Childhood Problems in a Sudanese City: A Comparison of Extended and Nuclear Families     

Ahmed M. El Hassan Al Awad  Edmund J. S. Sonuga-Barke 《Child development》1992,63(4):906-914

The relation between emotional and social development and family structure in the Sudanese capital, Khartoum, was examined. Children between the ages of 4 and 9 living in extended and nuclear families were compared on mothers' ratings of a range of childhood problems. Analysis revealed that children in nuclear families had more conduct, emotional, and sleep problems, poorer self-care, and were more likely to be overdependent than those living in extended families. They were also less likely to be breast fed, to be weaned later, and to have grandmothers involved in child care. Linear multiple regression revealed that, of these 3 childcare factors, grandmother's involvement was the strongest predictor of normal social and emotional adjustment. The possible protective characteristics of the extended family are discussed in relation to the importance of the grandmother as maternal advisor, social support, and socialization agent.  相似文献   

The Relation Between Global and Specific Mindset With Reading Outcomes for Elementary School Students     

Yaacov Petscher  Stephanie Al Otaiba  Jeanne Wanzek  Brenna Rivas  Francesca Jones 《Scientific Studies of Reading》2017,21(5):376-391

An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills, whereas reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading.  相似文献   

Bilingual poetry: expanding the cognitive and cultural dimensions of children's learning     

Charmian Kenner  Salman Al‐Azami  Eve Gregory  Mahera Ruby 《Literacy》2008,42(2):92-100

Stories and poetry have long been considered a resource for the language and literacy development of bilingual children, particularly if they can work with texts in both mother tongue and English. This paper demonstrates that bilingual learning is also beneficial for second and third‐generation children whose English is often stronger than their mother tongue. Presenting data from an action research project in East London primary schools, we show how children investigated metaphor and cultural content in a Bengali lullaby, clarifying concepts through dialogue with their parents. Comparison with a lullaby in English from North America generated additional ideas concerning different cultural values. The learning process enabled children to use their bilingual skills and draw on different aspects of their bicultural identities. Finally, we explain how bilingual poetry can be used to stimulate learning in a multilingual classroom context, through the example of a whole‐class lesson based around Bengali and English lullabies.  相似文献   

Meeting the challenges: The development of quality assurance in Oman’s Colleges of Education     

Mohammed?Sulaiman?Al?BandaryEmail author 《Higher Education》2005,50(2):181-195

The educational history of the Sultanate of Oman has undergone rapid development. In 1970, there were three primary schools. Today, there is universal education, with modern public and private institutions. In 1985, the first teacher education institutions offered a diploma programme. In 1994, six Colleges of Education, offering a degree, were established. Recently, the Directorate General-Colleges of Education, Ministry of Higher Education, introduced a quality assurance process in these colleges based on self-assessment, external review, feedback, and monitored change. This paper outlines how the process was established, the challenges it presented, and the solutions that have been developed.  相似文献   

文本到底是什么？   总被引：1，自引：0，他引：1  

史蒂芬?德罗斯  戴维德?杜兰德  艾利?米洛纳斯  艾兰?瑞尼尔  王晓光 《出版科学》2016,(3):5-13

文本在计算机上的表示方式影响着文本创作者与其他用户使用文本的方式。现有的电子文档模型还有很多不足和局限。笔者认为文本最好的表示模型是有序的分层内容对象模型(OHCO),这种模型揭示了文本到底是什么这一根本问题。OHCO 模型符合 SGML 等新兴标准,且有利于作者、出版商、研究者等不同用户。本文介绍了该层次模型以及未来如何将文档作为一种数据库、超文本、网络来加以利用和重用。  相似文献   

Islamic parents’ attitudes and beliefs towards school-based sexual and reproductive health education programmes in Oman     

Omar Al Zaabi  Margaret Heffernan  Eleanor Holroyd  Mervyn Jackson 《Sex education》2019,19(5):534-550

