Attachment and Adolescent Psychosocial Functioning   总被引：9，自引：1，他引：8  

Joseph P. Allen  Cynthia Moore  Gabriel Kuperminc  Kathy Bell 《Child development》1998,69(5):1406-1419

To explore the meaning and function of attachment organization during adolescence, its relation to multiple domains of psychosocial functioning was examined in a sample of 131 moderately at-risk adolescents. Attachment organization was assessed using the Adult Attachment Interview; multiple measures of functioning were obtained from parents, adolescents, and their peers. Security displayed in adolescents' organization of discourse about attachment experiences was related to competence with peers (as reported by peers), lower levels of internalizing behaviors (as reported by adolescents), and lower levels of deviant behavior (as reported by peers and by mothers). Preoccupation with attachment experiences, seen in angry or diffuse and unfocused discussion of attachment experiences, was linked to higher levels of both internalizing and deviant behaviors. These relations generally remained even when other attachment-related constructs that had been previously related to adolescent functioning were covaried in analyses. Results are interpreted as suggesting an important role for attachment organization in a wide array of aspects of adolescent psychosocial development.  相似文献   

Creativity Is About Being Free ...     

Cynthia A. Mitchell 《European Journal of Engineering Education》1998,23(1):23-34

I began this journey with the notion that creativity is somehow linked to having the freedom to explore and discover and dissemble and reassemble in whatever form we choose. This notion is compared with the ideas of researchers in the field of creativity. As an engineer who believes in a holistic approach, I am most comfortable with the idea of creativity as a multifarious beast, influenced by both personality and the cultural, social and professional environment in which engineers, in this case, find themselves. This being the case, engineering educators therefore have some opportunity to influence these factors, and hence the development of creative thinking in our students. I then examine a case study of a design project in second‐year chemical and environmental engineering in an attempt to ground these ideas about creativity in engineering education practice, and present the lessons learned from this experience.  相似文献   

Multiple perceptions of children's aggression: Differences across neighborhood,age, gender,and perceiver     

Cynthia Hudley  William D. Wakefield  Brenda Britsch  Su‐Je Cho  Tara Smith  Marlene Demorat 《Psychology in the schools》2001,38(1):43-56

We investigated how overtly aggressive behavior was differentially perceived by two types of perceivers, teachers and peers, as a function of student neighborhood, gender, and grade level. Participants (N= 765) were predominantly African American students in grades 3‐5 recruited from two urban public schools in southern California. The neighborhoods surrounding the two schools differed in levels of identified violent crime and economic levels. Teachers in the community experiencing more violence perceived student behavior to be relatively less aggressive and more similar across genders than did teachers in the less violent community. Peers in the community experiencing more violent crime perceived both boys and girls to be somewhat aggressive, whereas in the less violent community, boys were perceived as aggressive more so than were girls. In general, agreement between teacher and peer perceptions was stronger for boys than for girls. © 2001 John Wiley & Sons, Inc.  相似文献   

Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs     

Paul Zachos  Thomas L. Hick  William E.J. Doane  Cynthia Sargent 《科学教学研究杂志》2000,37(9):938-962

This study was designed to develop measures of student competence in conducting scientific inquiry. Two assessment techniques were developed. The first measures Scientific Inquiry Capabilities, variables which are indicators of diverse aspects of competence in conducting scientific inquiry. The second measures Scientific Discovery, an indicator of success in attaining scientific concepts as a result of direct investigations into natural phenomena. Thirty‐two high school students were presented with tasks requiring the building and testing of logical–mathematical models of natural phenomena. The relationship between each Scientific Inquiry Capability and success in making discoveries was tested. Several Inquiry Capabilities were identified as strongly correlated with success in Discovery, notably: Proportional Reasoning, the Coordination of Theory with Evidence, and the Disposition to Search for Necessary Underlying Principles. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 938–962, 2000  相似文献   

Culture wars in the classroom: Prospective teachers question science     

Karen Sullenger  Steve Turner  Hart Caplan  Joe Crummey  Rick Cuming  Cynthia Charron  Beth Corey 《科学教学研究杂志》2000,37(9):895-915

Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000  相似文献   

Developing experience-based (tacit) knowledge through reflection     

Cynthia T. Matthew  Robert J. Sternberg 《Learning and individual differences》2009,19(4):530-540

