Family Structure and Psychosocial Correlates among Urban African-American Adolescent Males   总被引：6，自引：0，他引：6  

Marc A. Zimmerman  Deborah A. Salem  Kenneth I. Maton 《Child development》1995,66(6):1598-1613

Substance use and delinquency, psychological well-being, and social support were compared across 5 family constellations among 254 urban African-American adolescent males. Single-mother, stepparent, both parents, mother with extended family, and extended family only households were studied. The only differences found were that youth living in single-mother households reported more parental support than other youth. Relationships with father and male role models were also studied and related to several psychosocial outcomes. The results challenge the assumptions that single African-American mothers are alone in providing support to their sons and that fathers' absence results in no significant relationship.  相似文献   

Linking Biochemistry Concepts to Food Safety Using Yogurt as a Model     

Tahl Zimmerman  Mariama Ibrahim  Rabin Gyawali  Salam A Ibrahim 《Journal of Food Science Education》2019,18(1):4-10

This laboratory activity was designed to strengthen our Food and Nutritional Science students’ knowledge of biochemistry concepts and the relationship between these concepts and food science. The result was a laboratory experience in which biochemistry concepts are taught using yogurt as a model, in order to link those concepts to food safety, an important area of food science. The students employed a colorimetric method to measure the lactase activity of bacterial strains found in commercial yogurts and were encouraged to relate the activity to bacterial lactic acid production, fermentation, and food safety. Students were assessed with pre‐ and post‐test exams, laboratory reports, class performance rubrics, and the Intrinsic Motivation Inventory (IMI). The result demonstrated that the students successfully completed the learning objectives and were motivated during the activity. This exercise could be used as a template for a simplified and engaging way to introduce food science majors, as well as other students, to complex biochemistry and molecular biology concepts using food, particularly yogurt, as a model.  相似文献   

Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning     

Betsy Blunsdon  Ken Reed  Nicola McNeil  Steven McEachern 《高等教育研究与发展》2003,22(1):43-56

This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students: ’ enjoyed this way of learning; ’ believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and ’ felt that what they have learned could be applied elsewhere. We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects.  相似文献   

Utility of follow-up skeletal surveys in suspected child physical abuse evaluations     

Zimmerman S  Makoroff K  Care M  Thomas A  Shapiro R 《Child abuse & neglect》2005,29(10):1075-1083

OBJECTIVE: To evaluate the utility of a follow-up skeletal survey in suspected child physical abuse evaluations. METHODS: In this prospective study, follow-up skeletal surveys were recommended for 74 children who, after an initial skeletal survey and evaluation by the Child Abuse Team, were suspected victims of physical abuse. The number and location of the fractures were recorded for the initial skeletal survey and for the follow-up skeletal survey in each case. RESULTS: Forty-eight of the 74 (65%) children returned for a follow-up skeletal survey. The follow-up skeletal survey yielded additional information in 22 of 48 patients (46%). In three patients (6%) the additional information changed the outcome of cases; child abuse was ruled out in one of these patients and abuse was confirmed in two cases. In three other patients, the follow-up skeletal survey refuted tentative skeletal findings, but did not change the outcome because of other physical findings. CONCLUSION: A follow-up skeletal survey identified additional fractures or clarified tentative findings in children who were suspected victims of physical child abuse. The follow-up skeletal survey should be completed on all patients who have an initial skeletal survey performed for suspected physical child abuse and for whom child abuse is still a concern.  相似文献   

Addressing children's life changes in the early childhood curriculum     

Esther L. Devall  Betsy J. Cahill 《Early Childhood Education Journal》1995,23(2):57-62

Young children may experience stress from changes in their lives. These changes may be developmental, critical, or catastrophic. Early childhood educators need to establish partnerships with parents to help families cope with all three types of changes. Teachers can facilitate children's emotional expressions, build understanding through the use of dramatic play, provide a stable routine, monitor post-traumatic play, and discuss events that affect individual children, the entire class, or the community. Teachers can also serve as a resource to families by providing books for parents and children, and building a referal file of agencies and helping professionals.  相似文献   

Phonological knowledge and naming ability in children with reading disability     

Hyla Rubin  Sara Zimmerman  Robert B. Katz 《Reading and writing》1989,1(4):393-404

Children who are poor readers have difficulty naming pictured objects. Their naming difficulty could be a result of inadequate representations of the phonology of words, inadequate processing of those representations, or both. In this study, third-grade good and poor readers were tested on object naming, and, in cases of naming failure, forced-choice recognition tasks were used to probe their knowledge of the phonology of the object names. The two reading groups showed no differences in their ability to select the initial phonemes or rhymes of object names they had not produced spontaneously. Moreover, initial phoneme prompts were helpful for both reading groups. The children differed, however, in their ability to produce words after being given rhyme information. The results indicated that, except in the ability to manipulate explicitly phonological information, the poor readers; performance was qualitatively similar to that of the good readers. It is suggested that training in phonological analysis may help poor readers overcome the deficiencies in establishing and processing phonological representations that lead to their quantitative deficit in object naming.  相似文献   

