INTERGENERATIONAL EXPERIENCE AND ONTOLOGICAL CHANGE     

Thomas G. McGowan  Sara Blankenship 《Educational gerontology》2013,39(6):589-604

The phenomenological concept of ontological change, or change in self‐understanding, is used to structure an analysis of the experiential impact of a college‐based, intergenerational service‐learning project. The semester‐long project aimed to create interpersonal, intergenerational situations in which students (N = 12) could experience for themselves the lack of fit between their inherited assumptions regarding aging and the actual meaning of aging as experienced by elders. Content analysis of students’ journals indicated that students experienced four temporally distinct types of experiences during the project. Students entered the project with an understanding as to how they should interact with their companions based on inherited assumptions regarding aging and the elderly (anticipation experiences). In the presence of their companions, however, the students’ assumptions were revealed as inappropriate and incapable of adequately guiding them in their interactions (personal‐conflict experiences). To alleviate the awkwardness experienced in the field, students had to reevaluate their understanding of themselves and their role in their intergenerational relationship and identify changes they could make to improve their intergenerational relationships (reevaluation experiences). Ten of 12 students reported effecting positive changes in their relationships after redefining their role vis‐à‐vis their companions (transposition experiences). Phenomenological theory provides (a) insight into the type of intergenerational relationships conducive to combating ageism and (b) a framework (journal content analysis) for assessing the experiential impact of program participation.  相似文献   

Reading Development in Young Children: Genetic and Environmental Influences     

Jessica A. R. Logan  Sara A. Hart  Laurie Cutting  Kirby Deater‐Deckard  Chris Schatschneider  Stephen Petrill 《Child development》2013,84(6):2131-2144

The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged approximately 6 through 12, from the Western Reserve Reading Project. Development of word‐level reading, reading comprehension, and rapid naming was examined using genetically sensitive latent quadratic growth curve modeling. Results confirmed the developmental trajectory described in the phenotypic literature. Furthermore, the same shared environmental influences were related to early reading skills and subsequent growth, but genetic influences on these factors were unique.  相似文献   

Mine or Yours? Development of Sharing in Toddlers in Relation to Ownership Understanding     

Celia A. Brownell  Stephanie S. Iesue  Sara R. Nichols  Margarita Svetlova 《Child development》2013,84(3):906-920

To examine early developments in other‐oriented resource sharing, fifty‐one 18‐ and 24‐month‐old children were administered 6 tasks with toys or food that could be shared with an adult playmate who had none. On each task the playmate communicated her desire for the items in a series of progressively more explicit cues. Twenty‐four‐month‐olds shared frequently and spontaneously. Eighteen‐month‐olds shared when given multiple opportunities and when the partner provided enough communicative support. Younger children engaged in self‐focused and hypothesis‐testing behavior in lieu of sharing more often than did older children. Ownership understanding, separately assessed, was positively associated with sharing and negatively associated with non‐sharing behavior, independent of age and language ability.  相似文献   

Parental Socioeconomic Status,Communication, and Children's Vocabulary Development: A Third‐Generation Test of the Family Investment Model     

Sara L. Sohr‐Preston  Laura V. Scaramella  Monica J. Martin  Tricia K. Neppl  Lenna Ontai  Rand Conger 《Child development》2013,84(3):1046-1062

This third‐generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first‐generation parents (G1), their children (G2), and the children of the second generation (G3). G1 SES was expected to predict clear and responsive parental communication. Parental investments were expected to predict educational attainment and parenting for G2 and vocabulary development for G3. For the 139 families in the study, data were collected when G2 were adolescents and early adults and their oldest biological child (G3) was 3–4 years of age. The results demonstrate the importance of SES and parental investments for the development of children and adolescents across multiple generations.  相似文献   

Portrait of a Lady     

Sara Van Alstyne Allen 《The Educational forum》2013,77(1)

  相似文献   

Teaching With Tupac: Building a Solid Grounding in Theory Across the Social Work Education Continuum     

Jennifer Elkins  Shari Miller  Harold Briggs  Sara Skinner 《Journal of Teaching in Social Work》2013,33(5):493-512

