Socialization and Family Correlates of Mental Health Outcomes among Hispanic and Anglo American Children: Consideration of Cross-Ethnic Scalar Equivalence   总被引：2，自引：0，他引：2  

George P. Knight  Lynn M. Virdin  Mark Roosa 《Child development》1994,65(1):212-224

Recently there has been concern over the need for developmental research within ethnic minority populations and interest in socialization and family variables within, and variability across, ethnic groups. This study reports analyses designed to: compare several socialization, family, and mental health variables among Hispanic and Anglo American 8–14-year-old children and mothers; examine the regression equations predicting mental health indicators with the socialization and family variables; and evaluate the cross-ethnic scalar equivalence of these socialization and family measures. The findings indicate that there are ethnic differences in several socialization and family variables; several of the socialization and family variables are related to the mental health variables, and these relations are very similar across ethnic groups; and the socialization and family measures appear to have sufficient cross-ethnic scalar equivalence for English-speaking, largely Mexican American Hispanic samples. Further, these findings suggest some caution regarding the use of the Child Depression Inventory in Hispanic samples.  相似文献   

Responses of Physically Abused and Nonabused Children to Different Forms of Interadult Anger     

Kevin D. Hennessy  Gerald J. Rabideau  Dante Cicchetti  E. Mark Cummings 《Child development》1994,65(3):815-828

Responses to various forms of interadult anger were examined in 2 groups of 6–11-year-olds: 44 low-SES children with a history of physical abuse and exposure to interspousal aggression, and 44 low-SES children exposed to interspousal aggression but with no history of physical abuse or other child maltreatment. Children were presented with videotaped segments of adults in angry and friendly interactions. Angry segments varied on ( a ) the type of anger expression (nonverbal, verbal, verbal-physical), and ( b ) whether anger was resolved. In general, physically abused children reported greater fear than nonabused children in response to all forms of interadult anger. Moreover, abused children appeared particularly sensitive to whether anger between adults was resolved. Findings are discussed with regard factors that may mediate relations between exposure to family violence and the development of psychopathology in children from highly aggressive home environments.  相似文献   

经济为何成为印第安纳大选的关键     

Mark Trumbull 《海外英语》2007,(1):74-75

Evelyn Salyer is the kind of voter Republicans desperately need to hang onto this fall.  相似文献   

技术与高等教育-新时代的契机与变革   总被引：2，自引：0，他引：2  

帕特丽夏·加姆波特  马克·查  张建新  蒋凯 《北京大学教育评论》2003,1(4):32-41,46

本文旨在探讨技术是怎样潜在地影响了高等教育。文章从五个层面展开分析 :技术与现代社会 ;从历史视角透视技术与教育 ;技术对高等教育的影响 ;政策压力与合法性 ;高等教育领域内技术变革的阻力。  相似文献   

Risk Assessment and Optimisation of Blast Mitigation Strategies for Design and Strengthening of Built Infrastructure     

STEWART Mark G 《天津大学学报(英文版)》2006,12(Z1)

A probabilistic risk assessment procedure is developed which can predict risks of explosive blast damage to built infrastructure, and when combined with life-cycle cost analysis, the procedure can be used to optimise blast mitigation strategies. The paper focuses on window glazing since this is a load-capacity system which, when subjected to blast loading, has caused significant damage and injury to building occupants. Structural reliability techniques are used to derive blast reliability curves for annealed and toughened glazing subjected to explosive blast for a variety of threat scenarios. The probabilistic analyses include the uncertainties associated with blast modelling, glazing response and glazing failure criteria. Damage risks are calculated for an individual window and for windows in the facade of a multi-storey commercial building. The paper shows an illustrative example of how this information, when combined with risk-based decision-making criteria, can be used to optimise blast mitigation strategies.  相似文献   

English language teachers becoming more efficacious through research engagement at their Turkish university     

Mark Wyatt  Kenan Dikilitaş 《Educational Action Research》2016,24(4):550-570

While it is generally recognized that teacher research can be a very beneficial form of continuing professional development (CPD), there is still relatively limited research available on the impact this activity has on teachers’ self-efficacy beliefs, which are of interest to educational psychologists because, while being open to constant change, these beliefs influence the way in which knowledge is transformed into action. There is also a relative lack of available research into how teachers develop as researchers; the processes whereby they gain practical knowledge and more positive self-efficacy beliefs in planning, conducting, analysing, presenting and writing up research require further exploration. This qualitative multi-case study addresses these issues, exploring the development of three in-service teachers of English on a foundation programme at a Turkish university. Findings reveal that engaging in CPD which directly benefited their learners helped all three teachers develop positive teachers’ self-efficacy beliefs and deeper practical knowledge in relation to the specific tasks that concerned them. Furthermore, from a starting point of having low self-efficacy beliefs in conducting practical research, which reflected their lack of prior knowledge in this area, they all became more efficacious as they gained research experience and developed practical knowledge of research. This study highlights the benefits, then, of helping teachers become more efficacious through CPD that engages them as knowledge-generators. Enthusiastic mentoring, autonomy support and the opportunity to present their research more widely all helped the teachers in this Turkish context to develop.  相似文献   

