Childhood homelessness,resilience, and adolescent mental health: A prospective,person-centered approach     

Janette E. Herbers  J. J. Cutuli  Joanna N. Keane  Jake A. Leonard 《Psychology in the schools》2020,57(12):1830-1844

School districts and other service providers are increasingly aware of the substantial mental health needs of students experiencing family homelessness. Past findings are mixed regarding whether homelessness conveys unique risk beyond the risks associated with extreme poverty. With prospective longitudinal data on homelessness experiences across childhood, we utilized latent profile analysis as a person-centered approach to conceptualizing mental health outcomes in adolescence for 3,778 youth. We considered literal family homelessness as well as families living doubled-up, and we employed propensity score matching to identify a comparison group of nonhomeless students balanced across a range of covariates to address systematic bias. Results indicated that students who experienced literal homelessness during childhood were significantly less likely to demonstrate profiles of resilience in mental health functioning. We considered our approach and findings in light of challenges and opportunities particularly relevant to the school context.  相似文献   

Dual Pathways to Expression and Understanding: Canadian Coming-of-Age Graphic Novels     

Janette Hughes  Alyson E. King 《Children‘s Literature in Education》2010,41(1):64-84

In this article, the authors examine three Canadian coming-of-age stories, written as graphic novels, and pay particular attention to how the images and print text come together in the telling of the narrative. This approach reinforces the notion that form and content cannot be separated in this medium. Drawing on examples from each of the graphic novels and the interviews with the graphic novelists who wrote them, the article explores the complexity of the coming-of-age theme in each graphic novel, as well as how print text and image converge to make meaning.  相似文献   

Teaching and learning in digital environments: The resurgence of resource-based learning   总被引：4，自引：0，他引：4  

Janette R. Hill  Michael J. Hannafin 《Educational technology research and development : ETR & D》2001,49(3):37-52

The digital age has not simply changed the nature of resources and information; it has transformed several basic social and economic enterprises. Contemporary society—the settings where we live, work, and learn—has likewise changed dramatically. Both the amount of information and access to it have grown exponentially; a significant potential for using varied resources in numerous ways for instruction and learning has emerged. However, several issues related to the educational uses of varied resources (e.g., people, place, things, ideas) must be addressed if we are successfully to implement resource-based learning environments. In this paper, we trace the changing nature of resources and perspectives in their use for learning in the digital age, describe the overarching structures of resource-based learning environments, and identify key challenges to be addressed.  相似文献   

Assessment of Phonological Awareness: Review of Methods and Tools   总被引：1，自引：0，他引：1  

Janette Sodoro  Rose M. Allinder  Joan L. Rankin-Erickson 《Educational Psychology Review》2002,14(3):223-260

The importance of phonological awareness to the acquisition and development of reading skills is well documented. Recent attention to the critical nature of phonological awareness has highlighted the need for appropriate assessment tools. This article reviews the current state of phonological awareness assessment by examining norm-referenced, criterion-referenced, and curriculum-based instruments available for practitioners' and researchers' use. Prior to discussing specific assessment types, additional information about phonological awareness is provided, including a definition of phonological awareness, an overview of the relationship of phonological awareness to reading ability, factors influencing what to assess, and an overview of the effectiveness of phonological awareness training. Information about specific assessment instruments include technical adequacy, intended use, and limitations. Implications for practice are presented.  相似文献   

Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning   总被引：1，自引：0，他引：1  

Janette R. Hill 《Innovative Higher Education》2006,31(3):187-197

The purpose of this article is to explore the key features of flexible learning environments (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies and techniques for becoming a successful learner and facilitator in FLEs are presented.Initial ideas for this paper were generated after viewing a presentation created by Marie Jasinski, MindMedia, Douglas Mawson Institute, Adelaide, Australia ().Janette Hill is an Associate Professor in the Department of Educational Psychology and Instructional Technology at The University of Georgia, Athens. She received her Ph.D. from The Florida State University in Instructional Systems. Dr. Hill's research focuses on online learning with adults, specifically exploring issues related to building community and connections with others in virtual environments. Dr. Hill can be reached at janette@uga.edu.  相似文献   

A comparison of searching the Cochrane library databases via CRD,Ovid and Wiley: implications for systematic searching and information services     

Jenny Craven  Jayne Jefferies  Jenny Kendrick  Dave Nicholls  Janette Boynton  Ruth Frankish 《Health information and libraries journal》2014,31(1):54-63

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Identifying a K-10 Developmental Framework for Teaching Philosophy     

Janette Poulton 《Educational Philosophy and Theory》2014,46(11):1238-1242

Abstract

The intention of the study was to identify predictable opportunities for teachers to scaffold middle year students’ philosophical learning. Such opportunities were identified in terms of students’ readiness to learn certain behaviours in the context of a ‘community of inquiry’. Thus it was hoped that the project would provide a useful resource for the teaching of philosophy to middle year students by ascertaining how amenable philosophical learning was to this approach. The study investigated the following questions: (i) what are the indicators of the development under the influence of the COI?; (ii) do these indicators cluster in any particular way? and (iii) is it possible to identify any clustering of indicators that suggests developmental bands?  相似文献   

Ontological forms of religious meaning and the conflict between science and religion     

John D. Hathcoat  Janette Habashi 《Cultural Studies of Science Education》2013,8(2):367-388

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Design and Teaching: A Bibliographic Essay     

Janette R. Hill  Denise P. Domizi  Nicole D. Collier 《The American journal of distance education》2013,27(2):91-104

Abstract

Distance education, particularly online education, is becoming a standard experience in formal learning environments, particularly at the postsecondary level. As more faculty and students have expectations that distance education is a part of the learning experience, we need to build a deeper understanding of how to design effective environments to enhance and extend the learning process. Further, we need to explore how to best facilitate learning in these contexts. This bibliographic essay explores the literature related to design and teaching in distance education as presented in the third section of Moore's (2007a) Moore, M. G. 2007a. Handbook of distance education, 2nd, Mahwah, NJ: Erlbaum.  [Google Scholar] Handbook of Distance Education (Table 1 provides an overview of all the chapters in the Design and Teaching section of the Handbook).  相似文献   

Religious Education Work in the Young Men's Christian Associations During 1905     

HERBERT WRIGHT GATES M.A. 《Religious education (Chicago, Ill.)》2013,108(3):106-112

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