poorer educational outcomes and had a pervasive negative impact on all three educational progress measures. Formal services did not make an appreciable difference to educational outcomes, while the provision of additional educational support only contributed to keeping youth enrolled in educational programmes but did not appreciably improve their educational outcomes. Improving educational outcomes for at‐risk youth requires a pan‐system response, whereby schools reduce the use of expulsion and create a positive school climate, other professionals support schools to retain challenging students at school and the positive resources generated by pro‐social peer groups are harnessed.  相似文献   

Youth science expertise,environmental identity,and agency in climate action filmmaking     

Elizabeth M. Walsh  Eugene Cordero 《Environmental Education Research》2019,25(5):656-677

Abstract

The Green Ninja Film Academy (GENIE) is an interdisciplinary curriculum development project that examines the efficacy of combining climate science concepts and practices with digital storytelling for middle school youth. We present findings from iterative enactments of this design-based research project in 2017 (N?=?296) and 2018 (N?=?539). On average, youth increased scores on assessments of science content and practices while demonstrating competencies in filmmaking and science explanations. Further, an inverse correlation was seen between initial identification with the environment and change in environmental identification throughout the unit. Results suggest that integration of creative filmmaking into a climate science curriculum aligned to the Next Generation Science Standards can increase engagement and science proficiency particularly for youth who initially show less engagement in environmental science.  相似文献   

Facilitators of and barriers to school psychologists' social–emotional/behavioral practices     

Diana S. Ginns  Sara E. Moulton  Jose M. Castillo  Andrew S. Jenkins  Jennifer M. Hodnett 《Psychology in the schools》2020,57(7):1003-1021

Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety-nine full-time, school-based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence-based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence-based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence-based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence-based practices in these areas.  相似文献   

Time to learn: Pacing and the external framing of teachers' work 1     

《师资教育杂志》2012,38(3):265-277

The article reports research in two South African grade 3 classrooms, one located within a disadvantaged school and one in an affluent suburban school. The research examines the pacing rules of different transmission practices: weak pacing (a slower rate of transmission) is associated with pedagogy in the working-class school, and strong pacing (a faster rate of transmission) in the middle-class school. A further dimension to pacing, that of differentiating (between different student learning rates and different learning contexts), is identified. The discussion is developed through an analysis of how time use differs in different socio-economic contexts and points to possible relations between the internal control of the pace of learning in classrooms, and the external control of teachers' pedagogic practices. The article examines the social relations within which the different transmission practices are embedded and points to a possible relationship between teachers' transmission practices and the social relations that constitute teachers' work.  相似文献   

Teachers’ socio-spatial practice in innovative learning environments     

Chun Lai  Tungfei Lam 《Cambridge Journal of Education》2020,50(4):521-538

ABSTRACT

Understanding the relationship between innovative learning spaces and teachers’ pedagogical and social practices is essential given the increasing investment in innovative learning spaces worldwide. This study examined the socio-spatial practices of a group of teachers at a secondary school in an innovative learning space. Interview responses from 21 teachers revealed that space and social practices co-became through the interplay of the school culture, the physical, social and curriculum structures, and individual teachers’ sense-making of the practice. The study found that the cultural and structural systems drove the initial becoming of social practices, and that the individual systems shaped the diversified nature of the becoming. The findings suggest the importance of supporting teachers’ sense-making in terms of conceptions of subject teaching, professional identity, the affordances and constraints of the space and confidence in and capacity of constructing and managing effective learning experience in the space, when effecting educational changes with space.  相似文献   

The emancipatory potential of transformative mixed methods designs: informing youth participatory action research and restorative practices within a district-wide school transformation project     

Bernice Raveche Garnett  Lance C. Smith  Colby T. Kervick  Tracy A. Ballysingh  Mika Moore  Eliaquin Gonell 《International Journal of Research & Method in Education》2019,42(3):305-316

ABSTRACT

This paper considers the emancipatory potential of incorporating youth participatory action research (YPAR) and restorative practices (RP) implementation into a transformative mixed methods study design as a means to create equitable and caring school systems for marginalized youth. The utilization of transformative mixed methods research offers a methodological orientation to legitimize, illuminate, and prioritize perspectives from marginalized youth that may be undervalued, decontextualized, and oversimplified in traditional quantitative and qualitative research methodologies. Furthermore, the authors suggest that YPAR and RP align with Critical Theory and Quantitative Criticalism, which are theoretical and methodological frameworks consistent with the transformative paradigm. The integration of these various theoretical, methodological and applied frameworks provides researchers opportunities to flatten hierarchies and actively engage marginalized youth to address the structural and programmatic inequities they experience in schools. Informed by the authors’ multi-year university-school district action research partnership, this paper explores how the alignment of YPAR, RP, and transformative mixed methods may promote critical consciousness amongst students, families, staff, and administration in schools. Finally, we also demonstrate how social science researchers can blend YPAR, RP, and transformative mixed methods design to partner with school districts to address structural societal problems, such as racism and inequity.  相似文献   

Maternal Attribution and Chinese Immigrant Children’s Social Skills: The Mediating Role of Authoritative Parenting Practices     

Huiguang Ren  Charissa S. L. Cheah  Biao Sang  Junsheng Liu 《Parenting, science and practice》2020,20(3):229-239

SYNOPSIS