This article describes a collaborative and emergent approach utilizing Tupac Shakur’s “Brenda’s Got a Baby” to leverage theory education. This song/video uses a fictionalized account of a pregnant 12-year-old African American girl to chronicle the ecological realities of life in the inner city (e.g., teen pregnancy, drug addiction and trafficking, incest, poverty, dysfunctional families, lack of opportunity, ineffective educational and welfare systems, runaway youth, commercial sexual exploitation, violence, and a racially insensitive law enforcement response). Because of the complexity and convergence of multiple issues and social problems in Brenda’s life, and their impact across the micro–macro spectrum, this song/video is an effective anchor for a semester-long emphasis on a critically conscious approach to theory. This article (a) reviews hip-hop as a vehicle for pedagogy; (b) explores Tupac’s early history and approach to information dissemination; and (c) discusses underlying assumptions and application in BSW-, MSW-, and PhD-level theory courses.  相似文献   

Review Essay: The Law and Its Bedfellows: Nation Making through the Rhetoric of US Courtrooms     

Sara L. McKinnon 《Quarterly Journal of Speech》2013,99(3):324-337

Books reviewed

CROSSING DIFFERENCES: INTERRACIAL COMMUNICATION. By J. A. Blubaugh and D. L. Pennington. Columbus, Ohio: Bobbs‐Mcrrill, 1976; pp. ix+102. $3.95.

INTERCULTURAL AND INTERNATIONAL COMMUNICATION. By Fred Casmir. Washington, D.C.: University Press of America, 1978; pp. iii+814. $21.50.

PERSPECTIVES ON CROSS‐CULTURAL COMMUNICATION. By C. H. Dodd. Dubuque, Iowa: Wm. C. Brown Co., 1977; pp. iii+109. $4.95.

READINGS IN INTERCULTURAL COMMUNICATION: TEACHING INTERCULTURAL COMMUNICATION. Edited by David S. Hoopcs. Pittsburgh: SIETAR‐Uni‐versity of Pittsburgh, 1977; pp. 129. $4.95.

CULTURAL DIALOGUE: AN INTRODUCTION TO INTERCULTURAL COMMUNICATION. By Michael H. Prosser. Boston: Houghton Mifflin, 1978; pp. x+344. $10.95.

USIA INTERCULTURAL COMMUNICATION COURSE: 1977 PROCEEDINGS. Edited by Michael H. Prosser. Washington, D.C.: International Communication Agency, 1978; pp. xx+367. Complimentary.

COMMUNICATION YEARBOOK I. Edited by Brent D. Ruben. New Brunswick, N.J.: ICA‐Transaction Books, 1977; pp. xii+656. $24.95.

COMMUNICATION YEARBOOK II. Edited by Brent D. Ruben. New Brunswick, N.J.: ICA‐Transaction Books, 1978; pp. xi+587. $24.95.

FOUNDATIONS OF INTERCULTURAL COMMUNICATION. By K. S. Sitaram and R. T. Cogdell. Columbus, Ohio: Bobbs‐Merrill, 1976; pp. x+245. $11.95.  相似文献   

Spectrum of Teaching Styles Retrospective 2012     

Michael Goldberger  Sara Ashworth  Mark Byra 《Quest (Human Kinetics)》2013,65(4):268-282

The Spectrum of Teaching Styles was introduced by Dr. Muska Mosston in his 1966 book Teaching Physical Education. In this essay the development of the Spectrum is briefly recounted and five refinements made since 1966 are reviewed. In closing, the authors reflect on the influence of critiques from scholars in the field on the development of the Spectrum and Spectrum research.  相似文献   

Vision and Optimism: Empowering New Educators     

Sara Lee 《Religious education (Chicago, Ill.)》2013,108(4):367-370

Abstract

When people of faith participate in movements for social change, how are their religious and moral identities formed, challenged, and transformed? Although they have explicit and tangible goals as they participate in advocacy, protest, and boycotts, religious social activists also, James Jasper argues, craft “lives worth living” (1997). This article examines the identity-shaping power of religious participation in social movements, in conversation with scholarship in religious education and social movement theory; describes the relationship between social activism and theological imagination; and proposes some explicit practices for nurturing religious and moral formation.  相似文献   

Accuracy of Step Recording in Free-Living Adults     

Timothy K. Behrens  Mary K. Dinger  Sara K. Vesely  David A. Fields 《Research quarterly for exercise and sport》2013,84(5):542-547

  相似文献