Stress Regulation in Adolescents: Physiological Reactivity During the Adult Attachment Interview and Conflict Interaction     

Mariëlle D. Beijersbergen  Marian J. Bakermans‐Kranenburg  Marinus H. Van IJzendoorn  Femmie Juffer 《Child development》2008,79(6):1707-1720

The current study examined whether adolescents’ attachment representations were associated with differences in emotion regulation during the Adult Attachment Interview (AAI; C. George, N. Kaplan, & M. Main, 1996 ) and during a mother–adolescent conflict interaction task (Family Interaction Task [FIT]; J. P. Allen et al., 2003 ). Participants were one hundred and fifty‐six 14‐year‐old adolescents. Dismissing adolescents showed less interbeat interval (IBI) reactivity (indicating less stress) during the AAI than secure adolescents. However, during the FIT, dismissing adolescents showed more IBI reactivity. No differences in physiological reactivity were found between individuals with resolved or unresolved loss or trauma during the AAI or FIT. The results indicate that dismissing adolescents may effectively use a defensive strategy during the AAI but less so in direct conflict interaction with their attachment figure.  相似文献   

Measuring standards in primary English: The validity of PIRLS—a response to Mary Hilton     

Chris Whetton  Liz Twist  Marian Sainsbury 《British Educational Research Journal》2007,33(6):977-986

Hilton (2006) criticises the PIRLS (Progress in International Reading Literacy Study) tests and the survey conduct, raising questions about the validity of international surveys of reading. Her criticisms fall into four broad areas: cultural validity, methodological issues, construct validity and the survey in England. However, her criticisms are shown to be mistaken. Her claim of forced unidimensionality in the tests is not supported by statistical analyses and her claims of cultural strangeness are contradicted by the involvement of all the countries involved. She is concerned about linguistic diversity but this is actually reflected in the ways countries organise their surveys. Finally, Hilton suggests that the English sample was biased, but fails to recognise the stringent sampling requirements or the monitoring roles of external assessors and the sampling referee. A careful study of the evidence concerning PIRLS shows that it is actually a fair and robust measure of reading attainment in different countries.  相似文献   

Reflections on International Projects in Undergraduate CS Education     

Mats Daniels  Anders Berglund  Marian Petre 《Computer Science Education》2013,23(3):256-267

Educational methods race to keep pace with the opportunities afforded by technology, and in computer science we need methods that tie together the diverse aspects of the discipline and set them in a realistic human context. Projects have the potential to address various aims and perspectives, and international projects add new dimensions to student teamwork, requiring students to handle collaboration that is remote, cross-cultural, and linguistically challenging. This paper examines some of the educational issues associated with international projects, in the discussion of two examples: PASTICS and Runestone.  相似文献   

“A Chance Child”: Jill Paton Walsh and the Re-Invention of the Time Slip Story     

Linda Marian Hall 《Children‘s Literature in Education》2011,42(1):1-18

In this study of Jill Paton Walsh’s one time-slip novel, I attempt to show how she reinvents the genre by giving as much prominence to the dislocated present as she does to the sufferings of children caught up in the horrors of the Industrial Revolution. Where previous time-slip authors had concentrated on the past, she addresses clearly unwelcome changes to landscapes and townscapes in the present time of the novel.  相似文献   

Dealing with the Powers that Be     

Joan Marian Fry 《Sport, Education and Society》2013,18(2):141-162

Abstract

This study drew on the life history approach, specifically life story through interview, to examine a bellwether case of an experienced teacher implementing a new senior high school subject in the area of physical and health education. Discussions with the teacher focussed on power relations at her school as they affected and were affected by the implementation process.

Two theoretical approaches were used to analyse the data. First, Ball's micro‐political conceptual frame (power, goal diversity, ideological disputation, conflict, interests, political activity, and control) was used to provide a meaningful basis for discussing her political activity. Second, in focussing specifically on power Gore's framework of four conceptions of power (‐as‐property, ‐as‐dominance, ‐as‐productive, and ‐as‐creative energy) took the analysis to a deeper level to probe how the teacher conceptualised, dealt with, and mobilised power.

These analyses revealed that in implementing the new subject she had to deal with disputed ideologies about the nature of physical education within her department and about the relative value of different subjects between her department and other faculties. She also had to contend with the pervasive ideology of mind over body as reflected in the traditional curriculum championed by the principal.

