Family risk of dyslexia is continuous: individual differences in the precursors of reading skill   总被引：12，自引：0，他引：12  

Snowling MJ  Gallagher A  Frith U 《Child development》2003,74(2):358-373

The development of 56 children at family risk of dyslexia was followed from the age of 3 years, 9 months to 8 years. In the high-risk group, 66% had reading disabilities at age 8 years compared with 13% in a control group from similar, middle-class backgrounds. However, the family risk of dyslexia was continuous, and high-risk children who did not fulfil criteria for reading impairment at 8 years performed as poorly at age 6 as did high-risk impaired children on tests of grapheme-phoneme knowledge. The findings are interpreted within an interactive model of reading development in which problems in establishing a phonological pathway in dyslexic families may be compensated early by children who have strong language skills.  相似文献   

Considerations and Strategies for Teaching Online Counseling Skills: Establishing Relationships in Cyberspace     

Heather Trepal  Shane Haberstroh  Thelma Duffey  Marcheta Evans 《Counselor Education & Supervision》2007,46(4):266-279

As technology advances and the use of online counseling becomes more routine, attention must be paid to instruction regarding online counseling skills. The authors present considerations for teaching basic online counseling skills to master's‐level counseling students. Recommendations are made for helping students to establish and maintain therapeutic relationships online. Suggestions specific to counselor preparation and future research are provided.  相似文献   

Stability of Inhibition in a Swedish Longitudinal Sample   总被引：3，自引：0，他引：3  

Margaret Kerr  William W. Lambert  Håkan Stattin  Ingrid Klackenberg-Larsson 《Child development》1994,65(1):138-146

2 of the major questions prompted by recent research on inhibition are: (1) Should inhibition be considered a trait dimension, or do those who manifest extreme inhibition constitute a discrete personality type? (2) Are there sex differences in stability of inhibition? We addressed these questions using mothers' ratings over 16 years and psychologists' ratings over 6 years of a Swedish longitudinal sample. From the mean of mothers' 18- and 24-month ratings and the mean of psychologists' 18- and 24-month ratings, we predicted later ratings through 16 years. We performed these analyses for children constituting the extreme 10%–15% from each end of the distribution and then for children not rated as extreme. Ratings were more stable for children in the extreme groups than for those in the nonextreme groups through 6 years; however, only for the inhibited girls did early inhibition predict inhibition into adolescence. We conclude that culturally shared notions of gender-appropriate behavior influence the stability of inhibition.  相似文献   

The contributions of relationships with parents and teachers to Turkish children’s antisocial behaviour     

Ibrahim H. Acar  Moon Y. Q. Evans  Kathleen M. Rudasill  Suleyman Yıldız 《教育心理学》2018,38(7):877-897

The present study examined the concurrent contributions of parent–child and teacher–child relationship quality to Turkish children’s antisocial behaviour, with a specific focus on the moderating role of teacher–child relationships (closeness and conflict) on parent–child relationships when predicting antisocial behaviour. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on their relationship with children and teachers reported on their relationships with children as well as children’s antisocial behaviour. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that teacher–child conflict moderated the association between parent–child conflict and children’s antisocial behaviour. Such that, higher parent–child conflict was related to higher levels of antisocial behaviour at the context of higher levels of teacher–child conflict. In addition, teacher–child closeness also moderated the association between parent–child conflict and children’s antisocial behaviour. Such that when teacher–child closeness was at average or high levels, lower levels of parent–child conflict was related to lower levels of antisocial behaviour. Teacher–child conflict was positively associated with children’s antisocial behaviour. Limitations and future directions of the current study are discussed.  相似文献   

Discursive Positioning and Emotion in School Mathematics Practices     

Jeff Evans  Candia Morgan  Anna Tsatsaroni 《Educational Studies in Mathematics》2006,63(2):209-226

  相似文献   

Making Sense of Eating Disorders in Schools   总被引：1，自引：0，他引：1  

Emma Rich  John Evans 《Discourse: Studies in the Cultural Politics of Education》2005,26(2):247-262

Over the last two decades we have witnessed an emerging set of conditions in schools which render them contexts replete with social messages about the body, health, and self. Research has suggested that both the formal and informal contexts of education are heavily imbued with a “culture of healthism” which places moral obligation and blame on individuals for their health/problem. In this paper we explore the ways in which young women with eating disorders constructed their identities within and against the various “health” discourses now found within schools. Data is presented from life history interviews with young women who have been diagnosed with anorexia and/or bulimia who were resident at a leading centre for the treatment of eating disorders in the UK. The experiences of the young women in the study point towards the ways in which schools, despite their best intentions, are implicated in constructing contexts which are inimical to the well-being of young women who have been diagnosed with anorexia or bulimia and perhaps others who are making sense of their bodies, health, and selves in these cultures.  相似文献   

Colorism in the Classroom: How Skin Tone Stratifies African American and Latina/o Students     

Margaret Hunter 《理论付诸实践》2016,55(1):54-61

Although racial inequality is frequently studied in education, skin tone stratification has received less attention from educational researchers. Inequality by skin tone, also known as colorism, contributes to larger patterns of racial inequality for African Americans and Latina/os. Discrimination by skin tone affects many dimensions of life, including education, employment, housing, spousal status, criminal justice sentencing, and even levels of depression and self-esteem. Although skin tone differences in educational attainment are clearly documented, the actual social practices in schools that create these differences are not well understood. This article theorizes the classroom-level interactions between students, teachers, parents, and administrators that contribute to color-based discrimination in schools. Drawing on theories of social interactions and social structures—including the halo effect, the beauty queue, racial capital, and the school-to-prison pipeline—this article explores the many ways that color-based discrimination affects the educational trajectories of Latina/o and African American children.  相似文献   

Is this what good pedagogy looks like? Review essay of Diverse pedagogies of place: Educating students in and for local and global environments,edited by Peter Renshaw and Ron Tooth     

Neus Evans 《The Journal of environmental education》2020,51(3):256-262

  相似文献   

Suicidal phenomena and abuse in adolescents: a review of epidemiological studies     

Evans E  Hawton K  Rodham K 《Child abuse & neglect》2005,29(1):45-58

OBJECTIVE: To conduct a systematic review of the international literature to determine whether adolescents who had experienced abuse were more likely to also experience suicidal thoughts and behaviors than other adolescents, and to investigate the nature of this association. METHOD: Reports of community- or school-based studies of adolescents on the association between the prevalence of suicidal phenomena and abuse were searched for via electronic databases, reviewing reference lists and contacting experts in the field. RESULTS: Ten relevant studies were identified. Adolescents who had been physically or sexually abused were significantly more likely to experience suicidal thoughts and behaviors than other adolescents. This association appeared to be direct in most studies in which multivariate analyses were conducted. There is evidence that other factors (e.g., low self-esteem) may play a mediating role in the relationship between abuse and suicidal phenomena. CONCLUSIONS: There is a clear link between abuse and suicidal phenomena occurring during childhood and adolescence.  相似文献   

Book publishing. What it is,what it does: John P. Dessauer,Bowker, New York, 1974, Index,Glossary, 231 p., LC #74-12162, ISBN 0-8352-0758-7 $11.95     

G.Edward Evans 《Information processing & management》1976,12(3):231-232

  相似文献