“Two for Flinching”: Children's and Adolescents' Narrative Accounts of Harming Their Friends and Siblings     

Holly Recchia  Cecilia Wainryb  Monisha Pasupathi 《Child development》2013,84(4):1459-1474

This study investigated differences in children's and adolescents' experiences of harming their siblings and friends. Participants (N = 101; 7‐, 11‐, and 16‐year‐olds) provided accounts of events when they hurt a younger sibling and a friend. Harm against friends was described as unusual, unforeseeable, and circumstantial. By contrast, harm against siblings was described as typical, ruthless, angry, and provoked, but also elicited more negative moral judgments and more feelings of remorse and regret. Whereas younger children were more self‐oriented with siblings and other‐oriented with friends, accounts of harm across relationships became somewhat more similar with age. Results provide insight into how these two relationships serve as distinct contexts for sociomoral development.  相似文献   

Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method     

Cecilia Ka Yuk Chan 《European Journal of Engineering Education》2012,37(4):405-415

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students’ learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.  相似文献   

Relationship between laboratory-measured variables and heart rate during an ultra-endurance triathlon     

Paul B Laursen  Wade L Knez  Cecilia M Shing  Robert H Langill  Edward C Rhodes  David G Jenkins 《Journal of sports sciences》2013,31(10):1111-1120

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Carbohydrate intake and ketosis in self-sufficient multi-stage ultramarathon runners     

Kate H. Edwards  Bradley T. Elliott  Cecilia M. Kitic 《Journal of sports sciences》2020,38(4):366-374

ABSTRACT

Ultra-endurance athletes accumulate an energy deficit throughout their events and those competing in self-sufficient multi-stage races are particularly vulnerable due to load carriage considerations. Whilst urinary ketones have previously been noted in ultra-endurance exercise and attributed to insufficient carbohydrate (CHO) availability, not all studies have reported concomitant CHO intake. Our aim was to determine changes in blood glucose and β-hydroxybutyrate concentrations over five days (240 km) of a self-sufficient multi-stage ultramarathon in combination with quantification of energy and macronutrient intakes, estimated energy expenditure and evaluation of energy balance. Thirteen runners (8 male, 5 female, mean age 40 ± 8 years) participated in the study. Glucose and β-hydroxybutyrate were measured every day immediately post-running, and food diaries completed daily. CHO intakes of 301 ± 106 g·day^?1 (4.3 ± 1.8 g·kg^?1·day^?1) were not sufficient to avoid ketosis (5-day mean β-hydroxybutyrate: 1.1 ± 0.6 mmol.L^?1). Furthermore, ketosis was not attenuated even when CHO intake was high (9 g·kg^?1·day^?1). This suggests that competing in a state of ketosis may be inevitable during multi-stage events where load reduction is prioritised over energy provisions. Attenuating negative impacts associated with such a metabolic shift in athletes unaccustomed to CHO and energy restriction requires further exploration.  相似文献   

Family resources and mid‐life level of education: a longitudinal study of the mediating influence of childhood parental involvement          下载免费PDF全文

Cecilia von Otter 《British Educational Research Journal》2014,40(3):555-574

This paper draws on the concept of parental involvement, popular among educators and policy‐makers, in investigating differences in level of attained education by family background. The question is if parental involvement in children's schooling at age 14 acts as a mediator between family resources and mid‐life level of attained education. Using structural equation modeling we analyze longitudinal survey and register data of a Swedish metropolitan cohort born in 1953 (n = 3300). Several of the commonly used indicators of involvement are investigated, distinguishing between parents' involvement beliefs, such as educational aspirations and agreement with school curriculum, and involvement practices, such as reading children's schoolbooks and helping with homework. We find that parents' educational aspirations are an important mediator between family resources and attained level of education, while other involvement forms are related to academic performance only. We also find that parental involvement is greater in families with more resources, which leads us to warn against developments turning more responsibility for children's schooling over to parents. Unless sensitive to the diverse family contexts this might increase the importance of family resources for children's educational outcomes.  相似文献   

