The impact of maternal responsiveness and control on change in externalising behaviour problems: differences between regular and special schools     

Hannah Margraf  Martin Pinquart 《Emotional and Behavioural Difficulties》2018,23(1):3-14

The present study compared 124 adolescents from special schools for students with emotional and behavioural disturbances (EBDs) and 133 regular schooled adolescents with regard to their perceived maternal behaviour. It was also tested longitudinally whether effects of maternal parenting behaviour on subsequent externalising behaviour vary as a function of school type. The two groups did not differ from each other with regard to perceived maternal parenting behaviour. However, an interaction effect of school type and parenting behaviour on externalising behaviour was found. Maternal warmth/support predicted a decrease and maternal strict control an increase in subsequent problem behaviour only for adolescents from special schools. The importance of parenting programmes especially for parents of adolescents attending special schools for students with EBD is discussed.  相似文献   

International mobility and educational desire: Chinese foreign talent students in Singapore     

Hannah Soong 《British Journal of Educational Studies》2018,66(2):269-272

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An exploration of school mobility: Risks and protective factors in late elementary     

Hannah L. Dinnen  Jack Baker  Renee Dallal  Kristy Brann  Paul D. Flaspohler 《Psychology in the schools》2020,57(12):1864-1877

This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.  相似文献   

Community and conversation: tackling beginning teacher doubt and disillusion     

Steve Shann  Hannah Germantse  Libby Pittard  Rachel Cunneen 《Asia-Pacific Journal of Teacher Education》2014,42(1):82-97

Margaret Somerville has suggested that a new methodology of postmodern emergence might allow researchers to disrupt the taken-for-granted and provide fresh insight into familiar problems. One such familiar problem is the doubt and disillusion many early-career teachers experience, both during their teacher education and in their first years. Attrition rates are high. This paper, co-authored by two teacher educators and two early-career secondary teachers, draws on Somerville’s ideas by creating multiple modes of creative expression in order to allow fresh insight to emerge from the relationship between the multiple parts of the paper. Different readers will draw their own conclusions from the rich material presented, but for the authors the research reminds us of the regenerative potency of relationships and conversations in which doubts and disillusion can be expressed and heard. The implications for teacher education, at a time when direct face-to-face time with students is being eroded, are explored.  相似文献   

Challenging Authority: Al-Balādhurī and al-Ṭabarī on Khārijism during the Reign of Muʿāwiya b. Abī Sufyān1     

Hannah Hagemann 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(1):36-56

ABSTRACT

Khārijite resistance to Umayyad authority during the caliphate of Mu?āwiya b. Abī Sufyān (r. 661–680) is represented in detail in the works of the early Muslim scholars A?mad b. Ya?yā al-Balādhurī (d. c. 892) and Mu?ammad b. Jarīr al-?abarī (d. 923). While the Khārijites are overwhelmingly depicted by both authors as religious fanatics whose excessive piety caused widespread bloodshed and who thus should be condemned, a closer look reveals that Khārijites serve specific and distinct narrative purposes: al-Balādhurī uses them mainly to illustrate Umayyad tyranny, while al-?abarī addresses the consequences of Khārijite revolts for communal and imperial stability. The latter's work is also marked by a dichotomy between activist and quietist Khārijism, implying that al-?abarī is not so much opposed to Khārijism as a set of “heretic” religious ideas, but rather to its violent expression of politico-religious opposition.  相似文献   

“These Pretzels Are Making Me Thirsty”: Older Children and Adults Struggle With Induced‐State Episodic Foresight          下载免费PDF全文

Hannah J. Kramer  Deborah Goldfarb  Sarah M. Tashjian  Kristin Hansen Lagattuta 《Child development》2017,88(5):1554-1562

We explored children's and adults’ ability to disengage from current physiological states when forecasting future desires. In Study 1, 8‐ to 13‐year‐olds and adults (N = 104) ate pretzels (to induce thirst) and then predicted and explained what they would want tomorrow, pretzels or water. Demonstrating life‐span continuity, approximately 70% of participants, regardless of age, chose water and referenced current thirst as their rationale. Individual differences in working memory and undergraduate grade point average were positively related to performance on the pretzel task. In Study 2, we obtained baseline preferences from adults (N = 35) and confirmed that, prior to consuming pretzels, people do not anticipate wanting water more than pretzels the next day. Together, these findings indicate that both children and adults are tethered to the present when forecasting their future desires.  相似文献   

