Social information processing and coping strategies of shy/withdrawn and aggressive children: does friendship matter?     

Burgess KB  Wojslawowicz JC  Rubin KH  Rose-Krasnor L  Booth-LaForce C 《Child development》2006,77(2):371-383

The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy/withdrawn and aggressive girls and boys and to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of fifth and sixth graders (M age = 10.79 years; SD = .77), 78 shy/withdrawn, 76 aggressive, and 85 control children were presented with hypothetical social situations that first involved unfamiliar peers, and then a mutual good friend. Results revealed group and gender differences and similarities, depending on the relationship context. From our findings emerges a central message: friends' involvement during interpersonal challenges or stressors mitigates children's attributions, emotions, and coping responses.  相似文献   

IMPACT OF FULL-TIME VERSUS PART-TIME INSTRUCTOR STATUS ON COLLEGE STUDENT RETENTION AND ACADEMIC PERFORMANCE IN SEQUENTIAL COURSES     

Larry A. Burgess  Carl Samuels 《Community College Journal of Research & Practice》2013,37(5):487-498

The primary purpose of this study was to examine the relation between full - time or part - time instructor status and college student retention and academic performance in sequential courses . Results indicate that for either developmental or regular courses, college students who take the first course in a sequence from a part - time instructor , and who take the second course in the sequence from a full - time instructor seem underprepared for the second course. By contrast to students experiencing other instructor status combinations (part - time / part - time , full - time / part - time , or full - time / full - time), these students are significantly less likely to either complete or achieve a grade of "C" or better in the second course. Sequential course instructor status, therefore, seems to be a predictor of college student success. Implications for practice pertaining to further research, college students, and institutions are discussed.  相似文献   

Book reviews     

Lucy Robertson  Jenny Feinmenn  Amanda Claydon  Martin Miles  Lyndsey Blair  Naomi Burgess 《Educational Psychology in Practice》2008,24(3):269-278

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Learning lessons from business games: factors influencing software development     

Thomas Burgess 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(2):113-124

This paper adopts an historical perspective to view the development of business gaming software in the United Kingdom. It argues that, given its use and evolution over three decades, studying this particular software type can generate insights that can be transferred to educational software in general. It also highlights the extent of user-developed software and the accompanying impact on the availability of technology to the user.  相似文献   

The influence of speech perception,oral language ability,the home literacy environment,and pre-reading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation     

Burgess  Stephen R. 《Reading and writing》2002,15(7-8):709-737

Individual differences in phonologicalsensitivity are among the most powerfulpredictors of early word decoding ability and adeficit in phonological sensitivity is thoughtto be the primary stumbling block for thosechildren who have difficulty learning to read. However, only recently have researchers begunto search for the potential causes andcorrelates in phonological sensitivitydevelopment. In the present one-yearlongitudinal study, the influences of speechperception, oral language ability, emergentliteracy, and the home literacy environment(HLE) on the growth of phonological sensitivitywere examined in a group of 115 four- andfive-year-old children. When the variables wereentered simultaneously into a multipleregression equation, emergent literacy, orallanguage, and the HLE contributed significantunique variance. However, when theautoregressor was controlled, only phonologicalsensitivity at Time 1 and HLE contributedsignificant unique variance to predictinggrowth in phonological sensitivity. Resultsare discussed in terms of their implicationsfor the education of preschool as well asschool-aged children.  相似文献   

Project interact: A study of patterns of interaction in abusive, neglectful and control families     

Robert L. Burgess 《Child abuse & neglect》1979,3(3-4)

Child Abuse refers to non-accidental physical and psychological injury to a child under the age of 18 as a result of acts of omission or commission perpetrated by a parent or caretaker. Conceptual problems abound in part because we are clearly dealing with behavior which falls along a continuum of caregiver-child relationships. At one end of the continuum we have seemingly innocuous verbal punishment — disparagement, criticism, threat and ridicule. Or, we have fairly typical forms of physical punishment such as a slap on the hand or a swat on the bottom. Then there are forms of physical punishment that exceed current community standards — hitting the child with a closed fist or with an object such as a razor strap, belt, cord, or paddle, slamming the child against the wall, kicking him, burning the child with a cigarette, scalding the child with hot water, torturing or even killing the child. It is not always clear where a particular case should be placed on this conceptual continuum. What is more devastating to the development of a child, a single occasion where a parent loses control and slams a child across the room, in the process knocking out a tooth and breaking a child's arm, or the persistent day-by-day, month-by-month, year-by-year use of ridicule, criticism and sarcasm toward that child? Nor is it always clear whether acts of omission which are harmful to the child (i.e., neglect) are functionally equivalent to acts of commission that harm the child. This problem of definition and the establishment of a uniform response class is but one of many problems plaguing the systematic study of child abuse. Other problems such as the tendency to dramatize the bizarre and extreme use of physical violence or aggression at the expense of more subtle forms of verbal punishment, the tendency to equate child abuse either with psychopathology, on the one hand, or with poverty, on the other, and the tendency to rely upon impressionistic accounts of behavior also have retarded the accumulation of sound knowledge about the causes, consequences, treatment and prevention of abusive behavior.  相似文献   

