Preventing teen Pregnancy and Academic Failure: Experimental Evaluation of a Developmentally Based Approach   总被引：4，自引：0，他引：4  

Joseph P. Allen  Susan Philliber  Scott Herrling  Gabriel P. Kuperminc 《Child development》1997,68(4):729-742

A true experimental evaluation was conducted of a national volunteer service program, Teen Outreach, that was designed to prevent adolescent problem behaviors by enhancing normative processes of social development in high school students. This evaluation addressed 2 problem behaviors in adolescence—teenage pregnancy and school failure—for which experimental evidence about successful preventive programs has been largely lacking. High school students (N=695) in 25 sites nationwide were randomly assigned to either a Teen Outreach or Control group and were assessed at both program entry and at program exit 9 months later. Rates of pregnancy, school failure, and academic suspension at exit were substantially lower in the Teen Outreach group, even after accounting for student sociodemographic characteristics and entry differences between groups. Results are interpreted as suggesting the potential value both of the Teen Outreach Program specifically and also more generally of interventions that seek to prevent problem behaviors by addressing broad developmental tasks of adolescence rather than by focusing upon individual problem behaviors or micro skills.  相似文献   

A Dark Knight for public education: Using Batman as an apparatus of diffraction with neoliberal education reform     

Gabriel Huddleston 《Review of Education, Pedagogy & Cultural Studies》2016,38(5):468-489

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The location of the tibial accelerometer does influence impact acceleration parameters during running     

Angel Gabriel Lucas-Cuevas  Alberto Encarnación-Martínez  Andrés Camacho-García  Salvador Llana-Belloch  Pedro Pérez-Soriano 《Journal of sports sciences》2017,35(17):1734-1738

Tibial accelerations have been associated with a number of running injuries. However, studies attaching the tibial accelerometer on the proximal section are as numerous as those attaching the accelerometer on the distal section. This study aimed to investigate whether accelerometer location influences acceleration parameters commonly reported in running literature. To fulfil this purpose, 30 athletes ran at 2.22, 2.78 and 3.33 m · s^–1 with three accelerometers attached with double-sided tape and tightened to the participants’ tolerance on the forehead, the proximal section of the tibia and the distal section of the tibia. Time-domain (peak acceleration, shock attenuation) and frequency-domain parameters (peak frequency, peak power, signal magnitude and shock attenuation in both the low and high frequency ranges) were calculated for each of the tibial locations. The distal accelerometer registered greater tibial acceleration peak and shock attenuation compared to the proximal accelerometer. With respect to the frequency-domain analysis, the distal accelerometer provided greater values of all the low-frequency parameters, whereas no difference was observed for the high-frequency parameters. These findings suggest that the location of the tibial accelerometer does influence the acceleration signal parameters, and thus, researchers should carefully consider the location they choose to place the accelerometer so that equivalent comparisons across studies can be made.  相似文献   

Book Reviews     

Gabriel Moran 《Religious education (Chicago, Ill.)》2013,108(4):490-502

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金发碧眼的对决 第二届国务总理杯世界业余围棋锦标赛     

Jan Ramon  Cristian Gabriel Pop 《棋艺(象棋版)》2008,(1)

看到对局者的姓名,估计大家有些不适应,看棋谱习惯了看中文名字,突然看到两个老外名字,多多少少有点新鲜。这一期介绍了欧洲围棋的发展,下面我们将通过国务总理杯世界围棋锦标赛的一盘对局来具体了解一下欧洲棋手的实力。黑棋比利时的Ramon是那届比赛的一匹黑马,是前四轮仅有的保持全胜的五名棋手之一。而白棋罗马尼亚的Pop则是欧洲非常有名的棋手,他的水平应该代表了目前欧洲的最高水平。  相似文献   

A Psychometric Evaluation of the Self-Presentational Efficacy Scale     

Larkin Lamarche  Kimberley L. Gammage  Philip J. Sullivan  David A. Gabriel 《Measurement in physical education and exercise science》2013,17(2):120-134

