Adept through adaptation: Third culture individuals’ interpersonal sensitivity     

Allyn D. Lyttle  Gina G. Barker  Terri Lynn Cornwell 《Int J Intercult Relat》2011,35(5):686-694

This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity.  相似文献   

An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students     

Blake Hendrickson  Devan Rosen R. Kelly Aune 《Int J Intercult Relat》2011,35(3):281-295

International students continue to grow in number worldwide, prompting researchers to look for ways to make the study abroad experience more fruitful. One avenue of research has focused on friendship formation, the significant role it plays in the study abroad experience, and the unique friendship combinations made possible by the study abroad experience. International students form friendships with individuals from their own country, from other countries, and from the host country. Research has found that international students often have more friends from their home country; however, research has also demonstrated a relationship between having more host country friends and satisfaction, contentment, decreased homesickness, and social connectedness. The current study looks to further explore these relationships through a social network lens by examining friendship network ratios, strength, and variability of the three friendship groups. A friendship network grid was developed to assess where international students’ friends are from and how strong those friendships are. Eighty four international students completed a survey examining the relationship between friendship networks, social connectedness, homesickness, contentment, and satisfaction. Contrary to prior research, international students did not report having a higher ratio of individuals from their home country in their friendship networks. However, international students with a higher ratio of individuals from the host country in their network claimed to be more satisfied, content, and less homesick. Furthermore, participants who reported more friendship variability with host country individuals described themselves as more satisfied, content, and more socially connected. Implications and directions for future research are discussed.  相似文献   

New walkers with Down syndrome use cautious but effective strategies for crossing obstacles     

Mulvey GM  Kubo M  Chang CL  Ulrich BD 《Research quarterly for exercise and sport》2011,82(2):210-219

Perception of affordances research in children with developmental disabilities has only examined well practiced skills. Ten toddlers with Down syndrome and 10 with typical development walked across a GAITRite mat, with and without an obstacle. We coded the toddlers' behaviors after 1 and 3 months of walking experience when they encountered the obstacle (avoid, crawl, error and walk successfully) and calculated gait parameters (step length, width, and velocity). Both groups actively explored their affordances. Despite similar decreases in step length and velocity when approaching the obstacle, toddlers with Down syndrome were more likely to select successful but conservative crawling strategies that minimized balance requirements and reduced risk of falling. Group differences were due to risk management rather than difficulty perceiving affordances.  相似文献   

“I Managed It Pretty Good”: Birth Narratives of Adolescent Mothers     

Tracy R. Nichols  Margaret Brown  Sheryl L. Coley  Allyson Kelley  Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88

The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population.  相似文献   

Embedding Mathematical Dialogue in Parent–Child Shared Book Reading: A Preliminary Investigation     

Robin L. Hojnoski  Helen Lynn Columba  Joy Polignano 《Early education and development》2014,25(4):469-492

Research Findings: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent–child shared book reading as a context for embedding mathematical discussion. The purpose of this study was to examine systematically the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading. Specific research questions were as follows: (a) Did parents increase their use of math talk during shared storybook reading following training? (b) Did parents generalize intervention strategies? And (c) did children increase their use of math talk during shared storybook reading? Results from a yoked multiple-baseline design with 6 dyads indicated variability across the dyads with 2 general patterns. Math talk increased following training for 3 of the dyads, whereas verbal mathematical behavior did not show consistent change for the other 3 dyads. Practice or Policy: Results are discussed in the context of home support for early mathematical development.  相似文献   

Predictors of developmentally appropriate classroom practices in kindergarten through third grade   总被引：2，自引：0，他引：2  

Kelly L. Maxwell  R. A. McWilliam  Mary Louise Hemmeter  Melinda Jones Ault  John W. Schuster 《Early childhood research quarterly》2001,16(4)

This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices.  相似文献   

Creating a Web-accessible,point-of-care,team-based information system (PoinTIS): the librarian as publisher     

Suzetta C. Burrows  Kelly M. Moore  Henry L. Lemkau  Jr. 《Journal of the Medical Library Association》2001,89(2):154-164

The Internet has created new opportunities for librarians to develop information systems that are readily accessible at the point of care. This paper describes the multiyear process used to justify, fund, design, develop, promote, and evaluate a rehabilitation prototype of a point-of-care, team-based information system (PoinTIS) and train health care providers to use this prototype for their spinal cord injury and traumatic brain injury patient care and education activities. PoinTIS is a successful model for librarians in the twenty-first century to serve as publishers of information created or used by their parent organizations and to respond to the opportunities for information dissemination provided by recent technological advances.  相似文献   

News     

Lynn Cox 《Archives and Museum Informatics》1989,3(1):20-21

  相似文献   

Child advocacy organizations: An assessment     

Joyce Lynn 《Early Childhood Education Journal》1978,6(2):44-48

  相似文献   

Washington day care     

Joyce Lynn 《Early Childhood Education Journal》1979,6(4):30-31

  相似文献