The Victor's Crown: How the Birth of the Olympics and the Rise of the Roman Games Changed Sport for Ever     

Fernando García Romero 《国际体育史杂志》2013,30(9):1221-1224

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Teacher education in post-apartheid South Africa: Navigating a way through competing state and global imperatives for change     

Marc Sch?fer  Di Wilmot 《Prospects》2012,42(1):41-54

This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the urgent need for social reconstruction, democratization, redress, social justice, and equity. At the same time, and as part of a global context, the country needed global competitiveness, human capital development, global skills, international standards, and accountability. These competing modernist discourses have informed the design and orientation of the National Qualifications Framework and national curriculum that took place in parallel with, and simultaneous to, the restructuring and reform of teacher education. This article reviews literature pertinent to understanding the post-apartheid transformation in South African education in general and teacher education in particular. It concludes that policy makers have managed to navigate a way through the axis of tension created by opposed orientations to transformation. A more equitable and improved system of teacher education has been achieved but critical issues of teacher quality and quantity have emerged which urgently need resolution.  相似文献   

Modalities of Infant–Mother Interaction in Japanese,Japanese American Immigrant,and European American Dyads     

Marc H. Bornstein  Linda R. Cote  O. Maurice Haynes  Joan T. D. Suwalsky  Roger Bakeman 《Child development》2012,83(6):2073-2088

Cultural variation in relations and moment‐to‐moment contingencies of infant–mother person‐oriented and object‐oriented interactions were compared in 118 Japanese, Japanese American immigrant, and European American dyads with 5.5‐month‐olds. Infant and mother person‐oriented behaviors were related in all cultural groups, but infant and mother object‐oriented behaviors were related only among European Americans. Infant and mother behaviors within each modality were mutually contingent in all groups. Culture moderated lead–lag relations: Japanese infants were more likely than their mothers to respond in object‐oriented interactions; European American mothers were more likely than their infants to respond in person‐oriented interactions. Japanese American dyads behaved like European American dyads. Interactions, infant effects, and parent socialization findings are set in cultural and accultural models of infant–mother transactions.  相似文献   

Natural mentors, racial identity, and educational attainment among african american adolescents: exploring pathways to success     

Hurd NM  Sánchez B  Zimmerman MA  Caldwell CH 《Child development》2012,83(4):1196-1212

The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed.  相似文献   

Cognitive and socioemotional caregiving in developing countries   总被引：1，自引：0，他引：1  

Bornstein MH  Putnick DL 《Child development》2012,83(1):46-61

Enriching caregiving practices foster the course and outcome of child development. This study examined 2 developmentally significant domains of positive caregiving-cognitive and socioemotional-in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.  相似文献   

I. GENDER IN LOW- AND MIDDLE-INCOME COUNTRIES: INTRODUCTION     

Marc H. Bornstein  Diane L. Putnick  Robert H. Bradley  Kirby Deater-Deckard  Jennifer E. Lansford 《Monographs of the Society for Research in Child Development》2016,81(1):7-23

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How Early Life Adversity Transforms the Learning Brain     

Marc D. Hauser 《Mind, Brain, and Education》2021,15(1):35-47

For educators to help children exposed to adverse life experiences, it is necessary to understand how adversity impacts different mechanisms of learning, emotion, and planning as these capacities underpin success in schools and beyond. The goal of this paper is to review essential findings on how early life adversity transforms the brain which, in turn, impacts educational outcomes. Part 1 begins by discussing the species‐specific and expectant experiences that guide typical development, and then turns to early life adversities and their relationship to both physical and mental health outcomes. Part 2 summarizes four dimensions of adversity—type, timing, term, and toxicity—and how each differentially impacts the developing brain, including individual differences in psychopathology. Part 3 discusses the relevance of these findings for educators, highlighting how behavior can be modified to build resilience and greater academic and social–emotional competency.  相似文献   

Online Assessment of Applied Anatomy Knowledge: The Effect of Images on Medical Students' Performance     

Mandeep Gill Sagoo  Marc A.T.M. Vorstenbosch  Peter J. Bazira  Harold Ellis  Maria Kambouri  Charlie Owen 《Anatomical sciences education》2021,14(3):342-351

