Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families   总被引：1，自引：0，他引：1  

Brody GH  Dorsey S  Forehand R  Armistead L 《Child development》2002,73(1):274-286

The unique contributions that parenting processes (high levels of monitoring with a supportive, involved mother-child relationship) and classroom processes (high levels of organization, rule clarity, and student involvement) make to children's self-regulation and adjustment were examined with a sample of 277 single-parent African American families. A multi-informant design involving mothers, teachers, and 7- to 15-year-old children was used. Structural equation modeling indicated that parenting and classroom processes contributed uniquely to children's adjustment through the children's development of self-regulation. Additional analyses suggested that classroom processes can serve a protective-stabilizing function when parenting processes are compromised, and vice versa. Further research is needed to examine processes in both family and school contexts that promote child competence and resilience.  相似文献   

Responses to an interactive science exhibit in a school setting     

Mr. A. Rex Kerrison  Dr. Brian L. Jones 《Research in Science Education》1994,24(1):201-207

Unattended science and technology exhibits of both static and operational types have been an integral part of museum displays for many years. More recently interactive exhibits in which observers are encouraged to become part of the system of exhibits have become more common. A study was commenced to explore the impact and potential of low cost, unattended, interactive exhibitsset up singly in a normal school classroom without the distractions of a multiplicity of activities as is common in ‘science museums’. Three small groups of Grade 5/6 primary school children interacted with a ‘Falling Towers’ exhibit and their voluntary activities were recorded on videotape for later analysis. Children appeared to state the results of their activity in ways consistent with their expectations rather than with their most recent experience with the exhibit. The responses of girls, boys and mixed groups are reported. Specializations: primary mathematics and science education, teaching strategies. Specializations: science education, students' understandings of phenomena in science.  相似文献   

Environmental Education: A comparison between English and Mexican school children     

Laura Barraza  Rex A. Walford 《Environmental Education Research》2002,8(2):171-186

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CD‐ROM Technology for Education and Support of Site Supervisors     

Mark G. Manzanares  Theresa M. O'Halloran  Teri J. McCartney  Rex D. Filer  Susan C. Varhely  Ken Calhoun 《Counselor Education & Supervision》2004,43(3):220-231

The authors discuss the creation and evaluation of a CD‐ROM to train and support prepracticum, practicum, and internship site supervisors in a master's‐level counselor education program. The authors, from a small, rural, southwestern college, created and distributed a CD‐ROM containing video and document resources for this purpose. Small focus groups were then conducted to gather data to measure the CD‐ROM's effectiveness. Data showed strong support for the use of CD‐ROM technology in providing training of site supervisors. Recommendations are offered to improve future versions of the CD‐ROM.  相似文献   

Student Employment May Undermine School Experience     

Shiela S. MacArthur  E. H. Bedenbaugh  Rex Leonard 《Clearing house (Menasha, Wis.)》2013,86(1):64-68

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Evaluation Policy Definition by Judgment Analysis among Archdiocesan School Constituents     

Rex L. Leonard  Richard R. Gruetzemacher  Victor A. Maddox  David K. Stewart 《Journal of Experimental Education》2013,81(4):205-210

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Implications of the International Counseling Experiences of Pioneering U.S. Professionals: Considered from an Ecological Perspective     

Mei Tang  Robert Conyne  P. Paul Heppner  Sharon Horne  Kathryn Norsworthy  John L. Romano  Rex Stockton  Rita Chi-Ying Chung  Niloufer Merchant 《International journal for the advancement of counseling》2012,34(3):242-258

The overall goal of the paper is to illuminate some of the substantial challenges, joys, issues and lessons involved with international counseling and to lend impetus to advancing its progress by embracing globally-relevant cultural principles. Five U.S. counseling professionals with extensive international experience recount aspects of their scholarship, teaching, research and service in that domain. The meaning of such experiences was analyzed from an ecological perspective. The analysis was then critiqued for its primary assertions and implications for the internationalization of counseling by two independent professional counseling commentators, both of whom have logged considerable life and work experience around the world.  相似文献   

Relative Effectiveness of an Instant Replay Videotape Recorder in Teaching Trampoline     

Kenneth A. Penman  Douglas Bartz  Rex Davis 《Research quarterly for exercise and sport》2013,84(4):1060-1062

Abstract

The problem undertaken in this investigation was to examine the effects of teaching sports skills with and without an instant replay videotape recorder. Two random groups of freshman students at Washington State University were taught a 12-week unit in beginning trampoline. The experimental group used the VTR. The post-test-only control group design was used. Evaluation of performance was made by a three-man jury. The group means for the experimental and control groups were 80.57 and 79.36 respectively, clearly not significant at the preset level of acceptance of .10 (t = .27).  相似文献   

School cultures as contexts for informal teacher learning     

Elena Jurasaite-Harbison  Lesley A. Rex 《Teaching and Teacher Education》2010

This study profiles and compares international social contexts for teacher workplace informal learning from the teachers' perspectives. Set in elementary schools in the U.S. and Lithuania, the study illustrates how teachers make sense of and engage in professional learning within their historical, political and administrative contexts. A socio-cultural framework brings into view different opportunities for teacher informal learning. These evolve from comparing teacher interviews about their learning to ethnographic case studies of the school's cultures that include schools' missions, building structures, classroom environments, organizational arrangements, traditions, and professional relationships. The study illustrates key interrelated cultural qualities of schools that support and hinder informal learning; argues for the importance of acknowledging teacher informal learning as a method of career-long professional development, and suggests further research about how to build and sustain the school infrastructure necessary to maintain such development.  相似文献   

Rugby at the university of Otago: humble beginnings for New Zealand's premier club     

Rex W. Thomson 《国际体育史杂志》2013,30(2):174-186

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