Custom-Fit Parenting: How Low- and Well-Accepted Young Adolescents Benefit from Peer-Related Parenting     

Kelly M. Tu  Kim D. Gregson  Stephen A. Erath  Gregory S. Pettit 《Parenting, science and practice》2017,17(3):157-176

Objective. The present study investigated whether longitudinal associations between peer-related parenting behaviors (facilitation of peer interactions, social coaching about peer problems) and peer adjustment were moderated by young adolescents’ peer status. Design. Participants included 123 young adolescents (mean age = 12.03 years; 50% boys; 58.5% European American) at Time 1. At Time 1 (summer before the middle school transition), parents reported on their facilitation of peer interaction opportunities and coaching strategies to a hypothetical peer exclusion situation; teachers reported on youth peer acceptance. At Times 1 and 2 (spring after the middle school transition), youth reported on peer adjustment (friendship quality, loneliness, peer victimization). Results. Peer acceptance (pre-middle school transition) moderated prospective associations between peer-related parenting and peer adjustment, yielding two patterns of associations. Parental facilitation predicted better friendship quality and lower levels of loneliness over time among youth with high peer acceptance, but not among youth with low peer acceptance. In contrast, parental social coaching predicted better friendship quality among youth with low peer acceptance, but lower friendship quality among youth with high peer acceptance. Conclusions. Not all forms of positive peer-related parenting are equally beneficial for all youth. Well-accepted youth may have the social opportunities to take advantage of parental facilitation, whereas low-accepted youth may have greater social needs and benefit from support in the form of social coaching. Implications of these findings are discussed in relation to the literatures on peer-related parenting and peer adjustment.  相似文献   

Sustainable development,higher education and pedagogy: a study of lecturers' beliefs and attitudes   总被引：1，自引：3，他引：1  

D. R. E. Cotton  M. F. Warren  O. Maiboroda  I. Bailey 《Environmental Education Research》2007,13(5):579-597

Education for sustainable development (ESD) is playing an increasing role in the higher education curriculum. However, little previous research exists on lecturers' understanding of and attitudes towards sustainable development. This study used an online questionnaire to investigate lecturers' views of sustainable development and its contribution to the higher education curriculum. The questionnaire asks lecturers from a variety of different disciplines about their views on appropriate pedagogy for ESD, and gives insights into the potential opportunities for and barriers to the incorporation of ESD into higher education. The findings of this survey reveal a wide range of understandings of sustainable development within this institution—and a high level of critical debate about the concept itself. In common with some previous research, there are indications that many lecturers find the language of ESD inaccessible. Despite this, a fairly high level of support for sustainable development is expressed across all discipline areas and a range of suggestions about appropriate pedagogies for ESD are raised. However, the extent to which this enthusiasm can be translated into practical changes to the higher education curriculum remains less certain.  相似文献   

Teacher behaviours and student task involvement within small group and individual activity settings     

Warren Beasley 《Research in Science Education》1983,13(1):121-132

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Teacher classroom management styles with beginning high school students     

Jim Butler  Warren Beasley 《Research in Science Education》1988,18(1):177-185

Initial encounters are uncertain, problematic and exploratory in character compared to routine encounters when the rules have been stabilised. More needs to be known about the strategic resources brought into play by teachers and puplis as they mould the social and academic, topography of different kinds of classrooms (Beynon, 1985, p. 4).  相似文献   

Developmental counseling and the educational process     

Louise M. Valine  Warren J. Valine 《International journal for the advancement of counseling》1981,4(2):165-170

Summary This paper has presented a model that includes a cooperative effort of the teacher and the school counselor. The goal is a more productive and healthy learning environment for the child in school.First, a recognition that today's emphasis is on remedial and orises situations was discussed. Second, although many persons are responsible for a child's learning, efforts are often fragmented and lack continuity. Finally, a model was presented in which the teacher and the counselor act cooperatively as a team, each one assuming the active or supportive role according to the needs of the child and the recognized expertise of the adult.  相似文献   

Proposed core curriculum     

Warren Treadgold  Ralph Hancock  Rodler Morris  Thomas Payne 《Academic Questions》1991,4(4):12-13

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Moving from one setting to another: Student reactions around transitions     

Warren Beasley  Jim Butler 《Research in Science Education》1986,16(1):184-190

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Fearfulness in female and male cats     

J. M. Warren  S. J. Levy 《Learning & behavior》1979,7(4):521-524

Cats were observed in four moderately frightening novel situations. One of 12 response measures indicated that females are more fearful than males, 1 indicated that males are more fearful than females, and the remaining 10 measures revealed no significant difference between males and females. The results thus yield no evidence of any large and consistent difference in fear between female and male cats. Gonadal hormones do not determine any single pattern of sex difference in fearfulness in different species of mammals. Species-specific patterns of social organization may predict sex differences in fear in studied species more accurately than endocrine factors.  相似文献   

Working together: strategies that support cross-cultural engagement of Indigenous teacher assistants working in Indigenous contexts     

Danielle Armour  Elizabeth Warren  Jodie Miller 《Asia-Pacific Journal of Teacher Education》2016,44(5):421-435

Indigenous teacher assistants (ITAs) are often employed in schools to assist in addressing educational issues relating to Indigenous students. While, this practice has occurred for over 40 years in most Australian states, little has been written about their contribution in assisting Indigenous students to learn. This paper explores the influence of a large longitudinal research project (Representations Oral Language and Engagement in Mathematics) with respect to the role of ITAs in supporting Indigenous students’ to learn mathematics. Data are collected from the perspectives of ITAs, teachers and school principals. In particular, the research proposes that including ITAs in high stakes professional learning, not only changes their confidence and contribution in the classrooms but also allows them and their students to begin to “walk” between the two knowledge worlds, Indigenous knowledge and Western knowledge.  相似文献   

School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning     

Jared S. Warren  Hank M. Bohanon-Edmonson  Ann P. Turnbull  Wayne Sailor  Donna Wickham  Peter Griggs  Shelly E. Beech 《Educational Psychology Review》2006,18(2):187-198

The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamiliar with this proactive alternative for increasing positive student behavior. This article reviews the foundations and core components of school-wide PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields.  相似文献