Postmodern Feminisms: Problematic Paradigms     

Lesley Burgess  Diane Reay 《The International Journal of Art & Design Education》1999,18(3):293-299

In 1995 Frances Borzello claimed that feminist art criticism had ‘just touched the national curriculum with its fingertips.’ [1] Over the last five years constant challenges to curriculum provision have all but resulted in a loss of contact as educators pull back into ‘safe’ places and away from the edges where feminist art practices were just starting to take hold. Clinging to ‘safe’ practices has meant the affirmation of formalist modernist orthodoxies which have fostered a restricted canonical patriarchal approach to the subject. The recent publication of the ‘Manifesto for Art’ 1999 which calls for a postmodern view of art with an emphasis on ‘difference, plurality and independence of mind’ can, all too easily, be read as a panacea ‘a post modern solution to a postmodern situation.’ [2] However, embracing postmodern pluralism creates as many problems as it solves. Postmodernism often renders any feminist intervention superfluous in spite of new feminist art criticisms’ insistence that the politics of feminism remains a vital element of both artistic practice and critical discourse. While agreeing that art education urgently needs to review its complicity with high Modernist values, we suggest that there are dangers in uncritically accepting a postmodern view of education. Surely postmodernism renders any blueprint for change problematic. This paper does not provide answers, rather it raises questions in order to encourage teachers to reflect upon existing practices with a view to identifying what is still missing and why. It sets out to interrogate implications for pedagogy, educational policy and social transformation of the contemporary academic preoccupation with postmodernism.  相似文献   

Supervision of Doctoral Students in the Natural Sciences: expectations and experiences     

Christopher J. Pole  Annemarie Sprokkereef  Robert G. Burgess  Emma Lakin 《Assessment & Evaluation in Higher Education》1997,22(1):49-63

Within the natural sciences and engineering, literature relating to postgraduate education, in particular the process of completing a doctorate, remains generally scarce. That which does exist emphasises the role of the supervisor in effecting successful completion and points to a wide range of activities performed by supervisors. There remains, however, little by way of accounts of the actual experiences of supervisors or students when engaged in the process of doctoral supervision. It is these experiences which form the basis of this paper which focuses upon doctoral students and their supervisors in the disciplines of physics, mathematics and engineering science. Data for the paper have been collected, as part of an ESRC funded project, by means of in‐depth interviews with students and supervisors in nine universities in England. In particular, we address students expectations of PhD supervision, the extent to which expectations have been met, and within the context of the ‘career’ of the PhD, the ways in which supervision changes as the doctoral process progresses. Important issues relating to the need for training for PhD supervisors and their capacity to meet the expectations of their students are raised, together with those which question the relationship between the PhD and the culture of academic work.  相似文献   

Social and Nonsocial Functions of Rostral Prefrontal Cortex: Implications for Education     

Sam J. Gilbert  Paul W. Burgess 《Mind, Brain, and Education》2008,2(3):148-156

ABSTRACT— In this article, we discuss the role of rostral prefrontal cortex (approximating Brodmann Area 10) in two domains relevant to education: executive function (particularly prospective memory, our ability to realize delayed intentions) and social cognition (particularly our ability to reflect on our own mental states and the mental states of others). We review evidence from neuropsychology and neuroimaging suggesting the involvement of rostral prefrontal cortex in these domains and discuss an overarching framework that seeks to characterize these functions in terms of attentional selection between perceptual and self-generated information. In addition, we present neuroimaging evidence in adults suggesting considerable functional specialization within this region. We conclude by discussing implications of these results for education and suggest directions for further research.  相似文献   

Using Virtual Field Trips to Connect Students with University Scientists: Core Elements and Evaluation of zipTrips?   总被引：1，自引：1，他引：0  

Omolola A. Adedokun  Kristin Hetzel  Loran Carleton Parker  Jamie Loizzo  Wilella D. Burgess  J. Paul Robinson 《Journal of Science Education and Technology》2012,21(5):607-618

Physical field trips to scientists?? work places have been shown to enhance student perceptions of science, scientists and science careers. Although virtual field trips (VFTs) have emerged as viable alternatives (or supplements) to traditional physical fieldtrips, little is known about the potential of virtual field trips to provide the same or similar science career exploration advantages as physical field trips. The overarching goal of this paper is to describe a VFT, zipTrips?, designed to provide middle school students, especially those in resource limited rural areas, with access to university scientists. Using zipTrips as a case example, the paper identifies and describes some of the core characteristics and elements of high quality authentic VFTs that foster student-scientist interactions. In addition, the paper uses program evaluation data to examine the impact of zipTrips on student perceptions of scientists.  相似文献