Does Sex Education Help Everyone?: Sex Education Exposure and Timing as Predictors of Sexual Health Among Lesbian,Bisexual, and Heterosexual Young Women     

Kaitlin Bodnar  Samantha L. Tornello 《Journal of educational and psychological consultation》2019,29(1):8-26

ABSTRACT

Using data from 2002 to 2013 collections of the National Survey of Family Growth, we explored how exposure and timing of sex education were associated with sexual health outcomes of 5,141 women between the ages of 15 and 20 years. Consistent with previous literature, sexual minority (e.g., lesbian and bisexual) women reported engaging in sexual intercourse with a male partner earlier than their heterosexual peers. Sexual minority women were also more likely to receive sex education after already engaging in sexual intercourse. Exposure to sex education was associated with poorer outcomes—such as an increased number of male sexual partners and higher reports of pregnancy—for sexual minority women but not for their heterosexual peers. Receiving sex education before engaging in intercourse was associated with an increase in birth control use among bisexual participants. Therefore, school psychologists and counselors should promote inclusive sex education programs that fully address the needs of sexual minority youth.  相似文献   

The influence of private primary schooling on children's learning: Evidence from three generations of children living in the UK          下载免费PDF全文

Samantha Parsons  Francis Green  George B. Ploubidis  Alice Sullivan  R. D. Wiggins 《British Educational Research Journal》2017,43(5):823-847

Much has been made of the academic success of children who have attended private secondary schools in Britain, but far less attention has been directed to whether there are similar benefits from attending a private primary school. Using data from three British birth cohorts—born in 1958, 1970 and 2000/1—this paper profiles the family background and personal characteristics of children at state‐funded and private fee‐paying schools and then investigates the effect of the type of primary school attended on academic progress made during the primary‐school years. Applying ‘value‐added’ linear regression and propensity score‐matching techniques, we find evidence of a positive association between private primary‐school attendance and a child's cognitive progress in all three cohorts. This effect remains after accounting for a wide range of individual and family characteristics, despite the very different times and socio‐economic circumstances experienced by the children and their families in the three studies. Findings are discussed and compared against contrasting international findings.  相似文献   

The effect of instruction method and relearning on Dutch spelling performance of third- through fifth-graders     

Samantha Bouwmeester  Peter P. J. L. Verkoeijen 《European Journal of Psychology of Education - EJPE》2011,26(1):61-74

In this study, we compared two instruction methods on spelling performance: a rewriting instruction in which children repeatedly rewrote words and an ambiguous property instruction in which children deliberately practiced on a difficult word aspect. Moreover, we examined whether the testing effect applies to spelling performance. One hundred eighty-six Dutch elementary-school students (grades 3, 4, and 5) participated in this study. A mixed design was used in the present study, with age group and instruction as between-subject variables and relearning as a within-subject variable. We showed that after a 2-day retention interval, the rewriting condition outperformed the ambiguous property condition on spelling performance in all grades. The effect of relearning type was not significant nor was the instruction × relearning interaction. An error analysis showed that relative to the rewrite instruction, the ambiguous property instruction led to more errors on the non-practiced part of the words. By contrast, the rewrite instruction and ambiguous property instruction did not differ with respect to the errors on the practiced part of the words. The findings provide strong evidence for the superiority of a rewriting study instruction over an ambiguous property study instruction with respect to the performance on a delayed spelling test. Results from the conditional error analyses suggest that the beneficial influence of rewriting emerges because rewriting requires children to process the whole word rather than only a part of the word.  相似文献   

Engagement and knowledge building in an afterschool STEM Club: analyzing youth and facilitator posting behavior on a social networking site     

Samantha G.L. Won  Michael A. Evans  Lixiao Huang 《Learning, Media and Technology》2017,42(3):331-356

Social networking sites (SNSs) are popular technologies used frequently among youth for recreational purposes. Increasing attention has been paid to the use of SNSs in educational settings as a way to engage youth interest and encourage academically productive discussion. Potential affordances of using SNSs for education include knowledge building, collaborative communities, and the ability to document and share processes and designs. In this study, the SNS, Edmodo, is examined as an educational tool used with Studio STEM. Results indicated that youth appropriated Edmodo to exhibit engagement and articulate knowledge through reciting facts, acknowledging learning, and documenting progress with the guidance of instructors and facilitators. Based on results, we suggest that efforts to include SNSs in integrative science, technology, engineering, and mathematics programming for youth prioritize consistent monitoring and guidance by supportive and more knowledgeable others as this serves to develop community and encourage youth engagement.  相似文献   

The Effectiveness of Interventions to Increase Parent Involvement in Special Education: A Systematic Literature Review and Meta-Analysis     

Samantha E. Goldman  Meghan M. Burke 《Exceptionality》2017,25(2):97-115

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Facilitating student learning in distance education: a case study on the development and implementation of a multifaceted feedback system     