Anatomical examinations have been designed to assess topographical and/or applied knowledge of anatomy with or without the inclusion of visual resources such as cadaveric specimens or images, radiological images, and/or clinical photographs. Multimedia learning theories have advanced the understanding of how words and images are processed during learning. However, the evidence of the impact of including anatomical and radiological images within written assessments is sparse. This study investigates the impact of including images within clinically oriented single-best-answer questions on students' scores in a tailored online tool. Second-year medical students (n = 174) from six schools in the United Kingdom participated voluntarily in the examination, and 55 students provided free-text comments which were thematically analyzed. All questions were categorized as to whether their stimulus format was purely textual or included an associated image. The type (anatomical and radiological image) and deep structure of images (question referring to a bone or soft tissue on the image) were taken into consideration. Students scored significantly better on questions with images compared to questions without images (P < 0.001), and on questions referring to bones than to soft tissue (P < 0.001), but no difference was found in their performance on anatomical and radiological image questions. The coding highlighted areas of “test applicability” and “challenges faced by the students.” In conclusion, images are critical in medical practice for investigating a patient's anatomy, and this study sets out a way to understand the effects of images on students' performance and their views in commonly employed written assessments.  相似文献   

Longitudinal Trajectories of Four Domains of Parenting in Relation to Adolescent Age and Puberty in Nine Countries     

Jennifer E. Lansford  W. Andrew Rothenberg  Jillian Riley  Liliana Maria Uribe Tirado  Saengduean Yotanyamaneewong  Liane Peña Alampay  Suha M. Al-Hassan  Dario Bacchini  Marc H. Bornstein  Lei Chang  Kirby Deater-Deckard  Laura Di Giunta  Kenneth A. Dodge  Sevtap Gurdal  Qin Liu  Qian Long  Patrick S. Malone  Paul Oburu  Concetta Pastorelli  Ann T. Skinner  Emma Sorbring  Sombat Tapanya  Laurence Steinberg 《Child development》2021,92(4):e493-e512

Children, mothers, and fathers in 12 ethnic and regional groups in nine countries (N = 1,338 families) were interviewed annually for 8 years (M_age child = 8–16 years) to model four domains of parenting as a function of child age, puberty, or both. Latent growth curve models revealed that for boys and girls, parents decrease their warmth, behavioral control, rules/limit-setting, and knowledge solicitation in conjunction with children’s age and pubertal status as children develop from ages 8 to 16 across a range of diverse contexts, with steeper declines after age 11 or 12 in three of the four parenting domains. National, ethnic, and regional differences and similarities in the trajectories as a function of age and puberty are discussed.  相似文献   

Cross-Cultural Associations of Four Parenting Behaviors With Child Flourishing: Examining Cultural Specificity and Commonality in Cultural Normativeness and Intergenerational Transmission Processes     

W. Andrew Rothenberg  Jennifer E. Lansford  Marc H. Bornstein  Liliana Maria Uribe Tirado  Saengduean Yotanyamaneewong  Liane Peña Alampay  Suha M. Al-Hassan  Dario Bacchini  Lei Chang  Kirby Deater-Deckard  Laura Di Giunta  Kenneth A. Dodge  Sevtap Gurdal  Qin Liu  Qian Long  Patrick S. Malone  Paul Oburu  Concetta Pastorelli  Ann T. Skinner  Emma Sorbring  Sombat Tapanya  Laurence Steinberg 《Child development》2021,92(6):e1138-e1153

Families from nine countries (N = 1,338) were interviewed annually seven times (M_age child = 7–15) to test specificity and commonality in parenting behaviors associated with child flourishing and moderation of associations by normativeness of parenting. Participants included 1,338 children (M = 8.59 years, SD = 0.68, range = 7–11 years; 50% girls), their mothers (N = 1,283, M = 37.04 years, SD = 6.51, range = 19–70 years), and their fathers (N = 1,170, M = 40.19 years, SD = 6.75, range = 22–76 years) at Wave 1 of 7 annual waves collected between 2008 and 2017. Families were recruited from 12 ethnocultural groups in nine countries including: Shanghai, China (n = 123); Medellín, Colombia (n = 108); Naples (n = 102) and Rome (n = 111), Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya (n = 100); Manila, Philippines (n = 120); Trollhättan & Vänersborg, Sweden (n = 129); Chiang Mai, Thailand (n = 120); and Durham, NC, United States (n = 110 White, n = 102 Black, n = 99 Latinx). Intergenerational parenting (parenting passed from Generation 1 to Generation 2) demonstrated specificity. Children from cultures with above-average G2 parent warmth experienced the most benefit from the intergenerational transmission of warmth, whereas children from cultures with below-average G2 hostility, neglect, and rejection were best protected from deleterious intergenerational effects of parenting behaviors on flourishing. Single-generation parenting (Generation 2 parenting directly associated with Generation 3 flourishing) demonstrated commonality. Parent warmth promoted, and parent hostility, neglect, and rejection impeded the development of child flourishing largely regardless of parenting norms.  相似文献