Psychoeducational Support for Parents of Children with Intellectual Disability: An Outcome Study     

Cynthia L. Schultz  Noel C. Schultz  Elizabeth J. Bruce  Kosmas X. Smyrnios  Lindsay B. Carey  Christa L. Carey 《International Journal of Disability, Development & Education》1993,40(3):205-216

The pressures frequently encountered by the parents of children with chronic conditions and the concomitant impact on family life have been well‐documented. Family‐focussed interventions have been advocated to address parents’ difficulties. The present evaluation study was undertaken to ascertain long‐term outcomes of the psychoeducational support program, Caring for Parent Caregivers. The aim of the program is to empower the individual and thereby strengthen family resources. Quantitative and qualitative analytical procedures, which included the written evaluations of treatment subjects, were employed to examine program effectiveness. For the fathers and mothers of children with disabilities, psychological health and well‐being was assessed on the General Health Questionnaire, using a pretest and follow‐up control group design. Results showed a statistically significant difference between groups, 12 months after treatment, with program participants displaying less emotional distress than control group subjects. The positive direction of behavioural and attitudinal outcomes, which emerged from evaluation of the small group intervention, were similar for both mothers and fathers. Overall satisfaction with the program was very high, with useful recommendations for program development and for future research and practice being identified.  相似文献   

Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered     

Marlen Goldschmidt  Franz-Josef Scharfenberg  Franz X. Bogner 《The Journal of educational research》2016,109(1):27-36

Given the rapid development of modern biotechnology, attention to socioscientific issues in educational contexts is crucially important to support students in becoming responsible citizens. The authors' research focused on the impact of discussing socioscientific issues during biology lessons under 3 different treatments (teacher guided, student centered, text only), comparing these treatments with regard to cognitive achievement, cognitive load, and instructional efficiency. The biology lessons were part of an educational intervention with Bavarian 10th-grade students (N = 583) in an out-of-school laboratory on plant genetic engineering. The teacher-guided group performed significantly better regarding knowledge increase, while the cognitive load of the student-centered group was significantly higher. Accordingly, teacher-guided discussion led to the highest instructional efficiency, suggesting an enhanced cognitive achievement through the teacher's guidance. However, a student-centered approach allows students to contribute more of their own opinions, making further research in this area desirable. Finally, we discuss potential implications for teaching and teacher education.  相似文献   

Universal, developmental, and variable aspects of young children's play: a cross-cultural comparison of pretending at home     

Haight WL  Wang XL  Fung HH  Williams K  Mintz J 《Child development》1999,70(6):1477-1488

Using longitudinal data from five Irish American families in the United States and nine Chinese families in Taiwan, in conjunction with an emerging body of evidence in the cultural psychology literature, we propose universal, culturally variable, and developmental dimensions of young children's pretend play. Possible universal dimensions include the use of objects, and the predominantly social nature of pretend play. Developmental dimensions include increases in the proportion of social pretend play initiated by the child, the proportion of partner initiations elaborated upon by the child, and caregivers' use of pretend play initiations to serve other, nonplay social functions. Culturally variable dimensions include the centrality of objects, the participation of specific play partners, the extent of child initiations of social pretend play with caregivers, the various functions of social pretend play in interaction, and specific themes. These findings raise the theoretical issue of how universal and variable dimensions of pretend play interact in specific communities to create distinctive development pathways.  相似文献   

Parental sensitivity, infant affect, and affect regulation: predictors of later attachment     

Braungart-Rieker JM  Garwood MM  Powers BP  Wang X 《Child development》2001,72(1):252-270

This longitudinal study on 94 families examined the extent to which parent sensitivity, infant affect, and affect regulation at 4 months predicted mother-infant and father-infant attachment classifications at 1 year. Parent sensitivity was rated from face-to-face interaction episodes; infant affect and regulatory behaviors were rated from mother-infant and father-infant still-face episodes at 4 months. Infants' attachment to mothers and fathers was rated from the Strange Situation at 12 and 13 months. MANOVAs indicated that 4-month parent and infant factors were associated with infant-mother but not infant-father attachment groups. Discriminant Function Analysis further indicated that two functions, "Affect Regulation" and "Maternal Sensitivity," discriminated infant-mother attachment groups; As and B1-B2s showed more affect regulation toward mothers and fathers than B3-B4s and Cs at 4 months, and mothers of both secure groups were more sensitive than mothers of Cs. Finally, the association between maternal sensitivity and infant-mother attachment was partially mediated by infant affect regulation.  相似文献   

