Improvements in school climate associated with enhanced health and welfare services for students     

Angelika Anderson  David R. Thomas  Dennis W. Moore  Bridget Kool 《Learning Environments Research》2008,11(3):245-256

School improvement initiatives are needed to better meet the needs of underprivileged students, to reduce underachievement and to break a continuing cycle of disadvantage. This article describes part of a school improvement initiative in New Zealand that provided additional funding for school nurse and social worker services in nine secondary schools with the most disadvantaged students in New Zealand. It describes the nature and delivery of services provided by the social workers in these schools. In addition, the article reports changes over time in staff and student views about school climate including a comparison with non-participating schools of similar socioeconomic status. The findings indicated that school climate is a useful intermediate measure of the effectiveness of school improvement initiatives. There were significant improvements in staff views about school climate over time, with staff views about school climate becoming more favourable on scales measuring Improvements in the Last 12 Months and Support for Ethnic Diversity compared to eight non-participating schools. Student views were more favourable on scales measuring Satisfaction with School, Support for Achievement and Support for Ethnic Diversity, compared to the non-participating schools.  相似文献   

Teenage girls' perceptions of the functions of relationally aggressive behaviors     

Bridget M. Reynolds  Rena L. Repetti 《Psychology in the schools》2010,47(3):282-296

Adolescent girls reported on their experiences both as perpetrators and as victims of several distinct forms of relational aggression. Details of these incidents were gathered from 114 ethnically diverse ninth and tenth graders via a secure online survey. The frequency with which girls perpetrated or were targeted for particular acts of relational aggression was assessed and, based on the responses, a computer program randomly selected one item (i.e., gossip, ignoring, or exclusion) for which each girl was asked to recall a specific experience and answer follow‐up questions. Perceptions of the goals and functions of specific relationally aggressive acts were assessed, as well as how the perpetrator or victim felt at the time of the incident. Ignoring or “giving the silent treatment” appeared to be a unique form of relational aggression inasmuch as the girls perceived different motives, or functions, for ignoring compared with gossip and exclusion and felt worse at the time of the ignoring incident, both when they were reporting as aggressors and as victims. © 2010 Wiley Periodicals, Inc.  相似文献   

Accuracy and completeness of drug information in Wikipedia: an assessment     

Natalie Kupferberg  Bridget McCrate Protus 《Journal of the Medical Library Association》2011,99(4):310-313

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Affective responses to an aerobic dance class: the impact of perceived performance     

Bartholomew JB  Miller BM 《Research quarterly for exercise and sport》2002,73(3):301-309

The current study tests the mastery hypothesis as an explanation for the affective benefits of acute exercise. Participants were 204 undergraduate women who were participating in self-selected aerobic dance classes. Following the class, participants were asked to rate their exercise performance on a 5-point, Likert-type scale. Affect questionnaires were completed prior to and at 5 and 20 min following the aerobic dance class. Results indicated an overall improvement in affect following exercise. Negative valenced subscales were unaffected by performance ratings. Both groups showed similar reductions in these states. There was, however, a significant Group x Time interaction for the positive valenced subscales. High-performance participants reported greater increase in these variables throughout recovery than did low-performance participants. These data support the mastery hypothesis as an explanation for the exercise-induced change in positive affective states.  相似文献   

Bottom line—new patterns of student engagement     

Bridget D. Arend 《About Campus》2004,9(3):30-32

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The relations of parenting,effortful control,and ego control to children's emotional expressivity     

Eisenberg N  Zhou Q  Losoya SH  Fabes RA  Shepard SA  Murphy BC  Reiser M  Guthrie IK  Cumberland A 《Child development》2003,74(3):875-895

The relations of observed parental warmth and positive expressivity and children's effortful control and ego control with children's high versus low emotional expressivity were examined in a 2-wave study of 180 children (M age = 112.8 months). There were quadratic relations between adults' reports of children's emotional expressivity and effortful control; moderate expressivity was associated with high effortful control. Structural equation models supported the hypothesis that children's ego overcontrol (versus undercontrol) mediated the relation between parental warmth or positive expressivity and children's emotional expressivity, although parenting at the follow-up did not uniquely predict in children's expressivity after controlling for the relations in these constructs over time. The alternative hypothesis that children's ego overcontrol elicited positive parenting and expressivity also was supported.  相似文献   

Connecting initial teacher education and continuing professional learning through action research and action learning     

Dawn Penney  Bridget Leggett 《Action Learning: Research and Practice》2005,2(2):153-169

This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed.  相似文献   

The Relations of Regualation and Emotionality to Resiliency and Competent Social Functioning in Elementary School Children     

Nancy Eiesnberg  Ivanna K. Guthrie  Richard A. Fabes  Mark Reiser  Bridget Murphy  Robin Holgren  Pat Maszk  Sandra Losoya 《Child development》1997,68(2):295-311

The relations of regulation and emotionality to elementary school children's social functioning were examined. Teachers and peer reproted on children's social functioning; I parent and teacher rated children on various measures of regulation, resiliency, and emotionality; and a behavioural index of regulation was obtained. The effects of individual differences in attentional regulation on social status and socially appropriate behavior were mediated by resiliency, and dispositional negative emotionality moderated the positive relation between attentional control and resiliency (with this path being stronger for children high in negative emotinality). The effects of behavioural regulation were not mediated by resiliency; however, the relation of behavioral regulation to socilaly appropriate behaviour (but not social status) was moderated by negative emotionality, with effects being significant and higher for children high in negative emotionality.  相似文献   

Thin film electro-osmotic pumps for biomicrofluidic applications     

John M. Edwards  IV  Mark N. Hamblin  Hernan V. Fuentes  Bridget A. Peeni  Milton L. Lee  Adam T. Woolley    Aaron R. Hawkins 《Biomicrofluidics》2007,1(1)

Electro-osmotic flow (EOF) pumps are attractive for fluid manipulation in microfluidic channels. Open channel EOF pumps can produce high pressures and flow rates, and are relatively easy to fabricate on-chip or integrate with other microfluidic or electrical components. An EOF pump design that is conducive to on-chip fabrication consists of multiple small channel arms feeding into a larger flow channel. We have fabricated this type of pump design using a thin film deposition process that avoids wafer bonding. We have evaluated pumps fabricated on both silicon and glass substrates. Consistent flow rate versus electric field were obtained. For the range of 40–400 V, flow rates of 0.19–2.30 μL∕min were measured. Theoretical calculations of pump efficiency were made, as well as calculations of the mechanical power generated by various pump shapes, to investigate design parameters that should improve future pumps.  相似文献   

Making Connections     

Mulvey  Bridget K.  Parrish  Jennifer C.  Reid  Joshua W.  Papa  Jeffrey  Peters-Burton  Erin E. 《Science & Education》2021,30(3):527-555

Science & Education - In-depth understanding of nature of science (NOS) moves beyond knowledge of discrete NOS aspects to consider connections among NOS aspects. This study presents three...  相似文献