Background Verbal and Physical Anger: A Comparison of Children's Responses to Adult-Adult and Adult-Child Arguments     

Mona El-Sheikh  Jaime Cheskes 《Child development》1995,66(2):446-458

Children's responses to adult-child conflict were examined and compared to their responses to adult-adult conflict. These responses were further analyzed in relation to 2 forms of anger expression: verbal and physical. 6–7- and 9–10-year-olds were interviewed after viewing videotaped segments of angry arguments. Although children were distressed by both adult-child and adult-adult conflict, the participants in conflict and form of anger expression moderated some of their responses. In adult-child conflict, children were more scared in response to physical versus verbal arguments. For verbal arguments, some children felt both more scared and mad during adult-adult conflict in comparison to adult-child conflict; however, the percentage of children reporting fear and anger was small. Intervention in conflict through siding with one party occurred more frequently in adult-child conflict versus adult-adult conflict. Responses were further moderated by the age and gender of the subject.  相似文献   

Supporting Immigrant-Origin Children: Grounding Teacher Education in Critical Developmental Perspectives and Practices     

Mona M. Abo-Zena 《The Teacher Educator》2018,53(3):263-276

ABSTRACT

Despite many welcoming individuals and communities, the hegemonic narrative regarding immigrant origin families suggests that hard work may not be enough to overcome the economic, social, and political walls within and encompassing the United States. The increasingly diverse stories of immigrant families are often met with undifferentiated policies and practices, despite considerable racial, ethnic, linguistic, socioeconomic, and other variations. This article provides teacher educators and teacher candidates an ecologically and developmentally sensitive framework to understand immigrant-origin children in a holistic manner in order to support their overall development and learning. It concludes by applying the framework to guide equity-based practices within schools, and by educators, policy makers, and the public so they may more effectively contribute to the education and development of immigrant-origin and other students.  相似文献   

Values as protective factors against violent behavior in Jewish and Arab high schools in Israel     

Knafo A  Daniel E  Khoury-Kassabri M 《Child development》2008,79(3):652-667

This study tested the hypothesis that values, abstract goals serving as guiding life principles, become relatively important predictors of adolescents' self-reported violent behavior in school environments in which violence is relatively common. The study employed a students-nested-in-schools design. Arab and Jewish adolescents ( N = 907, M age = 16.8), attending 33 Israeli schools, reported their values and their own violent behavior. Power values correlated positively, and universalism and conformity correlated negatively with self-reported violent behavior, accounting for 12% of the variance in violent behavior, whereas school membership accounted for 6% of the variance. In schools in which violence was more common, power values' relationship with adolescents' self-reported violence was especially positive, and the relationship of universalism with self-reported violence was especially negative.  相似文献   

Teachers’ views of professional learning and collaboration in four urban Lebanese primary schools     

Rima Bahous  Mona Nabhani 《Teacher Development》2016,20(2):197-212

This study to investigate how teachers develop their skills and knowledge to construct enthusiastic student learning and what part school principals play in that development was carried out in four primary schools serving disadvantaged communities in Beirut. In the absence of rich research in Lebanon on this topic, western literature was used to construct a conceptual framework on professional learning and teachers’ identities; collaborative cultures and learning communities; leadership, power and school cultures. Drawing on a social interactionist epistemology, in each case study school, the views of about 10 teachers and the school principal and some students were collected through semi-structured interviews. The qualitative data were analysed thematically. Emergent findings suggest that collaborative cultures, predicated on helping students to engage enthusiastically with learning, sponsored by assertive school principals led to teachers developing a strong sense of community and positive identities through professional development.  相似文献   

Teacher researchers creating communities of research practice by the use of a professional development approach     

Mona Holmqvist  Heléne Bergentoft  Per Selin 《Teacher Development》2018,22(2):191-209

The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other.  相似文献   

Disarming Hatred: History Education,National Memories,and Franco‐German Reconciliation from World War I to the Cold War     

Mona Siegel  Kirsten Harjes 《History of education quarterly》2012,52(3):370-402

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HEALTH CARE EDUCATORS’ KNOWLEDGE AND ATTITUDES REGARDING SEXUALITY IN THE AGED     

J. Conrad Glass Jr.  Mona L. Webb 《Educational gerontology》2013,39(8):713-733

Health care providers’ knowledge of and attitudes toward sexuality in older adults may have an impact on the overall quality of care they provide to older clients. One place to begin improving the knowledge and attitudes of health care professionals may be health care educators. If educators have accurate knowledge and positive attitudes, they can help their students acquire accurate knowledge and develop positive attitudes. Forty‐two health care educators in a large community college completed a sexuality knowledge and attitude scale. The study attempted to determine the extent of the educators’ knowledge of sexuality in the aged, their attitudes toward it, the relationship between sexual knowledge and attitudes, and the relationship of knowledge and attitudes to certain personal / demographic variables and professional / experiential factors. The results indicated that the health care educators had limited knowledge regarding aged sexuality but held positive attitudes toward it. No significant relationship was found between knowledge and attitudes. Older health care educators and educators who had participated in continuing education related to sexuality possessed more knowledge about aged sexuality. Educators who rated themselves as more religious held more restrictive attitudes.  相似文献   

Preschools for Science: The Child Study Centre at the University of British Columbia, 1960–1997     

Penney Clark  Mona Gleason  Stephen Petrina 《History of education quarterly》2012,52(1):29-61

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Disciplining the Student Body: Schooling and the Construction of Canadian Children's Bodies, 1930–1960     

Mona Gleason 《History of education quarterly》2001,41(2):189-215

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Understanding the mediating role of corporal punishment in the association between maternal stress,efficacy, co-parenting and children's adjustment difficulties among Arab mothers     

Mona Khoury-Kassabri  Shalhevet Attar-SchwartzHana Zur 《Child abuse & neglect》2014

This study, guided by the Family Systems Theory, examines the direct effect of maternal use of corporal punishment on children's adjustment difficulties. Also, it explores whether corporal punishment serves as a mediating factor in the relationship between several maternal characteristics, marital relationships, and children's adjustment difficulties. A total of 2,447 Arab mothers completed anonymous, structured, self-report questionnaires. The use of corporal punishment was generally strongly supported by the Arab mothers in our sample. A greater likelihood of using corporal punishment was found among mothers of boys rather than girls, among mothers with lower perceived self-efficacy to discipline children, and among mothers with a lower perception of their husbands’ participation in child-related labor. In addition, the higher a mother's reports on disagreement with her husband about discipline methods and the stronger her level of maternal stress, the more likely she was to use corporal punishment. Corporal punishment also mediated the association between the above mentioned factors and child adjustment difficulties. Furthermore, a husband's emotional support and family socioeconomic status were directly associated to children's adjustment difficulties. The results of the current study emphasize the need to observe children's development within the context of their family systems and to consider the mutual influences of different subsystems such as marital relationships and mother–child interactions. Prevention and intervention programs should raise parents’ awareness concerning the harmful effects of corporal punishment and take into account the impact of dynamic transactions of parental conflicts and disagreements regarding discipline methods on child outcomes.  相似文献