Arguing on the computer: a microgenetic study of developing argument skills in a computer-supported environment     

Kuhn D  Goh W  Iordanou K  Shaenfield D 《Child development》2008,79(5):1310-1328

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Attachment and Emotion Regulation during Mother-Teen Problem Solving: A Control Theory Analysis   总被引：5，自引：0，他引：5  

R. Rogers Kobak  Holland E. Cole  Rayanne Ferenz-Gillies  William S. Fleming  Wendy Gamble 《Child development》1993,64(1):231-245

We present a control theory analysis of adolescents' attachment strategies in the Adult Attachment Interview (AAI). In Study 1, Q-sort prototypes for secure/anxious and deactivating/hyperactivating strategies were used to differentiate between Main and Goldwyn's AAI classifications. In Study 2, we examined how AAI strategies were associated with emotion regulation during mother-teen problem solving. 4 aspects of mother-teen problem solving (dysfunctional anger, support/validation, avoidance of problem solving, and maternal dominance) were used to predict teens' AAI strategies. Teens with secure strategies engaged in problem-solving discussions characterized by less dysfunctional anger and less avoidance of problem solving. In addition, attachment security showed a curvilinear relation with maternal dominance, indicating that secure teens maintained balanced assertiveness with their mothers. Teens with deactivating strategies engaged in problem-solving interactions characterized by higher levels of maternal dominance and dysfunctional anger. The contribution of attachment strategies to teens' autonomy and to transformations in mother-teen relationships is discussed.  相似文献   

Double degrees: double the trouble or twice the return?     

A. Wendy Russell  Sara Dolnicar  Marina Ayoub 《Higher Education》2008,55(5):575-591

Double degrees (also called joint or combined degrees)—programs of study combining two bachelor degrees—are increasingly popular in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of support and absence of ‘learning communities’. These problems arise because double degrees sit outside the disciplinary structure of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives that would improve the experience, performance and persistence of double degree students. They would also build the skills of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip students for a range of employment; they are sorely needed in society.

Marina AyoubEmail:

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Australian students’ experiences of sexuality education at school     

Paulina Ezer  Lucille Kerr  Wendy Heywood  Jayne Lucke 《Sex education》2019,19(5):597-613

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Accountability Reform and Responsive Assessment for Immigrant Youth     

Chandler Patton Miranda  Hua-Yu Sebastian Cherng 《理论付诸实践》2018,57(2):119-126

Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement standardized tests. In this article, we explore how 1 highly successful high school that works exclusively with recently arrived immigrant teenagers has incorporated PBATs into its curriculum. We find that school leaders, teachers, and students agree that the use of rigorous performance assessments accomplishes language learning, content mastery, and test preparation simultaneously.  相似文献   

Emotion Regulation in Two-Year-Olds: Strategies and Emotional Expression in Four Contexts   总被引：8，自引：0，他引：8  

Wendy S. Grolnick  Lisa J. Bridges  James P. Connell 《Child development》1996,67(3):928-941

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Which sexual abuse victims receive a forensic medical examination? The impact of Children's Advocacy Centers     

Walsh WA  Cross TP  Jones LM  Simone M  Kolko DJ 《Child abuse & neglect》2007,31(10):1053-1068

OBJECTIVE: This study examines the impact of Children's Advocacy Centers (CAC) and other factors, such as the child's age, alleged penetration, and injury on the use of forensic medical examinations as part of the response to reported child sexual abuse. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on forensic medical exams in 1,220 child sexual abuse cases through review of case records. RESULTS: Suspected sexual abuse victims at CACs were two times more likely to have forensic medical examinations than those seen at comparison communities, controlling for other variables. Girls, children with reported penetration, victims who were physically injured while being abused, White victims, and younger children were more likely to have exams, controlling for other variables. Non-penetration cases at CACs were four times more likely to receive exams as compared to those in comparison communities. About half of exams were conducted the same day as the reported abuse in both CAC and comparison communities. The majority of caregivers were very satisfied with the medical professional. Receipt of a medical exam was not associated with offenders being charged. CONCLUSIONS: Results of this study suggest that CACs are an effective tool for furthering access to forensic medical examinations for child sexual abuse victims.  相似文献   

Emerging: the impact of the Artist Teacher Scheme MA on students’ pedagogical and artistic practices     

Tara Page  Jeff Adams  Wendy Hyde 《欧洲师范教育杂志》2011,34(3):277-295

The United Kingdom Artist Teacher Scheme (ATS) commissioned a study of the artistic and pedagogical practices of students on a recently established Artist Teacher Scheme MA (ATS MA). The aims of this study were to: investigate the motives and objectives teachers/educators have for undertaking this ATS MA programme, the impact the programme had on their artistic and pedagogical practices and their pupils’ learning; and make recommendations for future development of ATS MA programmes. Through the analysis of questionnaires it was found that the ATS MA’s strength lies in the development of communities of practice and peer support, artist teachers’ renewed confidence in their extended artistic and pedagogical practices, the professional development of artist teachers, and significant development of the art and design curriculum.  相似文献   

Beyond the local/general divide: English for academic purposes and process approaches to cross disciplinary,doctoral writing support   总被引：1，自引：0，他引：1  

Wendy Bastalich 《高等教育研究与发展》2011,30(4):449-462

One of the outcomes of the policy emphasis upon skills formation in countries like Australia and the UK has been an increase in cross-disciplinary structured programs for higher research degrees raising implicit, but often unexamined, questions about the curriculum and expertise that should inform them. Key insights from applied linguistics and composition studies about disciplinary similarities and differences and writing pedagogy for the development of university-wide structured programs are discussed in the article. In addition, student evaluations of two ‘social sciences, humanities and business' writing programs that were developed to reflect these insights are reported. The findings are read to suggest that the framework within which research training is conceptualized must consider not only the diversity of domains and activities that characterise higher degree research, but the communicative purposes against which research texts are evaluated and differentiated. The overlapping and contrasting nature of these purposes suggests collaborations among specific discipline groups in structured program provision within the research degree cohort, rather than the local/general research training split that is often assumed.  相似文献   

SELF‐ESTEEM GROUPS AT THE ELEANOR SMITH SCHOOL AND PRIMARY SUPPORT SERVICE     

Wendy Quayle  Jackie Holsworth 《Emotional and Behavioural Difficulties》2013,18(2):21-24

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