Supporting children’s outdoor science learning with mobile computers: integrating learning on-the-move strategies with context-sensitive computing     

Heather Toomey Zimmerman  Susan M. Land  Chrystal Maggiore  Chris Millet 《Learning, Media and Technology》2019,44(4):457-472

ABSTRACT

Two cases of context-sensitive mobile computing curricula for children are shown to develop analytical understandings of how science-related sense-making talk can be supported through physical and digital environment interaction, which supports play and learning through movement. Our work investigates how proximity-based computing mediates children’s engagement in scientific sense-making conversations in a botanical garden. We draw upon sociocultural perspectives on sense-making talk as well as learning on-the-move to inform our study design. Data are from children in summer camp, including field notes, photographs, and video records (26 children in Case A, 24 in Case B) in an Arboretum. Our findings illustrate that children engaged in both playful and scientific sense-making talk in two distinct curricular tasks. We provide insights into science sense-making talk patterns and pedagogical practices of integrating learning on-the-move strategies into informal education with design principles related to augmenting gardens with digital content. Our results suggest that learning on-the-move strategies influence sense-making talk and that embodied interactions within the gardens support science sense-making and role-play. We posit that designs for learner-centered mobile computing can create digital-physical hybrid spaces where learners engage each other and natural objects as they walk through community spaces.  相似文献   

Clinical features of survivors of sexual abuse with major depression.     

C Zlotnick  J Mattia  M Zimmerman 《Child abuse & neglect》2001,25(3):357-367

OBJECTIVE: This study examined differences in rates of trauma-related disorders between patients with histories of childhood sexual abuse and those without such histories in a sample of depressed outpatients. Another aim of this study was to determine whether childhood sexual abuse is associated with recent suicidal attempts, affect dysregulation and duration of index depressive episode, independent of posttraumatic stress disorder and borderline personality disorder. METHOD: Subjects were 235 treatment-seeking outpatients with major depression. Structured interviews were administered to assess for Axis I and Axis II disorders, childhood sexual abuse, and various clinical features. RESULTS: Patients with sexual abuse compared to those without sexual abuse histories had higher rates of comorbidity, primarily borderline personality disorder, posttraumatic stress disorder and multiple Axis I diagnoses. Childhood sexual abuse status was linked to a longer duration of the index depressive episode, independent of borderline personality disorder and/or posttraumatic stress disorder. However, childhood sexual abuse status was not independently related to affect dysregulation and suicidal attempts. CONCLUSION: The findings suggest that patients with histories of sexual abuse represent a subgroup of depressed patients who are at especially high risk for psychiatric morbidity and a prolonged episode of depression.  相似文献   

Science curiosity in learning environments: developing an attitudinal scale for research in schools,homes, museums,and the community     

Jennifer L. Weible  Heather Toomey Zimmerman 《International Journal of Science Education》2016,38(8):1235-1255

Although curiosity is considered an integral aspect of science learning, researchers have debated how to define, measure, and support its development in individuals. Prior measures of curiosity include questionnaire type scales (primarily for adults) and behavioral measures. To address the need to measure scientific curiosity, the Science Curiosity in Learning Environments (SCILE) scale was created and validated as a 12-item scale to measure scientific curiosity in youth. The scale was developed through (a) adapting the language of the Curiosity and Exploration Inventory-II [Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., & Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43(6), 987–998] for youth and (b) crafting new items based on scientific practices drawn from U.S. science standards documents. We administered a preliminary set of 30 items to 663 youth ages 8–18 in the U.S.A. Exploratory and confirmatory factor analysis resulted in a three-factor model: stretching, embracing, and science practices. The findings indicate that the SCILE scale is a valid measure of youth’s scientific curiosity for boys and girls as well as elementary, middle school, and high school learners.  相似文献   

Children's understanding of psychogenic bodily reactions     

Notaro PC  Gelman SA  Zimmerman MA 《Child development》2001,72(2):444-459

One hundred twenty-eight children in preschool through fifth grade (range = 4,3-11,4) and 76 adults serving as a comparison group participated in two studies that examined how children reason about psychogenic bodily reactions, that is, ailments or nonconscious physiological responses with origins in the mind (e.g., stress-induced headache). Psychogenic bodily reactions provide an opportunity to study how children integrate knowledge between the domains of bodily response and psychology. In Study 1, participants were asked whether various familiar psychogenic bodily reactions were possible (e.g., can someone get a tummyache from worrying?). In Study 2, participants were presented with a novel domain (hypothetical "aliens" from outer space) and were asked whether various unfamiliar bodily conditions (e.g., toes swelling) could arise from various physical or psychological causes. As predicted, adults typically reported that psychogenic bodily reactions were possible, and that unfamiliar bodily conditions could result from either psychological or physical causes. In contrast, young children typically denied that psychogenic bodily reactions could occur and predicted that unfamiliar bodily conditions resulted from physical causes only. The results support a developmental path: younger children view psychogenic bodily responses as wholly physical, but with age, view them as both physical and psychological phenomena.  相似文献