Sisters, brothers, and delinquency: evaluating social influence during early and middle adolescence     

Slomkowski C  Rende R  Conger KJ  Simons RL  Conger RD 《Child development》2001,72(1):271-283

Although a number of studies have shown that brothers are highly correlated for delinquent behavior, much less research has been conducted on sisters. We propose that sisters, like brothers, show notable similarity for delinquent behavior, and also promote each other's delinquency through direct interaction. We examined these issues in 164 brother and sister pairs studied over a 4-year period (from early to middle adolescence) in a study of intact families in the rural Midwest. Sibling similarity for self-reports of delinquent behavior were highly correlated for both brothers and sisters. Conditional effects of high levels of hostile-coercive sibling relationships and older sibling delinquency predicted younger sibling delinquency in both brother and sister pairs. For brothers, conditional effects were also detected for high levels of warmth-support, in contrast to sisters. The conditional effects of older sibling delinquency and relationship quality were shown to predict change in younger sibling delinquency through adolescence. The results add to a growing literature on sibling effects as well as theoretical models that emphasize the role of social interaction between siblings as a risk factor for the development of delinquent activity in adolescence.  相似文献   

Types and frequencies of feedback interventions in classroom interaction in secondary education     

Lia Voerman  Paulien C. Meijer  Fred A.J. Korthagen  Robert Jan Simons 《Teaching and Teacher Education》2012

Contributing to the growing amount of literature on learning–enhancing feedback, this article attempts to distinguish between progress feedback and discrepancy feedback. Building on relevant literature drawn from psychology, we propose the use of a ratio of 3:1, positive:negative feedback. We analyzed contiguous 10 min blocks of classroom interactions from 78 teachers. Findings indicate that teachers seldom provide the types of feedback interventions identified as effective in enhancing learning in the course of typical classroom interactions. We examine potential explanations for this, discuss the consequences of this finding on teacher education and professional development, and offer several opportunities for future research.  相似文献   

Foster Mother–Infant Bonding: Associations Between Foster Mothers' Oxytocin Production,Electrophysiological Brain Activity,Feelings of Commitment,and Caregiving Quality     

Johanna Bick  Mary Dozier  Kristin Bernard  Damion Grasso  Robert Simons 《Child development》2013,84(3):826-840

This study examined the biological processes associated with foster mother–infant bonding. In an examination of foster mother–infant dyads (N = 41, mean infant age = 8.5 months), foster mothers' oxytocin production was associated with their expressions of behavioral delight toward their foster infant and their average P3 response to images of all infant faces in the first 2 months of the relationship. Three months later, foster mothers' oxytocin production was still associated with delight toward their foster infant and was also specifically associated with their P3 response to an image of their foster infant. Similar to biologically related mothers and infants, oxytocin appears to be associated with foster mothers' brain activity and caregiving behavior, with patterns suggestive of bond formation.  相似文献   

An Examination of the Factor Structure of the Hartford Geriatric Social Work Competency Scale-II Assessment and Intervention Subscales     

Robin P. Bonifas  Kelsey Simons 《Educational gerontology》2013,39(9):700-712

The Hartford Geriatric Social Work Competency Scale II (GSWCS-II) is the gold standard for assessment of social work competency and confidence in gerontological practice behaviors, but minimal research to date has examined the factor structure of this important instrument. This study employed exploratory factor analysis to determine the underlying structure of the measure's subscales related to assessment and intervention. Results indicate that the Assessment and Intervention subscales each have two underlying components that differentiate between core geriatric competencies necessary for all social workers and competencies required for specialists in aging. Findings have implications for the evaluation of competency and self-efficacy in gerontological social work, furthering the application of the GSWCS-II for both social work education and practice settings.  相似文献   

Successful campus outreach for academic libraries: Building community through collaboration,P. Keeran,C. Forbes (Eds.), Rowman & Littlefield,Lanham, MD (2018), (250 pp. $95.00. ISBN 978-1-5381-13701)     

Alexandra Simons 《The Journal of Academic Librarianship》2019,45(5)

