II. DEVELOPMENT OF ADOPTED CHILDREN WITH HISTORIES OF EARLY ADVERSITY     

Femmie Juffer  Jesús Palacios  Lucy Le Mare  Edmund J. S. Sonuga‐Barke  Wendy Tieman  Marian J. Bakermans‐Kranenburg  Panayiota Vorria  Marinus H. van IJzendoorn  Frank C. Verhulst 《Monographs of the Society for Research in Child Development》2011,76(4):31-61

This chapter first presents a review of research on the development of adopted children, focusing on meta‐analytic evidence and highlighting comparisons between adopted children with and without histories of early adversity. Some methodological issues arising from this literature are considered as well. Second, 7 longitudinal studies of adopted children's development are described, and the convergence of findings across the longitudinal studies and with the cross‐sectionally based meta‐analytic evidence is discussed. Third, the role of the adoptive family in supporting adopted children's development is explored.  相似文献   

V. THE NEUROBIOLOGICAL TOLL OF EARLY HUMAN DEPRIVATION     

Charles A. Nelson III  Karen Bos  Megan R. Gunnar  Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146

Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume.  相似文献   

Cultural capital and academic achievement of first generation domestic and international students in Canadian universities     

J. Paul Grayson 《British Educational Research Journal》2011,37(4):605-630

In Canada little research has been conducted on those who are the first in their families to attend university. Cultural reproduction theory suggests that such students would be less likely to engage in the type of activities that, according to the college impact model, contribute to academic achievement. In order to test these and other possibilities a longitudinal survey‐based study of domestic and international students was conducted at four Canadian universities. Overall it was found that university experiences did vary by the educational background of parents; however, such experiences were not always of consequence for academic achievement.  相似文献   

Event-related potentials: search for positive and negative child-related schemata in individuals at low and high risk for child physical abuse     

Milner JS  Rabenhorst MM  McCanne TR  Crouch JL  Skowronski JJ  Fleming MT  Hiraoka R  Risser HJ 《Child abuse & neglect》2011,35(4):249-266

  相似文献   

Experiencing production ramp-up education for engineers     

S. Bassetto  V. Fiegenwald  C. Cholez  F. Mangione 《European Journal of Engineering Education》2011,36(4):313-326

This paper presents a game of industrialisation, based on a paper airplane, that mimics real world production ramp-up and blends classical engineering courses together. It is based on a low cost product so that it can be mass produced. The game targets graduate students and practitioners in engineering fields. For students, it offers an experiment in which methods learned in separate courses can be applied. For practitioners, it affords an opportunity to engage in reflexive practices related to industrialisation. Both students and practitioners are able to experience integrated management, required by industrialisation, in a controlled environment: the laboratory.  相似文献   

An Australian study of generic competencies required by engineers   总被引：1，自引：1，他引：0  

S. A. Male  M. B. Bush  E. S. Chapman 《European Journal of Engineering Education》2011,36(2):151-163

Engineering curricula have expanded in recent decades. In addition to science and technical engineering, they now include several non-technical competencies. This is a trend reinforced by programme accreditation. The authors take the viewpoint that it is important to ensure that graduates have the competencies they will require for their work. The following question is addressed: What are the generic competencies that engineers graduating in Australia require for their work as engineers?

Competencies were identified from a broad range of literature and then rated by 300 established engineers for importance to their jobs. The results indicated that non-technical, attitudinal and technical competencies were perceived to be important. Eleven competency factors were revealed empirically. Profiles of these competency factors among graduates would assist evaluation and improvement of engineering programmes. This is the first quantitative study conducted in Australia that encompassed all engineering disciplines and focused on established engineers rather than recent graduates.  相似文献   

Conditional cash penalties in education: Evidence from the Learnfare experiment     

Thomas S. Dee 《Economics of Education Review》2011,30(5):924-937

Wisconsin's influential Learnfare initiative is a conditional cash penalty program that sanctions a family's welfare grant when covered teens fail to meet school attendance targets. In the presence of reference-dependent preferences, Learnfare provides uniquely powerful financial incentives for student performance. However, a 10-county random-assignment evaluation suggested that Learnfare had no sustained effects on school enrollment and attendance. This study evaluates the data from this randomized field experiment. In Milwaukee County, the Learnfare procedures were poorly implemented and the random-assignment process failed to produce balanced baseline traits. However, in the nine remaining counties, Learnfare increased school enrollment by 3.5 percent (effect size = 0.08) and attendance by 4.5 percent (effect size = 0.10). These results suggest that well-designed financial incentives may be an effective mechanism for improving the school persistence of at-risk students at scale.  相似文献   

Experience of cooperative learning in engineering   总被引：1，自引：1，他引：0  

Rocio Maceiras  Angeles Cancela  Santiago Urréjola  Angel Sánchez 《European Journal of Engineering Education》2011,36(1):13-19

The objective of this work is to share the authors’ experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors’ observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.  相似文献   

A comparison of educational factors promoting or discouraging the intent to remain in engineering by gender   总被引：1，自引：1，他引：0  

Catherine T. Amelink  Peggy S. Meszaros 《European Journal of Engineering Education》2011,36(1):47-62

This study seeks to examine key extrinsic and intrinsic factors that encourage or discourage persistence in attaining an engineering degree and pursuing an engineering-related career among both male and female undergraduates. Quantitative and qualitative findings from nine participating undergraduate degree programmes reveal that career expectations formulated through educational experiences as undergraduates play a key role in motivating students. Among females, faculty interaction in the classroom, such as feedback received and the degree to which the faculty treat them with respect, is an important encouraging factor. For both males and females, discouraging elements of the undergraduate experience include the amount of time for coursework, competition in engineering classes and grades. The findings have several practical implications that faculty and administrators can employ in shaping the undergraduate experience to encourage short- and long-term interest in engineering among both male and female students.  相似文献   

Valuing the benefits of the education provided by public universities: A case study of Minnesota     

Amy Damon  Paul Glewwe 《Economics of Education Review》2011,30(6):1242-1261

This study estimates the value of the private and public benefits that accrue to Minnesota residents from state government subsidies to higher education. In 2005, the University of Minnesota and the Minnesota State Colleges and Universities system received $832 million from Minnesota's state government to support educational programs. These subsidies allow these institutions to offer lower tuition rates, increasing the number of Minnesotans with bachelor and graduate degrees. We calculate that removing these subsidies would eventually lead to 14,000 fewer graduate degree holders in Minnesota, and reduce those with bachelor's degrees or “some college” by 42,000. The annual economic cost of these subsidies is about $326 million; this is less than annual state appropriations because most of those appropriations are income transfers from taxpayers to students, not an economic cost. We estimate that the annual value of the benefits of these subsidies is between $531 and $786 million ($381 and $570 million) when a 3% (5%) discount rate is used. We also discuss some of the income distribution consequences.  相似文献