Emerging Genres in New Media Environments     

Reviewed by Katrina Hinson 《Technical Communication Quarterly》2013,22(4):380-385

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Primary school children and self harm: the emotional impact upon education professionals,and their understandings of why children self harm and how this is managed     

Rebecca Simm  Katrina Roen  Anna Daiches 《牛津教育评论》2013,39(6):677-692

There is evidence suggesting that self harm among young people is beginning earlier, in childhood and adolescent years. This paper reports on a qualitative study of primary school staff responses to self harm among children. Some studies with adolescents show self harm presents challenges to education professionals who may lack training or resources to address this issue, yet research concerning self harm among primary school children is limited. The present study provides an analysis of education professionals’ experiences and understandings of self harm in primary school children. Interviews with 15 staff members from six schools in the North of England were analysed using Interpretive Phenomenological Analysis. Key themes discussed concern: how self harm affects staff emotionally; reasons staff ascribe to children’s self harming; how self harm is managed. The present study indicates problems associated with a ‘fire‐fighting’ approach where self harm is only dealt with as it becomes visible. Instead, the authors advocate policy‐level initiatives proactively addressing self harm, as has happened in sex and drug education. Intervention around self harm in schools could usefully broaden staff members’ understandings of self harm, allow opportunity for reflection and discussion, and make resources available to staff working with children who self harm.  相似文献   

Correlates of Geriatric Loneliness in Philippine Nursing Homes: A Multiple Regression Model     

Allan B. de Guzman  Katrina N. Maravilla  Veniza Anne M. Maravilla  Jomille D.V. Marfil  Janine Angelica R. Mariñas  Jorelle Michael B. Marquez 《Educational gerontology》2013,39(8):563-575

Numerous studies have been conducted worldwide about loneliness in older adults living in nursing homes and the factors associated with it. However, only a few studies have focused on social factors that may predispose these older adults to experience loneliness. The purpose of this study was to examine the interplay between and among loneliness, social isolation, social engagement, and life satisfaction among Filipino elderly (n = 180) recruited from government and nongovernment nursing homes in the Philippines. A multiaspect questionnaire, which included the UCLA Loneliness Scale, Revised Index for Social Engagement, Friendship Scale, and Life Satisfaction for the Third Age-Short Form was used to gather the needed data and information. Results of single and multiple regression analyses indicate an effect of the three factors (social isolation, social engagement, and life satisfaction) on loneliness with social isolation having the greatest impact on loneliness. Notably, increased social isolation, inadequate social engagement and decreased life satisfaction consequently aggravate loneliness. Social engagement produced a positive effect to both social isolation and life satisfaction in a way that a decrease in social engagement will decrease life satisfaction and increase social isolation. On the whole, loneliness in geriatric nursing homes is evident, and it is shaped by social isolation, social engagement and life satisfaction. Impliedly, interventions and measures to minimize loneliness are necessary, and further research is needed to explore other variables contributing to loneliness in geriatric nursing homes.  相似文献   

Children's Ideas about Aging before and after an Intergenerational Read-aloud     

Katrina W. Hall  Jacqueline J. Batey 《Educational gerontology》2013,39(10):862-870

This study describes a pilot project that included senior volunteer readers reading aloud to third graders in diverse schools across a district in northeast Florida. The researchers interviewed students about their perceptions of the aging process before and after the read aloud as well as their view of the read aloud events. The children enjoyed being read to by the senior volunteers, who were able to support the children's understanding of a fairly complex book. Further, the senior volunteers, who had expressed some hesitancy about reading to older children, greatly enjoyed the interaction. The study supports the idea that children's ideas about aging may be impacted both by book selection and the reader, and it posits that reading aloud to older children by senior volunteers may be beneficial to all parties involved.  相似文献   

Evidenced‐based Practice is an Evolving Concept     

Katrina Bannigan 《International Journal of Disability, Development & Education》2009,56(3):301-305

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Where Theories of Mind Meet Magic: The Development of Children's Beliefs about Wishing     

Jacqueline D. Woolley  Katrina E. Phelps  Debra L. Davis  & Dorothy J. Mandell 《Child development》1999,70(3):571-587

In two studies, we probed children's beliefs about wishing. In Study 1, we gathered initial data on 50 3- to 6-year-old children's concepts of wishing and beliefs about its efficacy, with both a semistructured interview and a variety of tasks. Results revealed considerable knowledge about wishing in young children, along with an age-related decrease in beliefs about its efficacy. Parents were not found to encourage differently the beliefs of children at different ages, nor were they found to begin actively discouraging such beliefs at any particular age. A moderate relation was found between environmental supports for wishing and children's beliefs in its efficacy. In Study 2, we continued to probe these issues and also address the nature of the broader conceptual context in which children situate their beliefs about wishing. Participants were 92 3- to 6-year-old children. Results of this study suggest that children may reconcile beliefs in the efficacy of wishing with knowledge about everyday mental-physical relations by situating these beliefs more within their emerging beliefs about magic than within their theories of mind.  相似文献   

Children's Museum Experiences: Identifying Powerful Mediators of Learning     

David Anderson  Barbara Piscitelli  Katrina Weier  Michele Everett  Collette Tayler 《Curator: The Museum Journal》2002,45(3):213-231

This article reports on a study of young children and the nature of their learning through museum experiences. Environments such as museums are physical and social spaces where visitors encounter objects and ideas which they interpret through their own experiences, customs, beliefs, and values. The study was conducted in four different museum environments: a natural and social history museum, an art gallery, a science center, and a hybrid art/social history museum. The subjects were four‐ to seven‐year old children. At the conclusion of a ten‐week, multi‐visit museum program, interviews were conducted with children to probe the saliency of their experiences and the ways in which they came to understand the museums they visited. Emergent from this study, we address several findings that indicate that museum‐based exhibits and programmatic experiences embedded in the common and familiar socio‐cultural context of the child's world, such as play and story, provide greater impact and meaning than do museum exhibits and experiences that are decontexualized in nature.  相似文献   

Introduction: Black women dancing through time and space     

Katrina Thompson Moore  Kwakiutl L. Dreher 《Journal of American culture (Malden, Mass. : 2003)》2023,46(2):125-129

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Editorial     

Katrina Dean 《档案与原稿》2017,45(1):1-2

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AN EXAMINATION OF THE ASSOCIATION BETWEEN OBSERVED AND SELF‐REPORTED CULTURALLY PROFICIENT TEACHING PRACTICES     

Katrina J. Debnam  Elise T. Pas  Jessika Bottiani  Anne H. Cash  Catherine P. Bradshaw 《Psychology in the schools》2015,52(6):533-548

A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self‐reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K‐8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally‐conducted observation, and who also provided self‐report data of cultural responsiveness. Analyses indicated that teachers self‐reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers’ ratings of self‐efficacy. Findings suggest a need for additional research to develop and validate efficient, multi‐informant approaches for assessing cultural responsiveness in the classroom.  相似文献