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Research in the social sciences has focused extensively on the relationship between family background, educational attainment and social destination, on the one hand, and on the processes of skills creation and skills use, on the other. This paper brings these two branches of the literature together by examining the correlation between a range of social factors. The methodology we adopt provides a comprehensive approach to the study of the channels through which literacy skills are acquired, taking into account the interrelation of family background, educational attainment, and the use of skills at work and at home. We use the Programme of International Assessment of Adult Competences (PIAAC) dataset and apply a structural equation model (SEM). Our results show that family background and education play an important role in the configuration of adult skills and skill practices. Unequal family access to resources has a strong impact at later stages in life and strongly affects educational attainment and skills outcomes. Additionally, skills use has a positive and direct impact on adult skills. 相似文献
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Although recent research has highlighted that lesbian, gay, bisexual and transgender (LGBT) youths represent a resilient population, they still suffer from social stigma and oppression, being potentially at additional risk of developing negative mental health outcomes. One of the main environments where violence and harassment against this population are present is the school. Within school contexts, the impact that teachers can have on the educational experiences of LGBT youths seems to be a crucial point. This paper explored sexist, homophobic and transphobic attitudes among 438 pre-service teachers in relation to specific socio-demographic features. Results indicated that being male, heterosexual, conservative and currently religious were positively associated with sexist, homophobic, and transphobic attitudes and feelings, and having a LGBT friend was negatively associated with homophobic and transphobic attitudes and feelings. These results suggest the need to introduce specific training on the deconstruction of gender and sexual stereotypes and prejudices, to provide teachers with efficient tools to address diversity in the classrooms and to implement inclusive school policies. Suggestions for the implementation of good practices are provided. 相似文献
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Isabella＆Koneilkinson 《中学生(作文版)》2011,(7):8-9
暑假来啦,终于有大把时间做自己喜欢的事了!怎么样，你的计划表上是否已写得满满了呢？其中包括装扮你的私密小天地——卧室吗？今天．我们就给大家强力推荐两款环保、制作简单又美到不行的灯饰．赶快动手吧。让你的卧室美美地亮起来! 相似文献
14.
Isabella Pescarmona 《Education 3-13》2015,43(1):30-39
Complex Instruction (CI) is a cooperative learning approach, which aims at improving the equal status interaction among students working in groups who may be at different academic and social levels. Based on an ethnographic research, the article examines how a group of Italian primary school teachers understand the status problem and how the finding from this research demonstrates a change in their expectations of competence through using CI. This research analyses to what extent these teachers meet the original goal of achieving greater equity, as well as discussing implications for teachers' professional development. 相似文献
15.
Russell A. Isabella 《Child development》1993,64(2):605-621
This study built on attachment theory and previous research in examining the interactional origins of the secure, insecure-resistant, and insecureavoidant patterns of attachment. Maternal sensitive responsivity, rejection, and activity were the focus of repeated naturalistic observations when infants were 1, 4, and 9 months of age; quality of attachment was assessed at 1 year. Mothers of secure 1-year-olds were observed to be more sensitively responsive at 1 and 4 months and less rejecting at 1 and 9 months than mothers of insecure infants. Mothers of insecure-avoidant infants were more rejecting at 9 months, whereas mothers of insecure-resistant infants were least sensitively responsive and most rejecting at 1 month; the insecure groups were also differentiated on the basis of patterns of change from 1 to 9 months, with mothers of resistant infants becoming less rejecting and mothers of avoidant infants becoming more rejecting relative to other mothers. 相似文献
16.
Interactional Synchrony and the Origins of Infant-Mother Attachment: A Replication Study 总被引：1，自引：0，他引：1
This study sought to replicate previous work in testing the hypothesis that interactions of dyads developing secure attachment relationships would be characterized by disproportionately synchronous and those of dyads developing insecure relationships by disproportionately asynchronous exchanges. Additionally, a priori hypotheses were tested regarding expected differences in the interactional histories of dyads developing insecure-avoidant and insecure-resistant attachments. Results supported the study's predictions in all cases. Dyads developing secure attachments were observed at 3 and 9 months to interact in a disproportionately well-timed, reciprocal, and mutually rewarding manner; dyads developing insecure relationships were disproportionately characterized by interactions in which mothers were minimally involved, unresponsive to infant signals, or intrusive. Within the insecure group, as predicted, 3- and 9-month interactions of avoidant dyads were characterized by maternal intrusiveness and overstimulation; resistant dyads were characterized at both ages by poorly coordinated interactions in which mothers were underinvolved and inconsistent. These findings are discussed as they lend to a growing body of evidence concerning associations between differential interactional histories and attachment quality. 相似文献
17.
Timothy K. F. Fung Dominique Brossard Isabella Ng 《Mass Communication and Society》2013,16(5):553-577
The purpose of this study is to examine the interactive effect of worldviews and media frames on policy preference. Using flooding as a case study, we examine the interplay of ecological worldviews and news framed as either emphasizing harmony with nature or mastery over nature on individuals' preference for flood protection policy. A total of 255 undergraduate students participated in a 2 (ecological worldviews: balance-with-nature vs. human-domination-over-nature) × 2 (media frames: harmony frame vs. mastery frame) between-subjects experiment. The findings indicate that both the balance-with-nature worldview and the human-domination-over-nature worldview have significant impacts on preference for flood protection policy. Furthermore, the harmony frame amplified the effect of the balance-with-nature worldview in supporting a natural approach to flood protection. In contrast, the mastery frame amplified the effect of the human-domination-over-nature worldview on the preference for a structural approach to flood protection. Implications are discussed. 相似文献
18.
In order to explore the relationship between recollected experiences in one's family of origin and changes in marriage following the birth and rearing of a new baby, data collected as part of a larger and more extensive study of infant and family development were analyzed. Multiple regression analyses revealed that retrospective reports of how one was reared by parents and of how parents got along as husband and wife in one's family of origin reliably predicted changes in marriage from the last trimester of pregnancy through the time the baby was 9 months of age. Most significantly, results indicated that husband-wife differences in evaluations of marital adjustment increased over time when individuals recalled being reared in a cold-rejecting as opposed to warm-supportive manner, especially when individuals also recalled their own parents as not having an especially harmonious marital relationship. These findings are discussed in terms of potential processes by which experiences in one's family of origin may affect the way couples adjust to the birth and rearing of a new baby. 相似文献
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Connor D. O'Rear Isabella Seip Joanna Azar Arthur J. Baroody Nicole M. McNeil 《Child development》2023,94(4):985-1001
This study examined how book features influence talk during shared book reading. We used data from a study in which parent–child dyads (n = 157; child's Mage = 43.99 months; 88 girls, 69 boys; 91.72% of parents self-reported as white) were randomly assigned to read two number books. The focus was comparison talk (i.e., talk in which dyads count a set and also label its total), as this type of talk has been shown to promote children's understanding of cardinality. Replicating previous findings, dyads produced relatively low levels of comparison talk. However, book features influenced the talk. Books containing a greater number of numerical representations (e.g., number word, numeral, and non-symbolic set) and a greater word count elicited more comparison talk. 相似文献