Early life stress and behavior problems in early childhood: Investigating the contributions of child temperament and executive functions to resilience     

Donna A. de Maat  Isabel K. Schuurmans  Joran Jongerling  Stephen A. Metcalf  Nicole Lucassen  Ingmar H. A. Franken  Peter Prinzie  Pauline W. Jansen 《Child development》2022,93(1):e1-e16

This preregistered study examined whether child temperament and executive functions moderated the longitudinal association between early life stress (ELS) and behavior problems. In a Dutch population-based cohort (n = 2803), parents reported on multiple stressors (age 0–6 years), child temperament (age 5), and executive functions (age 4), and teachers rated child internalizing and externalizing problems (age 7). Results showed that greater ELS was related to higher levels of internalizing and externalizing problems, with betas reflecting small effects. Lower surgency buffered the positive association of ELS with externalizing problems, while better shifting capacities weakened the positive association between ELS and internalizing problems. Other child characteristics did not act as moderators. Findings underscore the importance of examining multiple protective factors simultaneously.  相似文献   

Misconceptions,Knowledge, and Attitudes Towards the Phenomenon of Radioactivity     

Morales López  Ana Isabel  Tuzón Marco  Paula 《Science & Education》2022,31(2):405-426

Science & Education - The teaching of the phenomenon of radioactivity is considered a key ingredient in the path towards developing critical thinking skills in many secondary science education...  相似文献   

Teacher education graduates’ choice (not) to enter the teaching profession: does teacher education matter?     

Isabel Rots  Antonia Aelterman  Geert Devos 《欧洲师范教育杂志》2014,37(3):279-294

In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates’ choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) – beside initial motivation and labour market factors – to explain graduates’ decision on job entry.  相似文献   

The home front: citizens behind the camera     

Isabel Fay 《Critical Studies in Media Communication》2016,33(3):264-278

In the context of intense debate over immigration into the United States, the television show Border Wars offers a distinctive way for anxious citizens to participate in reinforcing the border. In the program, viewers are invited to share the lines of site of Customs and Border Patrol (CBP) agents as they conduct surveillance of unauthorized border crossers. Because Latino bodies are repeatedly displayed as the subjects of surveillance, the positions of viewer/citizen and viewed-non-citizen encourage racial alignments with the border. In the face of these alignments, the Latino CBP agents are made readable as bodies in transition toward citizenship due to their performance of surveillance practices against other Latinos. The article comments on the soldier citizen as positioned at the panoptic center of watching without being watched, which is less available to Latinos because their bodies circulate as signs of suspicion, which casts them disproportionately onto the surveillance screen. Practices of surveillance should be understood as performances because they reaffirm Americans of their citizenship status at a time of heightened paranoia over the loss of a stable identity.  相似文献   

An intersubjective developmental perspective on interactions between deaf and hearing mothers and their deaf infants     

Loots G  Devisé I 《American annals of the deaf》2003,148(4):295-307

Most research into interactions between mothers and their infants with hearing impairments focuses on mothers' and infants' behaviors separately, speculating about the interplay among these behaviors and their effects on child development. In the present article, an intersubjective developmental theory focusing on the development of the "interworld" between deaf and hearing mothers and their deaf infants is used to integrate and interpret the seemingly incoherent research on early mother-deaf child interaction. Inspired by Stern's work (e.g., Stern, 1985), the intersubjective developmental theory distinguishes four stages in the development of intersubjectivity: emerging (birth-2 months), physical (2-8 months), existential (8-13 months), and symbolic (13 months and older), each characterized by a different type of mother-infant interaction. The integration of research findings on early mother-deaf child interaction into these four developmental stages offers new perspectives that can advance research and resolve certain early-intervention issues.  相似文献   

The issue of the arrangement of new environments for science education through collaborative actions between schools,museums and science centres in the Brazilian context of teacher training     

Bruno Andrade Pinto Monteiro  Isabel Martins  Aline de Souza Janerine  Fabiana Cristina de Carvalho 《Cultural Studies of Science Education》2016,11(2):419-437