School-based comprehensive sexuality education (CSE) programmes play an important role in reducing young people’s sexual risk behaviour and promoting health and well-being. There is limited evidence regarding the attitudes and beliefs of parents towards the implementation of school-based CSE programmes in Islamic cultural settings, including Oman, which this mixed-method study set out to explore. A convenience sample of 250 parents, with equal numbers of mothers and fathers of children aged 12–14 years (grades 7–9) at two urban public pre-secondary schools in Saham, completed a paper-based self-administered questionnaire in Arabic. We found most parents (72.8%) supported school-based CSE programmes that conformed to Islamic requirements of pre-marital sexual abstinence, but there was some opposition. Almost all parents supported comprehensive age-appropriate CSE being taught to students aged 10–15 years, including topics perceived as controversial in Omani culture, except for birth control and safer sex. Most parents considered themselves, school teachers and school nurses to be important sources of CSE. The study findings which suggest strong parental support for CSE programmes can facilitate education policy, CSE curriculum decision-makers and school healthcare-providers in Oman, other Middle Eastern countries, and countries with Muslim immigrant populations.  相似文献   

Puberty Predicts Approach But Not Avoidance on the Iowa Gambling Task in a Multinational Sample          下载免费PDF全文

Grace Icenogle  Laurence Steinberg  Thomas M. Olino  Elizabeth P. Shulman  Jason Chein  Liane P. Alampay  Suha M. Al‐Hassan  Hanan M. S. Takash  Dario Bacchini  Lei Chang  Nandita Chaudhary  Laura Di Giunta  Kenneth A. Dodge  Kostas A. Fanti  Jennifer E. Lansford  Patrick S. Malone  Paul Oburu  Concetta Pastorelli  Ann T. Skinner  Emma Sorbring  Sombat Tapanya  Liliana M. Uribe Tirado 《Child development》2017,88(5):1598-1614

According to the dual systems model of adolescent risk taking, sensation seeking and impulse control follow different developmental trajectories across adolescence and are governed by two different brain systems. The authors tested whether different underlying processes also drive age differences in reward approach and cost avoidance. Using a modified Iowa Gambling Task in a multinational, cross‐sectional sample of 3,234 adolescents (ages 9–17; M = 12.87, SD = 2.36), pubertal maturation, but not age, predicted reward approach, mediated through higher sensation seeking. In contrast, age, but not pubertal maturation, predicted increased cost avoidance, mediated through greater impulse control. These findings add to evidence that adolescent behavior is best understood as the product of two interacting, but independently developing, brain systems.  相似文献   

From agricultural extension to capacity development: exploring the foundations of an emergent form of practice     

Al Lauzon 《International Journal of Lifelong Education》2013,32(2):247-266

This essay argues that capacity development is a response to changes in the organization and practice of agricultural extension as these changes have excluded small resource farmers. In this essay I trace the changes in the organization of agricultural extension through to the emergence of the concept and practice of capacity development. The idea of capacity development is then examined as presented in the existing literature where it is concluded that capacity development is a somewhat vacuous concept. It is then argued that capacity development needs to be understood in the context of an emerging participatory worldview. The foundations of this participatory worldview are then articulated, including the dimensions of a participatory epistemology. The concept of capacity development is then revisited examining the implications of this new worldview for the practice of capacity development followed by the conclusions.  相似文献   

Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students     

Rachel E. Donegan  Jeanne Wanzek  Stephanie Al Otaiba 《Learning disabilities research & practice》2020,35(2):62-71

Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth-grade students who displayed severe reading difficulties, and who had or were at risk for disabilities. We use multilevel models to examine the effect of a standard, less intensive implementation in Study 1, and of a more intensive implementation in Study 2, relative to typical school services. Analyses revealed no significant effects of treatment for the standard, less intensive implementation in Study 1. Significant effects for word reading and word reading fluency outcomes for students assigned to receive the intensive implementation were noted in Study 2. Implications, limitations, and directions for future research are discussed.  相似文献   

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences     

Stephanie Al Otaiba  Vickie E. Lake  Luana Greulich  Jessica S. Folsom  Lisa Guidry 《Reading and writing》2012,25(1):109-129

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