Preschool Children’s Adjustment Following a Hurricane: Risk and Resilience in the Face of Adversity     

Andrew M. Terranova  Amanda Sheffield Morris  Sonya Myers  Mumbe Kithakye  Michael D. S. Morris 《Early education and development》2013,24(4):534-548

Research Findings: It is clear that disasters negatively affect both adults and children. Yet there is little research examining the mechanisms whereby some people are negatively affected by disasters whereas others are resilient to these negative effects. Family functioning and child characteristics might be factors that influence the impact of disasters on young children. We tested this premise in a sample of 118 children living in an area affected by a Category 3 hurricane, with 47 of these children participating before and after the hurricane. Results indicated that disaster experiences and emotion regulation are predictors of adjustment following natural disasters. Findings also suggested that the effects of disaster experiences on children’s adjustment are sometimes indirect through their impact on parental depression and parent hostility. Practice or Policy: These findings indicate that working to minimize the likelihood of parent–child separations during disasters could reduce the negative effects of disasters on children. In addition, promoting better emotional regulatory abilities in young children may help them to be more resilient when experiencing natural disasters, and providing parents with the support they need to more effectively parent may also decrease the likelihood that children will experience adjustment difficulties following disasters.  相似文献   

Gypsy,Roma and Traveller pupils in schools in the UK: inclusion and ‘good practice’     

Kalwant Bhopal  Martin Myers 《International Journal of Inclusive Education》2013,17(3):299-314

This paper examines inclusionary processes and examples of ‘good practice’ in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of ‘good practice’, but at the same time it stresses that the TES is not a substitute for the school’s educational and welfare responsibilities. The paper will also argue that the commitment of the head teacher and senior management team to the inclusive ethos of the school is crucial in setting the tone of the school towards positive treatment of Gypsy, Roma and Traveller pupils. Where an inclusive ethos works successfully it is often the result of a wider social engagement between the school and community. The paper will draw on qualitative interview data with parents, head teachers, deputies, heads of year, teachers, and classroom assistants at the schools.  相似文献   

Perceived instructor argumentativeness and verbal aggressiveness and student outcomes   总被引：2，自引：0，他引：2  

Scott A. Myers  Ronda L. Knox 《Communication Research Reports》2013,30(3):299-309

The purpose of this study was to examine the relationship between instructor argumentativeness and verbal aggressiveness, and student affective learning and satisfaction. Participants were 169 undergraduate students enrolled in a variety of communication courses at a small Midwestern university. Results indicate that perceived instructor argumentativeness is positively correlated with student affect toward the course, student affect toward the instructor, and student satisfaction whereas perceived instructor verbal aggressiveness is negatively correlated with student affect toward the course, student affect toward the instructor, and student satisfaction. Future researchers may examine the reasons behind instructor argumentative and verbally aggressive behaviors as well as the composition of the various messages used to exemplify these behaviors.  相似文献   

The Relationship Between College Students' Self-Reports of Class Participation and Perceived Instructor Impressions     

Scott A. Myers  Sean M. Horan  Carrie D. Kennedy-Lightsey  Paul E. Madlock  Robert J. Sidelinger  Kerry Byrnes 《Communication Research Reports》2013,30(2):123-133

The purpose of this investigation was to identify the extent to which college students' self-reports of their in-class participation are related to their impressions of instructors (i.e., credibility, attractiveness, and homophily). Participants were 223 undergraduate students enrolled in an introductory communication course at a large Mid-Atlantic university. Students' self-reports of their in-class participation were positively correlated with perceived instructor social attractiveness, physical attractiveness, background homophily, and attititude homophily, but not with perceived instructor competence, character, caring, and task attractiveness. Furthermore, class size, perceived instructor social attractiveness, and perceived instructor background homophily emerged as significant predictors of in-class participation.  相似文献   

Editorial     

Paul Myers  Howard Giles  Scott A. Reid  Robin L. Nabi 《Communication Studies》2013,64(4):291-292

Drawing on communication accommodation theory in a law enforcement context, young adults rated one of four written vignettes wherein an accommodating or nonaccommodating police officer issued a ticket for a minor or major traffic violation. The officer was rated less favorably along both cognitive and affective dimensions when he nonaccommodated rather than accommodated the offender. The effect of officer accommodation on evaluations of officer competence and social attractiveness were both mediated by intergroup sensitivity. These effects, which supported the theory, emerged irrespective of the severity of the violation. The findings add to the literature regarding the effects of intergroup sensitivity and open up new affective parameters for communication accommodation.  相似文献   

Free-range RSS Feeds and Farm-raised Journals: What to Expect When Using RSS as a TOC Service     

