Eugene F. Provenzo,Jr., Arlene Brett, &; Gary N. McCloskey. Computers,curriculum, and cultural change: An introduction for teachers     

Sandra Leanne Bosacki 《Education and Information Technologies》2007,12(1):53-55

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Book reviews     

David Lake  Clive Whitehead  Leanne Dalley-Trim 《The Australian Educational Researcher》2007,34(1):105-113

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Relational power,marital schema,and decisions to withhold complaints: An investigation of the chilling effect on confrontation in marriage     

Denise Haunani Solomon  Leanne K. Knobloch  Mary Anne Fitzpatrick 《Communication Studies》2013,64(1):146-167

Previous research on dating relationships suggests that perceptions of a partner's power exert a chilling effect on the expression of relational grievances. This paper extends the chilling effect perspective by examining two issues: (a) whether a partner's power corresponds with decisions to withhold complaints within marriage, and (b) whether the manifestation of the chilling effect varies as a Junction of individual differences in marital schema. Married individuals (N = 215) completed questionnaire measures of a partner's power, marital schema, and decisions to withhold complaints from spouses. Findings underscore the importance of both power and marital schema within spouses’ decisions to express complaints.  相似文献   

Exploring effects of an early math intervention: The importance of parent–child interaction     

Andrew Ribner  Alex M. Silver  Leanne Elliott  Melissa E. Libertus 《Child development》2023,94(2):395-410

We explore whether training parents' math skills or playing number games improves children's mathematical skills. Participants were 162 parent–child dyads; 88.3% were white and children (79 female) were 4 years (M = 46.88 months). Dyads were assigned to a number game, shape game, parent-only approximate number system training, parent-only general trivia, or a no-training control condition and asked to play twice weekly for 8 weeks. Children in the number game condition gained over 15% SD on an assessment of mathematical skill than did those in the no-training control. After 8 additional weeks without training, effects diminished; however, children of parents in the ANS condition underperformed those in the no-treatment control, which was partially explained by changes in the home numeracy environment.  相似文献   

Young women’s dismissal of the influence of gender upon their future life trajectory as played out in ‘New Times’     

Leanne Dalley-Trim 《The Australian Educational Researcher》2012,39(2):193-205

This paper investigates the ways in which young women come to view gender as being an influence upon their future lives—their aspirations and expectations for the future. In doing so, it draws upon 327 surveys completed by year 12 female students, typically 17 years of age, in a range of schools across the State of Queensland, Australia. The paper details key features of the young women’s survey responses—the dominant storylines evident in the data—as a means of illustrating how they have come to dismiss gender as an influence. Further, the paper illuminates the power and pervasiveness of neoliberal discourse in ‘New Times’, the ways in which the young women surveyed embrace neoliberalism and its imperative of individualisation and do so in ways that locate gender as irrelevant in their imagining and enacting of their life biographies. Finally, the paper explores the implications of such research findings for these—and other—young women.  相似文献   

E‐learning in higher education: some key aspects and their relationship to approaches to study     

Robert A. Ellis  Paul Ginns  Leanne Piggott 《高等教育研究与发展》2009,28(3):303-318

While there has been systematic and on‐going research into e‐learning in universities for over two decades, there has been comparatively less evidence‐based research into how key aspects of e‐learning are internally constituted from a student perspective and how these aspects might be related to university students’ learning experiences. The purpose of this paper is to explore key aspects of e‐learning that might be related to university student approaches to study, so that a better understanding of the internal structure of these aspects is achieved. Student responses to surveys are analysed at the level of each item to identify which items made the most sense to over 200 third‐year economics students. Data was also analysed both at the variable level, to identify which items coalesce to determine the structure of e‐learning variables, and at the student level, to see if there were groups of students in the sample that shared similar experiences of e‐learning when it was used to support a predominately campus‐based learning experience. The results suggest several implications for improving particular aspects of the student experience of e‐learning when it is used to support a campus‐based experience.  相似文献   

Preschool Math Exposure in Private Center-Based Care and Low-SES Children’s Math Development     

Heather J. Bachman  Jessica L. Degol  Leanne Elliott  Laura Scharphorn  Nermeen E. El Nokali  Kalani M. Palmer 《Early education and development》2018,29(3):417-434

Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings.  相似文献   

A critical investigation of the nature and extent of cyberbullying in two post-primary schools in Northern Ireland     

Noel Purdy  Leanne York 《Pastoral Care in Education》2016,34(1):13-23

This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n = 425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n = 18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n = 2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school’s ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools’ current strategies for tackling this complex issue.  相似文献   

Focus groups with children: A resource for sexual abuse prevention program evaluation   总被引：1，自引：0，他引：1  

Leanne Wood Charlesworth  Mary K. Rodwell 《Child abuse & neglect》1997,21(12):1205-1216

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‘The Trouble with Normal’: (re)imagining sexuality education with young people     

Leanne Coll  Mary O’Sullivan  Eimear Enright 《Sex education》2018,18(2):157-171

What do young people believe sexuality education ought to be about? It is within the absence of a sustained and critical consideration of the possibilities and politics of engaging in research with rather than for young people in the reimagining of sexuality education that this paper is positioned. Data were generated as part of an 18-month Youth Participatory Action Research study in one co-educational secondary school with 43 student co-researchers (15–17 years). The findings presented are not intended to provide conclusive statements about future directions for sexuality education, but rather provide a platform on which to discuss how young people’s ideas align with or diverge from current practice and debates surrounding what sexuality education should, could or ought to be about.  相似文献