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Kenneth A. Dodge Yu Bai Jennifer Godwin Jennifer E. Lansford John E. Bates Gregory S. Pettit Damon Jones 《Child development》2022,93(4):e357-e378
The hypothesis was tested that some children develop a defensive mindset that subsumes individual social information processing (SIP) steps, grows from early experiences, and guides long-term outcomes. In Study 1 (Fast Track [FT]), 463 age-5 children (45% girls; 43% Black) were first assessed in 1991 and followed through age 32 (83% retention). In Study 2 (Child Development Project [CDP]), 585 age-5 children (48% girls, 17% Black) were first assessed in 1987 and followed through age 34 (78% retention). In both studies, measures were collected of early adverse experiences, defensive mindset and SIP, and adult outcomes. Across both studies, a robust latent construct of school-age defensive mindset was validated empirically (comparative fit index = .99 in each study) and found to mediate the impact of early child abuse (38% in FT and 29% in CDP of total effect) and peer social rejection (14% in FT and 7% in CDP of total effect) on adult incarceration. 相似文献
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David Raymond Jones 《British Educational Research Journal》2022,48(1):137-159
In the context of the increased frustration and anxiety around managerialism of universities, this article explores how a group of 11 academics, from three different universities, diverse disciplines and levels are responding collectively outside of their work. Moreover, it tracks the enactment of the ‘Slow Swimming Club’, initiated by the author and jointly participated in and shaped by these academics. The club represents a particular form of leisure crafting, called slow swimming. Using an autoethnographic approach, the impact of the Slow Swimming Club was explored over a 10-year period. The article reflects on the initial effect of this practice, around an individualised compensatory respite from the academics’ feelings of frustration and insecurity. This respite was framed in terms of temporal and aesthetic task crafting. The article then reflects on how the external, counter-performative nature of leisure crafting has opened up time and space for job crafting, back in their universities. The differentiating feature of this research is around the role of academic agency in moving beyond respite towards structural contestation and more systemic change. It also highlights the importance of the relationship between leisure and work within this crafting process. Through placing the aesthetic and temporal dimensions in the foreground, the article offers a significant conceptual contribution to crafting typology. It also extends slow scholarship, by advocating an embodied, sensual and experiential response to the fast pedagogies of managerialism. 相似文献
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Sing-Kiat Ting Rachel Jian-Ai Thong Justine Lim Joy Yung-Re Jones Elizabeth 《International journal for the advancement of counseling》2022,44(3):550-568
International Journal for the Advancement of Counselling - Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures,... 相似文献
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Lescarret Colin Le Floch Valérie Sakdavong Jean-Christophe Boucheix Jean-Michel Tricot André Amadieu Franck 《European Journal of Psychology of Education - EJPE》2023,38(2):519-544
European Journal of Psychology of Education - The purpose of this research was to investigate the impact of students’ prior attitude on the processing of conflicting information regarding a... 相似文献
86.
Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: ‘getting in’, ‘getting on’ and ‘going further’, and that employers—at both strategic and relational levels—shape experiences at each stage. 相似文献
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Kevin M. Jones Cheryl J. Lungaro 《Journal of educational and psychological consultation》2013,23(3-4):323-332
This study examines whether teachers find a treatment clearly linked to a functional assessment more acceptable than treatments based on arbitrarily selected reinforcers. We randomly assigned 111 elementary school teachers to 3 experimental conditions. In all conditions, a problem vignette was read that included the same functional assessment summary but varied according to whether the treatment recommendation was linked to the assessment results. A one-way analysis of variance revealed significantly higher pretreatment acceptability ratings and likelihood of use for the treatment linked to assessment. Implications of these results for school-based consultation are discussed. 相似文献