What strongly came through in this study was the teacher's strategic approach to deal with opposing forces, particularly how she negotiated avoiding direct confrontation with those who represented administrative power in her school. Besides teachers requiring substantial subject matter and content pedagogical knowledge (Shulman, L., 1987), as with Sparkes, Templin and Schempp's examination of physical education as a marginalised subject (Sparkes, A., Templin, T. & Schempp, P., 1990), this research suggests that those introducing a curriculum innovation need to understand the micro‐political forces that operate within their schools and to develop strategies that deal with those forces and to use them to advantage. Effective strategies, in this context, were associated with reducing professional isolation through developing professional networks and balancing a non‐confrontationalist approach with the need to take a stance on an ideological position. From this study, it is clearly evident that curriculum implementation is a political activity.  相似文献   

Book reviews and notes     

Robert Polk Thompson  Carl Calkins  Norman C. Greenberg  Robert J. Currie  Elizabeth Pasquini  Marian George 《Peabody Journal of Education》2013,88(2):154-172

CRISIS IN THE CLASSROOM by Charles E. Silberman. New York: Random House, 1970. vii +553 pp. $10.00.

CRISIS IN CHILD MENTAL HEALTH: CHALLENGE FOR THE 1970's, A Report of the Joint Commission on Mental Health of Children. New York: Harper and Row, 1970. 578 pp. $10.00.

AMERICA'S OTHER CHILDREN edited by George Henderson. Norman: University of Oklahoma Press, 1971. xi + 430 pp. $8.95.

PEDAGOGY OF THE OPPRESSED by Paulo Freire. New York: Herder and Herder, 1970. 186 pp. $5.95.

CHILDREN AND CIVIC AWARENESS by Charles F. Andrain. Columbus, Ohio: Charles E. Merrill Publishing Co., 1971, vii + 214 pp. $3.95 paperback.

MENTAL RETARDATION: ITS SOCIAL CONTEXT AND SOCIAL CONSEQUENCES by Bernard Farber. Atlanta, Georgia: Houghton‐Mifflin Co., 1968. 271 pp. $6.95.

KINSHIP AND CLASS: A MIDWESTERN STUDY by Bernard Farber, New York: Basic Book Publishers, 1971. 210 pp. $7.95.

COMMUNITY KINSHIP AND COMPETENCE, Volume 3, Research and Development Program on Preschool Disadvantaged Children, Final Report, Project No. 5‐1181, Contract No. 0E6‐10‐235, Bureau of Research, Office of Education, U.S. Department of Health, Education, and Welfare. Urbana: Univeristy of Illinois, May 1969. 300 pp.

THE SOCIAL ORDER OF THE SLUM: ETHNICITY AND TERRITORY IN THE INNER CITY by Gerald D. Suttles. Chicago: University of Chicago Press, 1968. 243 pp. $8.95.

ANY PERSON, ANY STUDY by Eric Ashby. New York: McGraw‐Hill Book Company, 1971. 106 pp. $4.95.  相似文献   

美国早期特殊教育师资培养体系反思及启示     

苏雪云  Toby Long  Lorelei Emma  Marian Jarrett 《中国特殊教育》2010,(5)

早期特殊教育不仅在促进每个障碍儿童的发展和提高其家庭生活质量方面起着至关重要的作用,而且有着巨大的社会效益和经济效益,是和谐社会的重要组成部分。美国法律规定0—21岁的所有障碍儿童有权获得免费和适当的教育,由具有专业化水平的相关人员为这些儿童提供服务和支持。本文从政策层面到实践层面对美国的早期特殊教育师资培养体系进行了系统、全面地分析,了解其现状和存在的挑战,以及未来发展的趋势,以期为促进我国早期特殊教育师资培养体系的发展提供一些理论和实践上的参考。  相似文献   

Effects of Perinatal HIV Infection and Early Institutional Rearing on Physical and Cognitive Development of Children in Ukraine     

Natasha A. Dobrova-Krol  Marinus H. van IJzendoorn  Marian J. Bakermans-Kranenburg  Femmie Juffer 《Child development》2010,81(1):237-251

To study the effects of perinatal HIV-1 infection and early institutional rearing on the physical and cognitive development of children, 64 Ukrainian uninfected and HIV-infected institutionalized and family-reared children were examined (mean age = 50.9 months). Both HIV infection and institutional care were related to delays in physical and cognitive development, with a larger effect of the rearing environment. Family care, even of compromised quality, was found to be more favorable for children's physical and cognitive development than institutional care. The impact of the quality of child care on physical and cognitive development is discussed in light of future interventions.  相似文献   

Intended sensitive and harsh caregiving responses to infant crying: the role of cry pitch and perceived urgency in an adult twin sample     

Out D  Pieper S  Bakermans-Kranenburg MJ  Zeskind PS  van Ijzendoorn MH 《Child abuse & neglect》2010,34(11):863-873

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Ethics, computing and medicine. Informatics and the transformation of health care. Kenneth W. Goodman, editor     

Marian Verkerk 《Ethics and Information Technology》1999,1(4):303-304

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