Adelaide Myers Fletcher 《Medical reference services quarterly》2013,32(2):172-179

Anyone who has tried to set up RSS feeds with or for a patron knows that the RSS feeds for e-journals can behave wildly, like free-range cattle, while the e-journals that libraries subscribe to tend to be more like farm-raised cattle, because they are packaged for institutions rather than individuals. Because of this disconnect, the experience of teaching RSS feeds to one's patrons can be fraught with “oops” moments. Knowing what to expect can help librarians prepare to teach patrons to use RSS feeds without scaring them away from a powerful tool. This article will discuss some problems to expect and ways to work around them.  相似文献   

Speech and Language Difficulties in Children With and Without a Family History of Dyslexia     

Julia M. Carroll  Joanne M. Myers 《Scientific Studies of Reading》2013,17(3):247-265

According to recent psychological theories of situation model construction, readers routinely and quickly construct inferences that elaborate causal antecedents of explicit events in the text, but not inferences about causal consequences. The process of forecasting lengthy causal chains into the future is taxing on working memory, so these inferences are either not constructed or their construction consumes a comparatively large amount of reading time. This study collected self-paced sentence reading times from younger and older adults who read expository texts on scientific and technological mechanisms. Readers were also measured on working memory span, general world knowledge, reasoning ability, and reading frequency. Multiple regression analyses on the reading times revealed that (a) causal consequence inferences were more time consuming than causal antecedent inferences and (b) noncausal elaborative inferences were not constructed. The pattern of beta weights for inference variables was remarkably similar for younger and older adults and was unaffected by other measures of individual differences. The process of constructing causal inferences is therefore stable and predictable across different groups of readers.  相似文献   

Intercollegiate collaboration: Reggio Emilia evokes conversations across disciplines     

Lynn Staley  Sally Myers 《Journal of Early Childhood Teacher Education》2013,34(1):27-31

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Effects of Talking on Exercise Tolerance     

B. Don Franks  Barbee C. Myers 《Research quarterly for exercise and sport》2013,84(3):237-241

Abstract

Two studies determined the effects of responding to questions on heart rate (HR), rating of perceived exertion (RPE), and time to voluntary exhaustion on a graded treadmill walking/running test in naive college students. The first study used 16 (8 female and 8 male) volunteers; each subject was tested both without talking and while responding to 3 questions during each exercise stage. The second study had independent groups (n = 10 females each): (1) no talking during the early exercise stages (two walking stages), but answering questions during the later (running) stages until exhaustion, and (2) answering questions during the walking stages, but not talking during the running stages. Differences between groups (.10 level) were determined by two-way ANOVA (talking/no talking; gender) and t test for independent groups, respectively. There were no gender/treatment interactions. Exercise tolerance, HR, and RPE were generally not affected by the tester asking subjects questions about subjects' physical activity habits, with the following exceptions: the first study found a lower HR response to light work when the subjects were responding to questions. In the second study, the subjects perceived the work to be harder with no talking during the second (walking) stage, and while talking during the third (running) stage. For subjects unaccustomed to exercise testing and not well known to the tester, it appears that the best test results occur when the tester talks to the subject during early stages of exercise, but not during moderate and heavy work.  相似文献   

The Effects of School Gardens on Children's Science Knowledge: A randomized controlled trial of low-income elementary schools     

Nancy M. Wells  Beth M. Myers  Lauren E. Todd  Karen Barale  Brad Gaolach  Gretchen Ferenz 《International Journal of Science Education》2013,35(17):2858-2878

This randomized controlled trial or ‘true experiment' examines the effects of a school garden intervention on the science knowledge of elementary school children. Schools were randomly assigned to a group that received the garden intervention (n?=?25) or to a waitlist control group that received the garden intervention at the end of the study (n?=?24). The garden intervention consisted of both raised-bed garden kits and a series of 19 lessons. Schools, located in the US states of Arkansas, Iowa, Washington, and New York, were all low-income as defined by having 50% or more children qualifying for the federal school lunch program. Participants were students in second, fourth, and fifth grade (ages 6–12) at baseline (n?=?3,061). Science knowledge was measured using a 7-item questionnaire focused on nutritional science and plant science. The survey was administered at baseline (Fall 2011) and at three time points during the intervention (Spring 2012, Fall 2012, and Spring 2013). Garden intervention fidelity (GIF) captured the robustness or fidelity of the intervention delivered in each classroom based on both lessons delivered and garden activities. Analyses were conducted using general linear mixed models. Survey data indicated that among children in the garden intervention, science knowledge increased from baseline to follow-up more than among control group children. However, science knowledge scores were uniformly poor and gains were very modest. GIF, which takes into account the robustness of the intervention, revealed a dose–response relation with science knowledge: more robust or substantial intervention implementations corresponded to stronger treatment effects.  相似文献