Interparental Violence and Childhood Adjustment: How and Why Maternal Sensitivity Is a Protective Factor     

Liviah G. Manning  Patrick T. Davies  Dante Cicchetti 《Child development》2014,85(6):2263-2278

This study examined sensitive parenting as a protective factor in relations between interparental violence (IPV) and children's coping and psychological adjustment. Using a multimethod approach, a high‐risk sample of 201 two‐year‐olds and their mothers participated in three annual waves of data collection. Moderator analyses revealed that sensitive parenting buffered the risk posed by IPV on children's changes in externalizing and prosocial development over a 2‐year period. Tests of mediated moderation further indicated that sensitive parenting protected children from the vulnerability of growing up in a violent home through its association with lower levels of children's angry reactivity to interparental conflict. Results highlight the significance of identifying the mechanisms that mediate protective factors in models of family adversity.  相似文献   

Paying for quality? Associations between private school income,performance and use of resources          下载免费PDF全文

Peter Davies  Neil M. Davies 《British Educational Research Journal》2014,40(3):421-440

Education policy in England has explicitly aimed to remodel state schools in the image of independent, private, schools. However, the body of research evidence on the operation of private schools is very small. Critics have frequently argued that, in contrast to state schools, private schools use resources efficiently because their autonomy gives them freedom to make efficient choices in response to market pressures. We investigated the resource allocation decisions of income private schools using data from their financial accounts. We report the associations of private school spending and performance and teacher and non‐teacher numbers, teacher salaries and regional earnings. Schools with higher fees had more teachers and non‐teachers per pupil, but similar average staff wages to schools with lower income. Yet we found little evidence that achievement was associated with resource use in English private schools. That is, we found no evidence to support the view that financial autonomy enabled flexibility in using resources to promote higher achievement.  相似文献   

Impact of hostility and withdrawal in interparental conflict on parental emotional unavailability and children's adjustment difficulties   总被引：1，自引：0，他引：1  

Sturge-Apple ML  Davies PT  Cummings EM 《Child development》2006,77(6):1623-1641

This multimethod, prospective study examined the nature of pathways between interparental hostility and withdrawal, parental emotional unavailability, and subsequent changes in children's internalizing and externalizing behaviors, and school adjustment difficulties over a 3-year period in a sample of 210 mothers, fathers, and 6-year-old children. The results of autoregressive structural equation models indicated that interparental withdrawal had a detrimental impact on all areas of children's adjustment, whereas interparental hostility had an indirect effect on subsequent changes in child adjustment. An intermediary role of parental emotional unavailability in links between interparental withdrawal and hostility and child outcomes was indicated, with specific, differential effects observed for fathers and mothers.  相似文献   

Creativity as a twenty-first-century competence: an exploratory study of provision and reality     

L. M. Davies  L. D. Newton  D. P. Newton 《Education 3-13》2018,46(7):879-891

Recently, creativity has begun to be talked about as a twenty-first-century competency [UNESCO (United Nations Educational, Scientific and Cultural Organisation). 2006. The World Conference on Arts Education: Building Creative Capacities for the 21st Century: Working Document, Lisbon, Portugal, 6–9 March 2006. Lisbon: UNESCO]. Several government-endorsed publications have also stressed the importance of fostering creativity in the classroom [Robinson Report. (1999). Great Britain Department for Education and Employment. Department for Culture, Media and Sport. National Advisory Committee on Creativity and Cultural Education. All Our Futures: Creativity and Culture in Education. London: DfEE; DfES. (2004). Excellence and Enjoyment: A Strategy for Primary School. London: DfES; QCA. (2005). Find It! Promote It! London: QCA]. This study aims to explore opportunities to foster creativity following the new National Curriculum’s introduction (DfE (Department for Education). [2013a. National Curriculum for Art & Design. London: DfE; DfE. 2013b. National Curriculum for History. London: DfE; DfE. 2013c. National Curriculum for Science. London: DfE]). It explores provision and attempts to go beyond this into daily classroom practices by interviewing teachers. Analysis indicates a wide variation in terms of in-school provision. Certain schemes of work may be more successful at fostering creativity and that relying purely on the National Curriculum can hinder opportunities for creativity. Teacher responses indicate that they value creativity but find it hard to accurately describe incidents of creativity being fostered and teaching creatively is often confused for teaching for creativity. Training has been designed to address this, although a pervading emphasis on schools’ performativity will mean creativity is not embedded into daily learning to the extent it can be a twenty-first-century competence unless there is a major policy change.  相似文献   

When neighboring disciplines fail to learn from each other: The case of innovation and project management research     

Andrew Davies  Stephan Manning  Jonas Söderlund 《Research Policy》2018,47(5):965-979

As knowledge production becomes more specialized, studying complex and multi-faceted empirical realities becomes more difficult. This has created a growing need for cross-fertilization and collaboration between research disciplines. According to prior studies, the sharing of concepts, ideas and empirical domains with other disciplines may promote cross-fertilization. We challenge this one-sided view. Based on an analysis of the parallel development of the neighboring disciplines of innovation studies and project management, we show that the sharing of concepts and empirical domains can have ambivalent effects. Under conditions of ideological distancing, shared concepts and domains will be narrowly assimilated ? an effect we call ‘encapsulation’ – which creates an illusion of sharing, while promoting further self-containment. By comparison, reflexive meta-theories and cross-disciplinary community-building will enable a form of sharing that promotes cross-fertilization. Our findings inform research on research specialization, cross-fertilization and effectiveness of interdisciplinary collaboration.  相似文献   

Instructional development as an art: One of the three faces of ID     

Ivor K. Davies 《Performance Improvement》1981,20(7):4-7

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Formal theories clarify the complex: Generalizing a neural process account of the interaction of visual exploration and word learning in infancy     

Ajaz A. Bhat  Larissa K. Samuelson  John P. Spencer 《Child development》2023,94(6):1491-1510

The interaction of visual exploration and auditory processing is central to early cognitive development, supporting object discrimination, categorization, and word learning. Research has shown visual–auditory interactions to be complex, created from multiple processes and changing over multiple timescales. To better understand these interactions, we generalize a formal neural process model of early word learning to two studies examining how words impact 9- to 22-month-olds' attention to novelty. These simulations clarify the origin and nature of previously demonstrated effects of labels on visual exploration and the basis of mutual exclusivity effects in word learning. We use our findings to discuss key questions for this special section: what makes a good theory and how should formal theories interface with empirical paradigms and findings?  相似文献   

Radical and limited empiricisms     

Davies  Stephen 《Metascience》2022,31(2):283-287

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HERE IS NEW YORK. IMAGES FROM THE FRONTLINE OF HISTORY: A DEMOCRACY OF PHOTOGRAPHS     

Kathleen McLean 《Curator: The Museum Journal》2000,43(4):370-372

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Self and Team Development in Practice (STP) Walk Bally     

Chiraprapha Tan Akarahorworn  Gary N. McLean 《Performance Improvement Quarterly》2000,13(3):111-124

An evaluation study was conducted to assess strengths and weaknesses of an outdoor‐based experiential training (OBET) program used in Thailand. Self and Team Development in Practice (STP) Walk Rally is used as a case. Most of the principles in adult theory, experiential learning theory, and Holton's HRD [human resource development] Evaluation Research and Measurement Model are met by the STP Walk Rally, but it cannot promise transfer of learning. In the Thai culture, sanuk, or having fun, is the best element of the training design. However, face‐to‐face feedback is not appropriate for Thais. Recommendations for practice and research are made.  相似文献