V. Discussion     

Melanie Killen  Jennie Lee–Kim  Heidi McGlothlin  & Charles Stangor 《Monographs of the Society for Research in Child Development》2002,67(4):84-100

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“Being uncomfortable is important”: the potential of study abroad for preservice English teachers     

Melanie Shoffner 《Pedagogies: An International Journal》2019,14(2):93-108

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The Social Construction of Race and Monacan Education in Amherst County, Virginia, 1908–1965: Monacan Perspectives     

Melanie D. Haimes-Bartolf 《History of education quarterly》2007,47(4):389-415

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Getting Angry at Peers: Associations with Liking of the Provocateur     

Richard A. Fabes  Nancy Eisenberg  Melanie C. Smith  Bridget C. Murphy 《Child development》1996,67(3):942-956

We examined how preschoolers coped with anger in interactions with well liked and not well liked peers. The free-play interactions of preschool-aged children ( M age = 66.27 months) were observed for 6 months. The frequency, causes, and intensity of children's anger, as well as their anger-related reactions, were compared for incidents provoked by peers who were "really liked" to those provoked by peers who were liked only "a little bit." Although there were no differences in the intensity of anger provocations by well liked and not well liked provocateurs, children's responses to provocations by well liked peers were more controlled than was the case for anger provoked by peers who were not well liked. In general, boys were more responsive to how they felt about the provocateur than were girls. These findings suggest that anger episodes with well liked children were less stressful than those with peers who were not well liked.  相似文献   

Celebration,reflection and praxis: 40 volumes of the journal     

Liz Todd  Melanie Nind 《International Journal of Research & Method in Education》2017,40(1):1-5

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Emotion Regulation,Coping, and Decision Making: Three Linked Skills for Preventing Externalizing Problems in Adolescence          下载免费PDF全文

Kathryn L. Modecki  Melanie J. Zimmer‐Gembeck  Nancy Guerra 《Child development》2017,88(2):417-426

Research on executive control during the teenage years points to shortfalls in emotion regulation, coping, and decision making as three linked capabilities associated with youth's externalizing behavior problems. Evidence gleaned from a detailed review of the literature makes clear that improvement of all three capabilities is critical to help young people better navigate challenges and prevent or reduce externalizing and related problems. Moreover, interventions can successfully improve these three capabilities and have been found to produce behavioral improvements with real‐world significance. Examples of how successful interventions remediate more than one of these capabilities are provided. Future directions in research and practice are also proposed to move the field toward the development of more comprehensive programs for adolescents to foster their integration.  相似文献   

Exploratory learning with a computer simulation for control theory: Learning processes and instructional support     

Melanie Njoo  Ton De Jong 《科学教学研究杂志》1993,30(8):821-844

Computer simulations create a context that is well fitted for exploratory or discovery learning. The aim of the present two studies was to gain deeper insight into what constitutes exploratory learning and to assess the effects of a number of instructional support measures. The domain involved was control theory at the university level. In the first study we made an inventory of exploratory learning processes by observing 17 students working with a computer simulation and analyzing students' thinking-aloud protocols. Subjects received a structured assignment with hints as an instructional support measure. In the second study, 91 students received an open-ended assignment with instructional support that consisted of an information sheet and a set of fill-in forms. On both sheets and forms, six cells were presented. A cell was given for each of the following six learning processes: identifying variables and parameters, generating hypotheses, designing an experiment, predicting, interpreting data, and drawing of conclusions. Information sheets were either of a domain specific or of a general nature. The set of fill-in forms were either free or had the cell HYPOTHESIS already filled in. The statements of the students on the fill-in forms were analyzed in a stepwise order. Twenty-two detailed learning processes were identified and classified. Two of the main classes of processes are transformative and regulative. Both studies showed that students were reluctant to apply learning processes that are considered characteristic for exploratory learning. Furthermore, students had problems with the exploratory learning processes, especially with the processes of generating hypotheses, interpreting data, and drawing conclusions. Effects of the instructional support measures were not conclusive. Hints did not result in significant improvements of the study process. Supporting learning processes with information sheets appeared to help students in performing learning processes, but no different effects of domain specific and general information could be found. Students who were provided with hypotheses showed a higher global activity level and higher scores in domain correctness of their learning processes.  相似文献   

Peer Conflicts of Preschool Children: Issues, Resolution, Incidence, and Age-Related Patterns     

Dora W. Chen  Greta G. Fein  Melanie Killen  Hak-Ping. Tam 《Early education and development》2001,12(4):523-544

This study examined 2-, 3-, and 4-year-olds' peer conflicts in the naturalistic classroom setting during free-play time. 400 preschoolers from 25 classrooms were videotaped. Only the first conflict event generated by each target-child observation was included in the analysis. Of the 400 target-child observations, 322 generated a conflict event. In general, there was a shift in the issues of conflict from tangible material concerns to those that were more mental and social. 2-year-olds had a higher proportion of distribution of resources conflicts than did 3- and 4-year-olds. Conflicts about play and ideas significantly increased with age while those stemming from physical harm were low overall. Further, child-generated resolutions increased while insistence decreased significantly with age. What changes with development appears to be the issues of conflict and the way they are handled; not the incidence of conflict per se. These findings support the proposal that conflicts are natural contexts in which children develop socially, morally and cognitively. Implications for teaching are discussed.  相似文献   

Shared Responsibility and Issues of Injustice and Harm within Sport     

Melanie L. Sartore-Baldwin  Brian McCullough  Catherine Quatman-Yates 《Quest (Human Kinetics)》2017,69(3):366-383

The purpose of this article is to present a conceptual model of shared responsibility within the sport context. Focusing on issues of harm and injustice, this model proposes that organized sport can exist as an oppressive social structure that endorses ignorance through the presence of asymmetrical power relations. This ignorance reinforces oppressive structures as well as fosters vulnerability, a byproduct that, in turn, also reinforces oppressive structures. Rather than assigning responsibility to any one entity specifically, however, this article proposes that each and every individual with a vested interest in sport possess some degree of responsibility in securing safe, fair, and just sport experiences. Thus, the concept of shared responsibility is offered as a moderating factor through which the processes that result from oppressive structures may be interrupted and the structures themselves broken down.  相似文献   

Framing Social Justice In Education: What Does The 'Capabilities' Approach Offer?     

Melanie Walker 《British Journal of Educational Studies》2003,51(2):168-187

This paper develops a framework for conceptualising social justice in education, drawing particularly on Martha Nussbaum's (2000) capabilities approach. The practical case for consideration is that of widening participation and pedagogical implications in higher (university) education in England. While the paper supports the value and usefulness of Nussbaum's list of ten capabilities for developing a more radical and challenging language and practice for higher education pedagogies, it also argues that her approach is limited. Other ways of conceptualising social justice are also required in order to develop adjudicating theories which enable us to judge which practices take us closer to social justice. An argument is made for 'bivalent' theorising which integrates individual and institutional development and agents and social structures.  相似文献