This study examined the psychometric properties of the Self-Presentational Efficacy Scale (SPES) developed by Gammage, Hall, and Martin Ginis (2004 Gammage, K. L., Hall, C. R. and Martin Ginis, K. A. 2004. Self-presentation in exercise contexts: Differences between high and low frequency exercisers. Journal of Applied Social Psychology, 34: 1638–1651. [Crossref], [Web of Science ®] , [Google Scholar]). University students (196 men and 269 women) completed the SPES and measures of social physique anxiety, fear of negative evaluation, and physical activity. Participants also completed the SPES a second time. A series of multivariate data analyses were conducted to examine the SPES's factor structure. Confirmatory factor analysis indicated a 3-factor model, with each factor representing a distinct latent variable. Acceptable internal consistency and test–retest reliability were found. Evidence of concurrent validity with respect to sex and exercise status was demonstrated. Convergent validity was also shown, as relationships to exercise participation and self-presentational anxiety were found. Future research should assess the reliability and validity of the SPES in other samples and the relative and unique contribution of the three factors in predicting exercise-related outcomes.  相似文献   

Research as a vital action in the DIPEC territory     

Ana MarÍa Perez Aguirre  Patricia Zorzoli  Paula Ramirez  Ramona Oviedo  Dora Vai  Gabriel Lopardo 《Educational Action Research》2013,21(1):51-60

The authors present the Didáctica de las Prácticas Escolares Cotidianas – The Didactics of Everyday School Practice (DIPEC). From their point of view, it owes its specificity to certain special characteristics, one of which is the inevitable presence of concrete, immediate teaching action, which presents particular problems and therefore particular ways of dealing with them. This article includes an example of a problematic situation, the way it was handled using Paulo Freire's methodology and the action subsequently developed.  相似文献   

GOLEM,FROM PRAGUE TO CYBERSPACE: THE USE OF CSCL IN CULTURAL EDUCATION FOR DIASPORAS     

Zvi Bekerman Ph.D.  Gabriel Horenczyk Ph.D. 《Journal of Jewish Education》2013,79(2):29-38

In this paper we describe and theorize about a computer‐supported and mediated educational research project which encourages cultural production and sustainability. We first describe the CD‐Golem project which was developed in light of the perceived needs of a Diaspora community's attempts to impart its youth with a sense of belonging and continuity. Next we characterize Cultural Education and discuss the theoretical rationale of our approach in the context of current theories of identity and cultural construction, multicultural education and computer‐supported collaborative learning. We conclude by reviewing briefly and evaluating critically some of the lessons we have learned in our first years of activity.  相似文献   

The Structure of Attitudes Towards Israel‐Diaspora Relations Among Diaspora Youth Leaders: An Empirical Analysis     

Erik H. Cohen  Gabriel Horenczyk 《Journal of Jewish Education》2013,79(2):78-88

The goals of this study are to describe the motivations and aims of young Israelis for choosing Reform rabbinical studies and to explore how the Israeli and Reform contexts are manifested in students’ motivations and aims. This question was examined by a study of the personal background, the decision-making process, and the motivations of 10 students in the Reform rabbinical program at the Jerusalem campus of Hebrew Union College (HUC). Though most of the students’ exposure to Reform Judaism occurred following an encounter with North American Reform Jewry, the choice of rabbinical studies was described by most of the participants as the result of a sense of incongruity between the personal, cultural, and professional dimensions of their lives.  相似文献   

The social transmission of knowledge at the University: Teaching style and epistemic dependence     

Gabriel Mugny  Armand Chatard  Alain Quiamzade 《European Journal of Psychology of Education - EJPE》2006,21(4):413-427

It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is a correspondence between the (authoritarian vs. democratic) style of the authority and students’ perceptions of their relation to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic dependence towards the epistemic authority.  相似文献