Authentic assessment for a more inclusive history     

Hannah Forsyth  Jedidiah Evans 《高等教育研究与发展》2019,38(4):748-761

ABSTRACT

Practitioners and theorists in higher education have explored authentic assessment as a mechanism to better connect student work to real-world practice. This article considers the possibilities for authentic assessment in teaching history as a discipline and professional field at university, considering how ‘real-world practice’ might be expanded to include the understanding and practice of inclusive or participatory history. This article explores student survey responses related to three authentic assessment tasks, designed and delivered over a three-year history curriculum. This survey was designed to understand the efficacy of authentic assessment for scaffolding historical practice at university, and to also evaluate its possibilities for helping to transform the practice of history, which in recent decades has sought, with limited success, more inclusive epistemologies and pedagogies. In this article we suggest that authentic assessment is likely to successfully connect history students to real-world activities, but that it is necessary to consider whose authenticity is at stake if the discipline of history is to succeed in its wider aims. Drawing on student comments, we conclude that authentic assessment can contribute to student becoming, but that it also helps build a similar kind of ‘becoming’ for the discipline and practice of history itself.  相似文献   

Female Participation as Top-Producing Authors,Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016     

Hannah K. Greenbaum  Hayden L. Goodsir  M Cecil Smith  Daniel H. Robinson 《Educational Psychology Review》2018,30(4):1283-1289

This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four previous studies (Evans et al. Educational Psychology Review, 17(3), 263–271, 2005; Fong et al. Educational Psychology Review, 21(3), 267–277, 2009; Greenbaum et al. Educational Psychology Review, 28, 215–223, 2016; Robinson et al. Contemporary Educational Psychology, 23, 331–343, 1998) and also compare top female authors to the top male authors. The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004.  相似文献   

Becoming a female leader in higher education: investigations from a regional university     

Petrea Redmond  Hannah Gutke  Linda Galligan  Angela Howard  Tara Newman 《Gender and education》2017,29(3):332-351

Issues of gender imbalance in leadership have long been a significant issue in universities, as is the case across most industries. This paper explores the experiences of seven females who have successfully achieved senior leadership positions at a regional university in Australia. While the experiences of these women differ in many ways, there are certainly similarities in the challenges and adversities that they have faced, and their perceptions of what has allowed them to experience success in their leadership roles. This paper provides a number of recommendations for women aspiring to be leaders in higher education, such as committing to ongoing development, taking opportunities when presented, developing resilience, developing a track record, and seeking support, and also recommendations for institutions.  相似文献   

New understandings of communities and ourselves: community-based participatory research with Alaska Native and Lower 48 youth     

Hannah Weinronk  Lucas Trout  Kathryn Rowlett  Idun Klakegg  Shirley Zhen 《Educational Action Research》2018,26(3):439-455

In the summer of 2014, students from universities in the contiguous United States (Lower 48) and Inupiat youth from Alaska carried out a pilot project as participants/co-researchers in a process called Intergenerational Dialog, Exchange, and Action (IDEA). This action-oriented, community-based, and participatory research method was first developed in 2008, as a platform for structuring dialog between adults, Elders and youth within a community, and for extending resonant ideas emerging from these discussions through Photovoice and digital storytelling amongst youth participants. This pilot study was designed to investigate the feasibility and potential of university students from the Lower 48 and Indigenous youth from Alaska to carry out the IDEA process together as co-researchers. The results of the pilot suggest that it is both possible and meaningful for IDEA to be conducted by a team of youth co-researchers. We found that participation in IDEA expanded the perspectives of youth co-researchers from both Alaska and the Lower 48 in parallel, yet different ways. Exploring the strengths of older community members, being exposed to different ways of living and being, and having opportunities to reflect on and build narratives around these ideas, allowed all the co-researchers to develop a new understanding of their own communities and their roles and responsibilities within them. This paper shares youth co-researcher reflections of the process and the ways in which the process prompted these new perspectives about themselves, their respective communities and their roles within them.  相似文献