  相似文献   

UNION PROPOSALS FOR WASHINGTON SCHOOLS     

William H. Simons 《Equity & Excellence in Education》2013,46(5):50-52

  相似文献   

Varieties of work related learning     

P. Robert-Jan Simons  Manon C.P. Ruijters 《International Journal of Educational Research》2008,47(4):241-251

Based on 30 interviews with and observations of professionals, 5 prototypical metaphors of learning are described and related to existing theories about learning. Two of the metaphors were previously described by Sfard: the acquisition and participation metaphors. As well, three new metaphors were found: the discovery metaphor, the apperception metaphor and the exercising metaphor. In an initial study, a newly devised questionnaire was tested with 713 elementary teachers, 92 principals and 33 support people. The five learning metaphors could be distinguished and proved to be reliable, although improvements were necessary. The correlations between the scales were as expected. Meaningful relations were found with the variables of the educational system, age, experience and educational level. In a second study, a revised questionnaire was tested with 556 professionals from 12 different organisations. The five learning metaphors proved to be more reliable than in the first study. The correlations between the scales were in line with expected patterns of correlations: implicit, explicit and social preferences correlated more with each other than with the other preferences. The expected differences between organisations, professions and groups were apparent and could be interpreted meaningfully. The discussion describes the practical use of the metaphors and suggestions for further research.  相似文献   

Librarians,Historians, and New Opportunities for Discourse: A Guide for Clio's Helpers,Joel D. Kitchens,Libraries Unlimited,Santa Barbara (2012), 120 pp. $50.00, ISBN: 978-1-59884-625-6     

Alexandra Simons 《The Journal of Academic Librarianship》2012,38(6):412-413

  相似文献   

Anatomy Teaching,a “Model” Answer? Evaluating “Geoff”, a Painted Anatomical Horse,as a Tool for Enhancing Topographical Anatomy Learning     

Edward Bietzk  Renate Weller  Victoria Simons  Sarah B. Channon 《Anatomical sciences education》2019,12(5):529-540

Development of new methods for anatomy teaching is increasingly important as we look to modernize and supplement traditional teaching methods. In this study, a life-sized equine model, “Geoff,” was painted with surface and deep anatomical structures with the aim of improving students’ ability to convert theoretical knowledge into improved topographical anatomy knowledge on the live horse. Third and fourth year veterinary medicine students (n = 45) were randomly allocated into experimental (used “Geoff”) and control (used textbook) groups. The efficacy of the model was evaluated through a structured oral exam using a live horse. Questionnaires gathered information on student confidence and enjoyment of the task. There was no significant difference in the performance of experimental and control groups either immediately (44±20% vs. 40±21%; P = 0.504) or 9 weeks after the learning intervention (55±17% vs. 55±20%; P = 0.980). There were however specific questions on which the experimental group performed better than controls, and for which gender effects were apparent. The students using “Geoff” showed a transient gain in confidence following the session (Likert scale 2.7 to 3.6) however the initial increase was no longer present at the second test. There was a significant influence of gender on confidence with greater confidence gains in females in the Experimental group. The students found the model to be extremely useful and both groups found the sessions enjoyable. The model will be of benefit as a complementary learning tool for students.  相似文献   

THE EDUCATIONAL MEANING OF COMMUNAL LAUGHTER: ON THE EXPERIENCE OF CORPOREAL DEMOCRACY     

Joris Vlieghe  Maarten Simons  Jan Masschelein 《Educational theory》2010,60(6):719-734

In this article Joris Vlieghe, Maarten Simons, and Jan Masschelein attempt to articulate a new way of dealing with the public character of education. Instead of discussing laughter as an instrument that one could use to facilitate established educational goals, the authors provide an extensive analysis of the phenomenon of laughter as a specific form of corporeal behavior. Their analysis demonstrates that when we laugh, we give an answer to a disorienting situation, but this answer is not the product of intentional agency. Instead, it consists in the uncontrollable spasmodic contraction of our diaphragm and other impersonal and automatic corporeal reactions. We are thus exposed to an ultimate loss of self‐control. The authors argue further that communal laughter—that is, when the lack of mastery over our own lives becomes a shared experience—results in what they call a “democracy of the flesh.” In this state, it is no longer possible to stick to well‐defined positions, nor is it tenable to defend any hierarchical ordering, including the strict hierarchy we typically find in the context of schooling and education. Common laughter makes equals out of us and grants the possibility of an unforeseen and unimaginable future. For precisely this reason, the authors conclude, communal laughter might be considered as an educational event itself.  相似文献