This investigation examined the effectiveness of reflection methods derived from Sternberg's theory of practical intelligence [Sternberg, R.J., and Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance 15(1/2), 143–160.; Sternberg, R.J., Forsythe, G.B., Hedlund, J., Horvath, H.A., Wagner, R.K., Williams, W.M., et al. (2000). Practical intelligence in everyday life. New York: Cambridge University Press. 2000] on the acquisition of experience-based, tacit knowledge. Two related experimental studies were conducted to test the effect of brief tacit-knowledge reflection training on practical problem solving. Reflection methods were developed based on Sternberg's conceptualized condition–action structure of tacit knowledge. In the first study, 101 U.S. Army officers participated in a reflection intervention or practice control. Results showed an effect of reflection condition on post-test tacit-knowledge scores (F [3, 91] = 3.74, p = .01, 2 = .03). In the second study, 235 college students participated in a reflection intervention or an academic-type reflection control. Results showed that the reflection condition approached significance on post-test scores (F [1, 233] = 3.47, p = .06, p = .06, 2 = .01). The investigation suggests this line of inquiry warrants continued study.  相似文献   

What should count as worthwhile knowledge in determining a curriculum for supporting out-of-school children and youth？     

Dorothy Cynthia Nampota 《美中教育评论》2009,6(8):30-37

Due to the increasing number of children and youth dropping out of school, the Malawi government came up with a strategy to address their learning needs through non-formal means in its EFA plan. This resulted in the introduction of a three-year cycle pilot programme known as Complementary Basic Education （CBE）. Funded by GTZ, a German funding agency, the CBE programme has since entered its second year of implementation. This paper reports an evaluation study of the CBE programme so far, with a view of highlighting some of the challenges affecting its implementation. Using a qualitative methodology, the study found that the programme is in many respects, potentially beneficial to various groups of stakeholders including learners, their parents and the community in general. However, the study finds that the major setback in achieving this potential lies in the differences in perception of what should count as curriculum for the CBE programme between providers and beneficiaries. There is a mismatch between ＂needs＂ as perceived by learners and community members on the one hand, and ＂needs＂ as perceived by the providers on the other hand. The paper discusses some of the issues that the providers need to respond to if CBE implementation is going to be beneficial to the livelihood needs of the learners and the immediate community.  相似文献   

Capturing Parents’ Individual and Institutional Interest Toward Involvement in Science Education     

Sibel Kaya  Cynthia Lundeen 《Journal of Science Teacher Education》2010,21(7):825-841

Parents are generally less involved in their children’s science education (as compared to reading and mathematics) due to low self-efficacy and a lack of home-school communication. This study examined parental interest and attitudes in science as well as the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the southeastern United States. Study results, compiled from observations, exit surveys, and interviews revealed largely positive family interactions and attitudes about science learning and increased parental interest toward involvement in elementary science. Parents frequently used productive questioning techniques during activities. These results imply that successful home, school, and community partnerships may elevate levels of parental participation in their children’s science education and the parents’ perception of themselves as being competent in assisting in science.  相似文献   

Summer Professional Development in Chemistry for Inservice Teachers Using OWL Quick Prep     

Cynthia B. Powell  Kim L. Pamplin  Robert E. Blake  Diana S. Mason 《Journal of Science Education and Technology》2010,19(2):126-132

Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY, 1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions in the tutoring modules showed significant improvement in content mastery.  相似文献   

Enabling meaningful learning through Web-based instruction with occupational therapy students     

Cynthia Perlman  Cynthia Weston  Erika Gisel 《Educational technology research and development : ETR & D》2010,58(2):191-210

This paper explores the design of a Web-based tutorial for Activity Analysis offered within an undergraduate course of occupational therapy and how its design features influenced meaningful learning from the students’ perspective. This tutorial, using a case-based format, offers a learner-directed approach to students and the application of Activity Analysis, a clinical practice tool. The design is based on principles of meaningful learning for on-line instruction (Jonassen, Educational Technology, 35, 60–63, 1995) and instructional theories. Analysis of feedback from learners identifies the salient attributes of the tutorial on meaningful learning.  相似文献