Module-Phase-Dependent Development of Pedagogical Content Knowledge: Replicating a Role-Change Approach in Pre-Service Teacher Education in an Outreach Lab     

Scharfenberg  Franz-Josef  Bogner  Franz X. 《Research in Science Education》2021,51(5):1177-1195

Research in Science Education - How pre-service teachers (PST) develop components of pedagogical content knowledge (PCK) is an open question. Theoretically based on PCK and combined with student...  相似文献   

Environmental values and environmental concern     

Gregor Torkar  Franz X. Bogner 《Environmental Education Research》2019,25(10):1570-1581

Abstract

Attitudes, values and concerns are frequently measured to monitor individual preferences of adolescents. As there is still some discussion about how to monitor those variables with respect to empirical instruments, directions of items or length of instruments, we applied two established scales (2 Major Environmental Value Model [2-MEV] and Environmental Motives Scale [EMS]) to a Slovenian sample of 804 middle and high school students. Subsequently, we confirmed the validity and reliability of both scales as well as their applicability to Slovene subjects, aged 12–18?years. The main objective of our study was to explore the relationship between three factors of environmental concern (EMS) and the two higher-order factors of utilisation of nature and preservation of nature (2-MEV). The results show that altruistic (ALT), biospheric (BIO) and egoistic (EGO) environmental concerns correlate strongly positively with preservation of nature, but negatively and less strongly but still significantly with utilisation of nature. We conclude that raising awareness of EGO environmental concern may be as important as ALT and/or BIO concern for understanding the environmental values and attitudes of an individual. Consequences and recommendations for designing and completing educational programmes are discussed.  相似文献   

Nuclear Power for Catalonia: The Role of the Official Chamber of Industry of Barcelona, 1953–1962     

Francesc?X.?Barca?SalomEmail author 《Minerva》2005,43(2):163-181

Between 1939 and 1959, the regime led by General Franco pursued a policy of economic self-sufficiency. This policy inflicted great injury on Spanish science and industry, not least in Catalonia, and in its capital, Barcelona. In response, Catalan industry looked to a future made more promising by the advent of nuclear power. This paper describes the innovative role of an industrial body, the Official Chamber of Industry of Barcelona, in catalyzing one the first programmes of teaching and research in nuclear engineering in Spain.  相似文献   

The impact of parenting on risk cognitions and risk behavior: a study of mediation and moderation in a panel of African American adolescents     

Cleveland MJ  Gibbons FX  Gerrard M  Pomery EA  Brody GH 《Child development》2005,76(4):900-916

Hypotheses concerning the extent to which adolescents' cognitions mediate the relation between parenting behaviors and adolescent substance use were examined in a panel of African American adolescents (N = 714, M age at Time 1 = 10.51 years) and their primary caregivers. A nested-model approach indicated that effective parenting (i.e., monitoring of the child's activities, communication about substances, and parental warmth) was related to adolescent substance use more than 5 years later. The parenting behaviors protected the adolescent from subsequent alcohol, tobacco, and marijuana use through associations with two cognitive elements from the prototype/willingness model: favorable risk images (prototypes) and behavioral willingness. Additional analyses indicated that these protective effects were strongest among families residing in high-risk neighborhoods.  相似文献   

When They Think You Oughta Wanna Tell ‘Em What They Oughta Do: An Exercise in Exploring Responsibility     

David X. Swenson 《Counselor Education & Supervision》1976,16(1):71-73

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Assessing the influence of field- and GIS-based inquiry on student attitude and conceptual knowledge in an undergraduate ecology lab          下载免费PDF全文

Simmons ME  Wu XB  Knight SL  Lopez RR 《CBE life sciences education》2008,7(3):338-345

Combining field experience with use of information technology has the potential to create a problem-based learning environment that engages learners in authentic scientific inquiry. This study, conducted over a 2-yr period, determined differences in attitudes and conceptual knowledge between students in a field lab and students with combined field and geographic information systems (GIS) experience. All students used radio-telemetry equipment to locate fox squirrels, while one group of students was provided an additional data set in a GIS to visualize and quantify squirrel locations. Pre/postsurveys and tests revealed that attitudes improved in year 1 for both groups of students, but differences were minimal between groups. Attitudes generally declined in year 2 due to a change in the authenticity of the field experience; however, attitudes for students that used GIS declined less than those with field experience only. Conceptual knowledge also increased for both groups in both years. The field-based nature of this lab likely had a greater influence on student attitude and conceptual knowledge than did the use of GIS. Although significant differences were limited, GIS did not negatively impact student attitude or conceptual knowledge but potentially provided other benefits to learners.  相似文献