Educational Stratification and Students’ Social Bonding to School     

Mark Berends 《British Journal of Sociology of Education》1995,16(3):327-351

This paper examines the polarization model from qualitative research in both Great Britain and the US, which claims that educational stratification practices polarize students into pro- and anti-school orientations. Because few researchers have adequately conceptualized school attitudes and behavior, social bonding theory (Hirschi, 1969) is used to provide a framework for examining the polarization hypothesis. Relying on High School and Beyond data from the US, an attempt is made to develop measures of respondents’ social bonding to school, including college expectations, absenteeism, disciplinary problems, and engagement. The polarization hypothesis is supported by these US data when examining educational stratification effects on the school bonding measures. Compared to academic-track students, general- and vocational-track students have Iowa college expectations, more disciplinary problems, and are less academically engaged, controlling for prior school orientations and for selection bias due to dropping out of school. For absenteeism, the general track has a significant positive effect, while vocational-track students do not differ from those in the academic track. In addition, students in the nonacademic tracks are more likely to drop out of school between the 10th and 12th grades compared to academic-track students.  相似文献   

Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method     

Mark Windschitl 《科学教学研究杂志》2004,41(5):481-512

Despite the ubiquity of the term “inquiry” in science education literature, little is known about how teachers conceptualize inquiry, how these conceptions are formed and reinforced, how they relate to work done by scientists, and if these ideas about inquiry are translated into classroom practice. This is a multicase study in which 14 preservice secondary science teachers developed their own empirical investigations—from formulating questions to defending results in front of peers. Findings indicate that participants shared a tacit framework of what it means to “do science” which shaped their investigations and influenced reflections on their inquiries. Some facets of the participants' shared model were congruent with authentic inquiry; however, the most consistent assumptions were misrepresentations of fundamental aspects of science: for example, that a hypothesis functions as a guess about an outcome, but is not necessarily part of a larger explanatory system; that background knowledge may be used to provide ideas about what to study, but this knowledge is not in the form of a theory or other model; and that theory is an optional tool one might use at the end of a study to help explain results. These ideas appear consistent with a “folk theory” of doing science that is promoted subtly, but pervasively, in textbooks, through the media, and by members of the science education community themselves. Finally, although all participants held degrees in science, the participants who eventually used inquiry in their own classrooms were those who had significant research experiences in careers or postsecondary study and greater science‐content background. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 481–512, 2004  相似文献   

Anatomical sciences: A foundation for a solid learning experience in dental technology and dental prosthetics          下载免费PDF全文

Mahmoud M. Bakr  C. Mark Thompson  Magdalena Massadiq 《Anatomical sciences education》2017,10(4):395-404

Basic science courses are extremely important as a foundation for scaffolding knowledge and then applying it in future courses, clinical situations as well as in a professional career. Anatomical sciences, which include tooth morphology, oral histology, oral embryology, and head and neck anatomy form a core part of the preclinical courses in dental technology programs. In this article, the importance and relevance of anatomical sciences to dental personnel with no direct contact with patients (dental technicians) and limited discipline related contact with patients (dental prosthetists) is highlighted. Some light is shed on the role of anatomical sciences in the pedagogical framework and its significance in the educational process and interprofessional learning of dental technicians and prosthetists using oral biology as an example in the dental curriculum. To conclude, anatomical sciences allow dental technicians and prosthetists to a gain a better insight of how tissues function, leading to a better understanding of diagnosis, comprehensive treatment planning and referrals if needed. Patient communication and satisfaction also increases as a result of this deep understanding of oral tissues. Anatomical sciences bridge the gap between basic science, preclinical, and clinical courses, which leads to a holistic approach in patient management. Finally, treatment outcomes are positively affected due to the appreciation of the macro and micro structure of oral tissues. Anat Sci Educ 10: 395–404. © 2016 American Association of Anatomists.  相似文献   

Students’ perspectives of early assessment tasks in their first-year at university     

Theda Thomas  Diane Jacobs  Laurine Hurley  Jenny Martin  Svetlana Maslyuk  Mark Lyall 《Assessment & Evaluation in Higher Education》2019,44(3):398-414

Assessment plays an important role in first-year students’ transition to university, influencing how they learn. Poorly designed assessment can be demotivating and may even cause students to withdraw from university. An early low-stakes assessment task is recommended in first year, to provide information to students and staff on student progress, provide students with a positive experience and help them prepare for future assessments. This paper reports on first-year students’ experiences of two different early assessment tasks for two disciplines, one using an online quiz and the other a ‘research challenge’ that served as a precursor to writing an essay. The paper also presents lecturers’ reflections on what they learned, what they would change and the implications for others planning early assessment tasks for first years. Finally, ideas for future research are provided.  相似文献