Mapping the classroom emotional environment   总被引：1，自引：0，他引：1  

Shane T. Harvey  David Bimler  Ian M. Evans  John Kirkland  Pia Pechtel 《Teaching and Teacher Education》2012

Harvey and Evans (2003) have proposed that teachers’ emotional skills, as required in the classroom, can be organized into a five-dimensional model. Further research is necessary to validate this model and evaluate the importance of each dimension of teacher emotion competence for educational practice. Using a statistical method for mapping psychological constructs, teachers’ emotional practices were transformed into a ‘map’ with three spatial dimensions, which was supported by comparative validity checks. The nature of emotional practice was further investigated by administering a Q-Sort of emotional practice items to 100 teachers. Ten highly applicable clusters of emotional behavior across six profile patterns with teachers were identified. Authors’ model and the applicability of emotions were generally supported.  相似文献   

No University is an Island: Saving Academic Freedom – By Cary Nelson     

G. R. Evans 《Higher Education Quarterly》2011,65(1):108-110

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Stones and stars     

Evans  James 《Metascience》2010,19(2):311-313

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EDITORIAL     

Mary Briggs  Suzanne Carrington  Chris Coates  Mary Doveston  Anthony Feiler  Cath Gristy  Elaine Hall  Jenny Hankey  Jane Holford  Marie Howley  Mary Kellett  Jackie Lown  Elspeth McCartney  Diane Montgomery  Melanie Nind  Sue Pearson  Richard Rose  Geoff Tennant  Kate Wall  Philip Garner 《Support for Learning》2009,24(1):3-4

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RESEARCH ON TEACHING ABILITY     

K. M. Evans 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):22-36

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Humanism and Counter‐Reformation at the Central European Universities∗     

R.J.W. Evans 《History of education》2013,42(2):1-15

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Linking clinic patients to Internet-based,condition-specific information prescriptions     

Emily Coberly  Suzanne Austin Boren  J. Wade Davis  Amanda L McConnell  Rebecca Chitima-Matsiga  Bin Ge  Robert A Logan  William C Steinmann  Robert H Hodge 《Journal of the Medical Library Association》2010,98(2):160-164

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Vademecum Contemporary History Moldova: A Guide to Archives,Research Institutions,Libraries, Associations,Museums and Sites of Memory by Klaus Bochmann and Marina Dumbrava,eds     

Laura Evans 《Slavic & East European Information Resources》2013,14(1-2):97-98

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The Evolution of Smokey Bear: Environmental Education About Wildfire for Youth     

Heidi L. Ballard  Emily Evans  Victoria E. Sturtevant  Pamela Jakes 《The Journal of environmental education》2013,44(4):227-240

Many environmental education programs in the United States educate youth about the prevention of wildfire and its role in ecosystems. We reviewed 50 wildfire education programs for youth (WEY) in the U.S. through an Internet search and interviews with program providers. We investigated whether they reflect current wildfire science, environmental education (EE) instructional strategies, and place-based education (PBE) approaches. We found that while one-third of the programs focus exclusively on wildfire prevention, suppression, and safety topics, one-third focuses on fire ecology, management, and science, and one-third includes all these topics, mirroring evolving scientific approaches to wildfire. Also, while state and federal agencies design and disseminate much of the curricula used, 60% of WEY programs incorporate local social and ecological contexts, revealing the close relationship between WEY and PBE.  相似文献   

Child maltreatment severity and adult trauma symptoms: Does perceived social support play a buffering role?     

Sarah E. Evans  Anne L. SteelDavid DiLillo 《Child abuse & neglect》2013

Objectives

The current study investigates the moderating effect of perceived social support on associations between child maltreatment severity and adult trauma symptoms. We extend the existing literature by examining the roles of severity of multiple maltreatment types (i.e., sexual, physical, and emotional abuse; physical and emotional neglect) and gender in this process.

Methods

The sample included 372 newlywed individuals recruited from marriage license records. Participants completed a number of self-report questionnaires measuring the nature and severity of child maltreatment history, perceived social support from friends and family, and trauma-related symptoms. These questionnaires were part of a larger study, investigating marital and intrapersonal functioning. We conducted separate, two-step hierarchical multiple regression models for perceived social support from family and perceived social support from friends. In each of these models, total trauma symptomatology was predicted from each child maltreatment severity variable, perceived social support, and the product of the two variables. In order to examine the role of gender, we conducted separate analyses for women and men.

Results

As hypothesized, increased severity of several maltreatment types (sexual abuse, emotional abuse, emotional neglect, and physical neglect) predicted greater trauma symptoms for both women and men, and increased physical abuse severity predicted greater trauma symptoms for women. Perceived social support from both family and friends predicted lower trauma symptoms across all levels of maltreatment for men. For women, greater perceived social support from friends, but not from family, predicted decreased trauma symptoms. Finally, among women, perceived social support from family interacted with child maltreatment such that, as the severity of maltreatment (physical and emotional abuse, emotional neglect) increased, the buffering effect of perceived social support from family on trauma symptoms diminished.

Conclusions

The results of the current study shed new light on the potential for social support to shield individuals against long-term trauma symptoms, and suggest the importance of strengthening perceptions of available social support when working with adult survivors of child maltreatment.  相似文献