Development of a Socioecological Adolescent Sexual Health Index and Atlas: A Case Study in Washington State     

Amanda Winters  Julianna Alson 《American journal of sexuality education》2018,13(3):359-377

ABSTRACT

Adolescent sexual health programs often frame needs assessments using risk-taking, disease, or fertility data, fostering a narrow perspective of sexual health and limiting scopes of related programs. We address the gap between traditional measures and the socioecological lens used by many in the field. Using Washington State as an example, we report methods for developing and mapping an index of sex education needs that integrates social determinants of health (SDH) to reflect the complex, interrelated influences affecting adolescents. The generated index and maps support a holistic approach to assessing inequity, resource allocation gaps, and specific programmatic needs of young people. This case study demonstrates that it is possible and important to align adolescent sexual health measurement strategies with more holistic adolescent sexuality development frameworks. We recommend that public health professionals consider a broader range of data on SDH in their sex education policy and program decision making.  相似文献   

Children's Comparisons of the Recency of Two Events from the Past Year   总被引：1，自引：0，他引：1  

William J. Friedman  Amanda C. Gardner  Naomi R. E. Zubin 《Child development》1995,66(4):970-983

Research on memory for time has been limited by the difficulty of disentangling several of the fundamentally different processes that contribute to a chronological sense of the past. This study used a developmental approach to isolate one of these processes, impressions of distances in the past. Large samples of children between 3 and 12 years were asked to judge which was longer ago, their birthday or Christmas (and, in one study, Halloween and Thanksgiving). Even children under 6 years of age were able to discriminate the recency of their birthday and Christmas with great accuracy when the events were widely separated and one was within the past several months. The ability to discriminate recency on these scales appears to be a basic property of human memory that changes little with development. Other information about the locations of the events and their relative times of occurrence could only be interpreted correctly by children older than 9 years.  相似文献   

Research with young children: the use of an affinity group approach to explore the social dynamics of peer culture     

Amanda Keddie 《British Journal of Sociology of Education》2004,25(1):35-51

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Analysis of Personality,Suicide, and Self‐Injury in Emerging Adulthood     

Amanda C. La Guardia  Robert J. Cramer  Claire N. Bryson  Kelly Emelianchik‐Key 《Journal of College Counseling》2020,23(1):57-70

Nonsuicidal self‐injury (NSSI) is a maladaptive coping strategy that is of significant clinical concern for behavioral health professionals in college settings. Relationships between NSSI, acquired capability for suicide, interpersonal cognitions, and five‐factor model personality traits were assessed in a survey‐based study that included 192 young adults in a college setting. Results indicated that those with an affirmative suicide attempt history, greater acquired capability for suicide, and elevated neuroticism had an increased likelihood of lifetime NSSI.  相似文献   

An examination of the criterion validity and sensitivity to brief intervention of alternate curriculum‐based measures of writing skill     

Kristin A. Gansle  George H. Noell  Amanda M. Vanderheyden  Natalie J. Slider  Leila D. Hoffpauir  Ernest L. Whitmarsh  Gale M. Naquin 《Psychology in the schools》2004,41(3):291-300

Curriculum‐based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson‐Revised and curriculum‐based measures of writing has not been evaluated. This study investigated the relationship between the Woodcock Johnson‐Revised Writing Samples subtest and alternate curriculum‐based measures of written expression. In addition, the sensitivity of the measures to the effects of a short group writing intervention was assessed. Forty‐five third and fourth graders participated in an intervention that consisted of brainstorming ideas, presenting those ideas on a dry‐erase board, and writing a complete sentence on paper with writing quality feedback before completing a CBM (curriculum‐based measurement) writing passage. Numbers of words written as well as five alternate measures of writing samples were used to assess the effects of the intervention. The intervention had a positive effect on total words written. Total punctuation marks, simple sentences, and words in complete sentences emerged as the best predictors of the Woodcock Johnson‐Revised Writing Samples subtest scores in regression analyses. The implications of the analyses, limitations of the study, and directions for future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 291–300, 2004.  相似文献   

Teachers’ Perceptions of Teacher–Child Relationships: Links With Children’s Observed Interactions     

Karyn Hartz  Amanda P. Williford  Helma M. Y. Koomen 《Early education and development》2017,28(4):441-456

Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions.  相似文献   

A content analysis of research published in the Journal of Research in Science Teaching from 1985 through 1989     

Phillip B. Horton  Andrew A. McConney  Amanda L. Woods  Kevin Barry  Homer L. Krout  Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869

To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers.  相似文献   

Teacher engagement in core components of an effective,early childhood professional development course: Links to changes in teacher–child interactions     

Amanda P. Williford  Lauren M. Carter  Michelle F. Maier  Bridget K. Hamre  Anne Cash  Robert C. Pianta 《Journal of Early Childhood Teacher Education》2017,38(1):102-118

This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher–child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers’ participation and performance in the course were high on average. Teachers’ skill level in accurately and specifically explaining other teachers’ instances of effective teacher–child interactions was related to improvements in their own observed teacher–child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers’ high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs.  相似文献   

Oregon Teacher Pathway: Responding to National Trends     

Amanda A. Villagómez  Donald Easton-Brooks  Karyn Gomez  Tawnya Lubbes  Kristin Johnson 《Equity & Excellence in Education》2016,49(1):100-114

ABSTRACT

National population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of color during their education. Therefore, it is valuable to consider frameworks for increasing the number of teachers of color in the educational landscape. Although there are initiatives for supporting these efforts in urban communities, rural communities often are not seen as having much need in this area. The authors of this article present literature and findings on the impact and needs for diversifying teacher education, and then outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes into consideration promising practices for recruiting and supporting preservice teachers of color in rural eastern Oregon and other rural and urban communities.  相似文献   

Design Research as a Mechanism for Consultants to Facilitate and Evaluate Educational Innovations     

Jose M. Castillo  Clark Dorman  Brian Gaunt  Beth Hardcastle  Kelly Justice  Amanda L. March 《Journal of educational and psychological consultation》2016,26(1):25-48

Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored.  相似文献