The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms     

Molly Weinburgh  Cecilia Silva  Kathy Horak Smith  Judy Groulx  Jenesta Nettles 《Journal of Science Teacher Education》2014,25(5):519-541

As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298–341, 2013; Lee et al. in Educ Res 42(4):223–233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.  相似文献   

Pre-school children’s agency in learning for sustainable development     

Cecilia Caiman  Iann Lundegård 《Environmental Education Research》2014,20(4):437-459

In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to examine empirically how agency is constituted when pre-school children explore science-related issues in a context of education for sustainability. The empirical material consists of video-recording sequences of four- to five-year-olds. In the analysis, we use a methodological approach based on Dewey’s pragmatist philosophy. We describe what a small group of children are doing and their ‘course of action’ towards ‘fulfilment’. In view of this, agency is explained as something that children achieve together in transactions rather than something they possess. Furthermore, the findings show the significance of the aesthetic relations in the constitution of agency. At the end of the article, we also discuss agency in relation to the ongoing debate on participation in young children’s meaning-making for sustainability.  相似文献   

Understanding parental views of adolescent sexuality and sex education in Ecuador: a qualitative study     

Elena Jerves  Silvia López  Cecilia Castro  William Ortiz  María Palacios  Peter Rober 《Sex education》2014,14(1):14-27

Parents' contribution to sex education is increasingly receiving research attention. This growing interest stems from recognition of the influence that parental attitudes may have both on young people's sexual attitudes and behaviour, and on school-based sex education. Studies regarding parental attitudes towards sexuality are, however, still rare. The two main objectives of this study were to explore parental views about sexuality and to understand parental attitudes towards sex education. Four focus group discussions were conducted with parents from high schools in Cuenca, Ecuador. Data were analysed using thematic analysis. The study revealed that parents held a restricted view about sex education, grounded in traditional religious ideas about sexuality, which led parents to understand it as a morally and physically dangerous activity. Although parents expressed a willingness to make good quality sex education available to their children, they reported having insufficient personal resources to fulfil that objective. The results of this study provide important information about the need to develop and adapt sex education to each specific cultural context, thereby confirming the importance of knowing about the cultural traditions and religious beliefs that may form obstacles to effective sex education for young people in Ecuador.  相似文献   

Theoretical beliefs and instructional practices used for teaching spelling in elementary classrooms     

Brigid McNeill  Cecilia Kirk 《Reading and writing》2014,27(3):535-554

The current study aimed to examine teachers’ reported spelling assessment and instruction practices. Analysis of the match between teachers’ theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic survey was completed by 405 randomly selected (stratified by region and socioeconomic status) elementary school teachers in New Zealand. The survey examined the following areas: spelling assessment, spelling instruction, beliefs about spelling, preparing teachers to teach spelling, and teachers’ perceived strengths and weaknesses of their spelling program. There was large variability in spelling assessment and instructional practices across teachers. Most respondents reported implementing some aspects of a developmental approach to spelling instruction through analysis of children’s spelling errors (64 %) and/or individualization of the spelling program (60 %). There was a large dissociation between teachers’ beliefs about spelling and their frequency of use of specific instructional practices associated with those beliefs (e.g., phonological awareness, orthographic knowledge). The mismatch between beliefs and reported practice appeared to be due to lack of professional knowledge regarding implementing explicit spelling instruction and finding time to teach spelling within the curriculum. Increasing teachers’ knowledge about language structure, practical implementation of key assessment and instruction activities, and the links between spelling and other areas of the curriculum are important factors in improving spelling pedagogical practices.  相似文献   

Strategies for Catalog Management of Electronic Monographs in Series     

Stacie A. Traill  Cecilia Genereux 《期刊图书馆员》2013,64(2):167-180

Electronic monographic series display a complex mix of the characteristics of electronic serials, electronic books, and print monograph series. Because many cannot be managed via the typical tools and services used to manage electronic resources, providing title-level, or analytic cataloging presents challenges above and beyond the usual challenges for e-resources. This article enumerates those challenges, proposes a set of criteria for making analysis decisions for e-monograph series, and suggests other directions libraries might pursue to provide catalog access to this important category of resources.  相似文献