Samantha N. Uribe  Michelle Vaughan 《Distance Education》2017,38(3):288-301

This paper reports on a case study conducted in an American university investigating the role of feedback within a distance education environment. Based on data gathered from online and hybrid undergraduate students in a teacher education program and supported by existing research, we describe how we support online learners by implementing a feedback system that incorporates multi-draft formative assessments and various feedback strategies. We describe these strategies (i.e. explicit feedback directions and feedback surveys) as well as data from formative assessments to demonstrate the impact of clear expectations and feedback on student performance in distance education. We present recommendations for online feedback and propose a feedback model for further study.  相似文献   

Socioeconomic Disparities in Language Input Are Associated With Children's Language-Related Brain Structure and Reading Skills     

Emily C. Merz  Elaine A. Maskus  Samantha A. Melvin  Xiaofu He  Kimberly G. Noble 《Child development》2020,91(3):846-860

The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult–child conversational turns or adult words had greater left perisylvian cortical surface area. Language input mediated the association between parental education and left perisylvian cortical surface area. Language input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in language-supporting brain structure and in turn reading skills.  相似文献   

Segmented sedentary time and physical activity patterns throughout the week from wrist-worn ActiGraph GT3X+ accelerometers among children 7-12 years old     

Gillian McLellan  Rosie Arthur  Samantha Donnelly  Duncan S.Buchan 《运动与健康科学(英文)》2020,9(2):179-188

Background:This study examined the volume and patterns of physical activity(PA) and sedentary time(ST) across different segments of the week among boys and girls.Methods:A total of 188 children aged 7-12 years wore a wrist-mounted ActiGraph GT3 X+accelerometer for 7 days.Time spent in PA and ST was calculated using ActiLife software.The mean number of minutes of light PA,moderate PA,vigorous PA,moderate-to-vigorous PA(MVPA),and ST were calculated per weekday(before school,during school,and after school) and per weekend day(morning and afternoon-evening).Results:After school represented the greatest accumulation of ST compared with before school and during school segments.Boys engaged in225.4 min/day of ST(95% confidence interval(CI):216-235),and girls engaged in 222.2 min/day of ST(95%CI:213-231).During school,boys engaged in significantly more MVPA than girls(46.1 min/day(95%CI:44-48) vs.40.7 min/day(95%CI:39-43)).Across the whole weekday,boys participated in significantly more MVPA than girls(103.9 min/day(95%CI:99-109) vs.95.7 min/day(95%CI:90-101)).The weekend afternoon—evening segment represented the larger accumulation of ST,where boys were significantly more sedentary than girls(367.5 min/day(95%CI:353-382) vs.339.8 min/day(95%CI:325-355),respectively).Conclusion:Our findings suggest that children are highly sedentary and spend little of their time in school in MVPA,especially girls.Routine breaks in school elicit increases in light PA and MVPA.Future work should consider the use of more active breaks within school time to encourage PA and reduce ST.  相似文献   

The Toxic University: zombie leadership,academic rock stars and neoliberal ideology     

Samantha Schulz  Bev Rogers 《International Studies in Sociology of Education》2019,28(3-4):367-369

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Pacing during a cross-country mountain bike mass-participation event according to race performance,experience, age and sex     

Samantha Louise Moss  Ben Francis  Giovanna Calogiuri  Jamie Highton 《European Journal of Sport Science》2019,19(6):793-801

This study describes pacing strategies adopted in an 86-km mass-participation cross-country marathon mountain bike race (the ‘Birkebeinerrittet’). Absolute (km·h^?1) and relative speed (% average race speed) and speed coefficient of variation (%CV) in five race sections (15.1, 31.4, 52.3, 74.4 and 100% of total distance) were calculated for 8182 participants. Data were grouped and analysed according to race performance, age, sex and race experience. The highest average speed was observed in males (21.8?±?3.7?km/h), 16–24?yr olds (23.0?±?4.8?km/h) and those that had previously completed >4 Birkebeinerrittet races (22.5?±?3.4?km/h). Independent of these factors, the fastest performers exhibited faster speeds across all race sections, whilst their relative speed was higher in early and late climbing sections (Cohen's d?=?0.45–1.15) and slower in the final descending race section (d?=?0.64–0.98). Similar trends were observed in the quicker age, sex and race experience groups, who tended to have a higher average speed in earlier race sections and a lower average speed during the final race section compared to slower groups. In all comparisons, faster groups also had a lower %CV for speed than slower groups (fastest %CV?=?24.02%, slowest %CV?=?32.03%), indicating a lower variation in speed across the race. Pacing in a cross-country mountain bike marathon is related to performance, age, sex and race experience. Better performance appears to be associated with higher relative speed during climbing sections, resulting in a more consistent overall race speed.  相似文献