We present, in this article, an investigation about the potential of the relationship between formal and non-formal educational environments. Therefore it is not an empirical research, but an essay on the topic. This paper demonstrates the concept that science education and science outreach can be privileged by actions that are developed by closer relations between formal and non-formal places. Currently, non-formal environments such as museums and science and technology centres are considered potential educational resources within the reach of schools. Educators from museums have conducted studies which demonstrate a predominant model of the utilization of these institutions by teachers, which consists of illustrative visits during the exhibitions, but does not feature a collaborative relationship or partnership between schools and these institutions. In Brazil, the main examples of approaches to collaboration between these places and schools have been taking place through the initiatives of teachers or through projects developed by the educational sector, aiming to broaden the dialogue between their institutions and the school community. Another approach mechanism relates to research and extension projects developed by university researchers, sponsored by state and federal funding agencies. In this case, the universities and university museums appear as new social actors that stand in the way of the schools and the cultural environments, complicating the relationship and, at the same time, bringing new questions to the field of educational research. We believe that the discourse in this paper should bring about further discussions in the initial teacher training courses to contribute to the understanding of practices related to the extension of the field of activity of the school.  相似文献   

Decolonizing Native American Rhetoric: Communicating Self-Determination     

Diana Isabel Martínez 《Quarterly Journal of Speech》2020,106(3):352-355

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The Analysis of Students’ Conceptions as a Support for Designing a Teaching/Learning Sequence on the Acoustic Properties of Materials     

María Isabel Hernández  Digna Couso  Roser Pintó 《Journal of Science Education and Technology》2012,21(6):702-712

We believe that finding out how students think about certain topics that are covered in science classes should not be ??the end of the story?? but the starting point for planning lessons and designing materials. From this perspective, the research study presented here is intended to explore secondary school (15?C18?year old) students?? preconceptions of sound attenuation, and of the properties and internal structure of materials. Specifically, we analysed students?? explanations for the fact that some materials attenuate sound more than others. This study was conducted within a particular scenario, in which 72 students participated in laboratory sessions aimed at developing students?? understanding of the nature, propagation and attenuation of sound. From the analysis of students?? explanations, we could identify some conceptions of sound attenuation in materials (e.g. as a result of hindering the entrance of sound, or as a result of capturing sound). The results of this study also indicate that the role of properties of a material and the role of the internal structure that students associate with its acoustic behaviour depend on their conceptions of sound attenuation. We used these results as support for the design of a research-based teaching/learning sequence on the Acoustic Properties of Materials, which is intended to facilitate students?? overcoming the specific conceptual difficulties identified in this research study and promote students?? development of conceptual models of sound attenuation.  相似文献   

Strategies to regulate content development and interactivity in the classroom     

Isabel Gómez Alemany  Teresa Mauri Majós 《European Journal of Psychology of Education - EJPE》2000,15(2):157-171

The teaching-learning process is an interactive process controlled by a series of regulatory mechanisms. This article reports on a study of teacher regulation of classroom activity and teacher-student behavior. The analysis of this behavior can provide a better understanding of what happens during a class session, the context in which students construct meaning and progressively acquire greater control of their own learning process. The strategies employed by the teacher to regulate, the teaching-learning can be classified in two categories: those directed primarily towards regulating the social structure of participation and those directed primarily towards regulating content development and the learning task. This article identifies and analyzes instances of the second kind of strategy, though both kinds are often simultaneous, inter-related and mutually supportive. The investigation reported here was based on the observation, recording and analysis of teacher-student interaction in Social Studies classes in a secondary school in Spain.  相似文献   

Using sensemaking as a lens to assess student learning on corporate social responsibility and sustainability     

Lutz Preuss  Isabel Fischer  John M. Luiz 《Higher Education Quarterly》2023,77(4):676-692

Prior literature suggests that teaching corporate social responsibility (CSR) and sustainability has led to little development of students' reflexive engagement with the challenges of sustainable development. To shed light on this criticism, we apply sensemaking—as entailing the three stages of scanning for information, interpreting it and identifying alternatives of action—to CSR/sustainability education. Analysing cognitive maps of CSR, drawn by undergraduate finalists from a UK business school, we find that students are able to produce complex cognitive maps in terms of scanning for information; however, cognitive bottlenecks occur at the second and third stages of sensemaking. A key pedagogical challenge is, therefore, to support students in moving beyond scanning towards developing meaning and acting on that basis. By introducing a sensemaking lens, we add to a deeper understanding of the complexities associated with CSR education as it aids (or impedes) critical engagement and action.  相似文献