The development of a knowledge-based system for triathlon coaching     

Magnus Michelsson  Marian S. Kurzyn 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):222-224

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Effect of response mode on learning efficiency     

Marian Hinz 《Educational technology research and development : ETR & D》1969,17(1):77-83

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The parkwood project of Montgomery county,Maryland     

Marian S. Wright 《Annals of dyslexia》1963,13(1):143-147

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Attachment and Temperament in the Early Life Course: A Meta‐Analytic Review          下载免费PDF全文

Ashley M. Groh  Angela J. Narayan  Marian J. Bakermans‐Kranenburg  Glenn I. Roisman  Brian E. Vaughn  R. M. Pasco Fearon  Marinus H. van IJzendoorn 《Child development》2017,88(3):770-795

This meta‐analytic review examines the association between early attachment (assessed at 1–5 years) and child temperament (assessed at birth–12 years), and compares the strength of this association with recently documented meta‐analytic associations between early attachment and social competence, externalizing behavior, and internalizing symptoms. Based on 109 independent samples (N = 11,440) of diverse socioeconomic and ethnic backgrounds, temperament was weakly associated with attachment (in)security (d = .14, CI [0.08, 0.19]) but modestly associated with resistant attachment (d = .30, CI [0.21, 0.40]). Temperament was not significantly associated with avoidant (d = .10, CI [?0.02, 0.19]) or disorganized (d = .11, CI [?0.03, 0.25]) attachment. Across developmental domains, early attachment security was more strongly associated with social competence and externalizing behaviors than internalizing symptoms and temperament.  相似文献   

School and community factors involved in Chilean students’ perception of school safety          下载免费PDF全文

Verónica López  Javier Torres‐Vallejos  Boris Villalobos‐Parada  Tamika D. Gilreath  Paula Ascorra  Marian Bilbao  Macarena Morales  Claudia Carrasco 《Psychology in the schools》2017,54(9):991-1003

Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school‐related factors most contribute to explaining students’ perception of school safety, and how they relate to community‐related factors such as neighborhood safety. The purpose of this study was to understand the factors associated with Chilean elementary and middle school students’ perceptions of school safety. We used a sample of 5,455 students from low socioeconomic status public schools, and analyzed the predictive value of peer physical and verbal victimization; teacher and school staff victimization; teacher's social support; and perception of safety in the students’ neighborhoods on perceptions of school safety. Findings showed that although different forms of school violence, particularly peer physical victimization and physical and sexual victimization from teachers and school staff, contribute to students’ perception of school safety, the highest contribution came from students perceiving their neighborhoods as unsafe. In contrast, teacher social support contributed to increased levels of perceived school safety. We discuss the need for school‐based interventions that address physical victimization and engage teachers in prosocial and less punitive approaches to foster a positive and safe school climate, and in fostering school–community partnerships.  相似文献   

Parental sensitivity and attachment in children with autism spectrum disorder: comparison with children with mental retardation, with language delays, and with typical development     

van Ijzendoorn MH  Rutgers AH  Bakermans-Kranenburg MJ  Swinkels SH  van Daalen E  Dietz C  Naber FB  Buitelaar JK  van Engeland H 《Child development》2007,78(2):597-608

This study on sensitivity and attachment included 55 toddlers and their parents. Samples included children with autism spectrum disorder (ASD), mental retardation, language delay, and typical development. Children were diagnosed at 4 years of age. Two years before diagnosis, attachment was assessed with the Strange Situation procedure, and parental sensitivity and child involvement during free play were assessed with the Emotional Availability Scale. Parents of children with ASD were equally sensitive as parents of children without ASD, but their children showed more attachment disorganization and less child involvement. More sensitive parents had more secure children, but only in the group without ASD. Less severe autistic symptoms in the social domain predicted more attachment security. Autism challenges the validity of attachment theory.  相似文献   

‘It's actually very normal that I'm different’. How physically disabled youth discursively construct and position their body/self     

Noortje van Amsterdam  Annelies Knoppers  Marian Jongmans 《Sport, Education and Society》2015,20(2):152-170

In this paper, we explore how physically disabled youth who participate in mainstream education discursively construct and position themselves in relation to dominant discourses about sport and physicality that mark their bodies as ‘abnormal’ and ‘deviant’. We employ a feminist poststructuralist perspective to analyze the narratives about sport, physical education (PE), the body and self of four physically disabled Dutch youngsters. Our results indicate that although dominant societal discourses about sport and physicality construct disabled bodies as deviant, vulnerable and lacking and the disabled as ‘abnormal’, these youth constructed the self as ‘normal’. However, they did so in different ways. One of the interviewees used the alternative discourse ‘everyone is different, everyone is normal’ to position her disabled self as different and normal simultaneously. Hereby she resisted dominant notions about the abled body embedded in discourses about sport and physicality. This act of resistance enabled her to accept her disability as part of her self. Others normalized their disabled bodies by attempting to pass as able-bodied. They tried to minimize and/or hide their disability and in this manner reproduced ableist discourses about sport and physicality. Our interviewees also engaged in various performative acts of resistance. They challenged these dominant discourses by strategically using the possibilities a different/disabled self provided them. Overall the data indicate the important role that visible signifiers of disability played in the exclusionary practices that these disabled youth encountered and the subject positions they could claim. Since alternative constructions and positionings regarding the abled/normal body suggest ways in which the dominance of ableism may be disrupted, we conclude with an emphasis on the need for future research that explores such alternatives.  相似文献   

Geva Margaret Blenkin 8 February 1943–28 June 2015     

Marian Whitehead 《Early Years: An International Journal of Research and Development》2015,35(4):427-428

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Teaching peace in the classroom     

Marian Marion  Andrew Stremmel 《Early Childhood Education Journal》1983,10(3):6-10

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University-level computer-assisted instruction at Stanford: 1975     

Patrick Suppes  Robert Smith  Marian Beard 《Instructional Science》1977,6(2):151-185

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