Kid's stuff: the nature and impact of peer and sibling violence on younger and older children     

Finkelhor D  Turner H  Ormrod R 《Child abuse & neglect》2006,30(12):1401-1421

OBJECTIVE: It is widely presumed that when children are hit by peers or siblings, it is not as serious as similar acts between adults or older youth, which would be termed, "assaults" and "violent crimes". The goal of this study was to compare the violent peer and sibling episodes of younger children to those of older youth in terms of their seriousness and association with symptoms that might indicate traumatic effects. METHOD: The study collected reports of past year's violent victimizations and childhood symptoms in a national probability telephone sample of 2030 children and youth ages 2-17. The experiences of 10-17-year olds were obtained via self-reports and those of the 2-9-year olds from caregivers. RESULTS: The younger children's peer and sibling victimizations were not less serious than the older youth on the dimensions of injury, being hit with an object that could cause injury or being victimized on multiple occasions. Younger children and older youth also had similar trauma symptom levels associated with both peer and sibling victimization. CONCLUSION: There was no basis in this study for presuming peer and sibling victimizations to be more benign when they involve younger children. The findings provide justification for being concerned about such peer and sibling violence in schools and families and for counting such victimizations in victimization inventories and clinical assessments.  相似文献   

Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts     

Debra K. Meyer  Julianne C. Turner 《Educational Psychology Review》2006,18(4):377-390

To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher–student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.

Debra K. MeyerEmail:

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The thermodynamics of life     

J. Scott Turner 《Metascience》2012,21(2):371-373

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Are assessment environments gendered? An analysis of the learning responses of male and female students to different assessment environments     

Gill Turner  Graham Gibbs 《Assessment & Evaluation in Higher Education》2010,35(6):687-698

There is considerable variation between male and female Bachelor degree performance at Oxford and Cambridge (Oxbridge) where male students attain more First and Third Class degrees and female students attain more Second Class degrees. Various hypotheses have been put forward to explain this phenomenon including the possibility that the distinctive Oxbridge assessment environment, very different from those at both pre‐ and post‐92 universities, might account for the difference. Data from the Assessment Experience Questionnaire (AEQ; Oxbridge, pre‐ and post‐92 universities, one science, one humanities and one applied social science subject from each) were analysed to determine gendered perceptions of the assessment environment. Significant gender differences were found on five AEQ scales (Quantity of effort, Coverage of syllabus, Quantity and quality of feedback, Use of feedback and Appropriate assessment) but there was no significant interaction between gender and university. Consequently, there were few clues in students' responses to confirm that the Oxbridge assessment environment explains gendered differences in degree performance.  相似文献   

Comparison of efficiency measures for academic interventions based on acquisition and maintenance     

Matthew K. Burns  Heather E. Sterling‐Turner 《Psychology in the schools》2010,47(2):126-134

Previous research has demonstrated the importance of examining the instructional efficiency of academic interventions and has defined efficiency as the number of items learned per instructional minute. Maintenance of the skill is also an important instructional goal, however. Therefore, the current study compared efficiency metrics using initial learning and maintenance with 25 fourth‐grade students. Each student was taught the pronunciation and English translation of 12 words from the Esperanto international language with two instructional conditions (six words for each condition). The first condition was traditional drill (TD) rehearsal with all unknown words, and the second was incremental rehearsal (IR) with one unknown and eight known words. Results indicated that, although the IR condition led to significantly more words being retained, TD was significantly more efficient using initial learning. The two conditions were equally efficient, however, when maintenance data were used. Therefore, evaluating the efficiency of instructional interventions should consider maintenance data as well. © 2009 Wiley Periodicals, Inc.  相似文献   

Librarians' use of HealthWeb for reference and instruction     

Behm LM  Combs A  Rattenborg KN  Schnell E  Vishwanatham R 《Medical reference services quarterly》1999,18(1):1-10

HealthWeb is a selective Internet resource that links users to annotated, evaluated Internet resources in the health sciences. A collaborative effort of librarians from more than twenty academic institutions, it is a valuable tool for librarians at the Reference Desk and during instruction sessions. Contents of the Reference Resources section are highlighted, as well as an example of use of the Nursing page during a typical class.  相似文献   

I don't want to see the pictures: science writing and the visibility of animal experiments     

Turner JZ 《Public understanding of science (Bristol, England)》1998,7(1):27-40

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Editorial     

Deepak Kumar  Joe Turner 《Education and Information Technologies》2007,12(3):109-110

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Exploring the hermeneutic foundations of university life: Deaf academics in a hybrid `community of practice'     

Paul R. Trowler  Graham H. Turner 《Higher Education》2002,43(2):227-256

This paper derives from a study oforganizational socialization and induction inuniversities. It uses some of the data fromthat study to critique social practice theoryand to further develop a model to illuminatethe characteristics of professionalknowledgeability and practices underpinningdaily life in universities. This is donethrough the analysis of a case study of oneunusual sub-departmental workgroup in anunchartered English university: one thatcomprises both Deaf and hearing academics.Using such a case study highlights factors thatare less evident in hearing-only situations,displaying important features in exaggeratedform which exist less palpably in mostmicro-social situations in universities. As aresult it offers a suitable locus for themodelling of the processes underlying muchwhich is taken for granted in universities'daily life. The structure of the paper is asfollows: it outlines the broader study fromwhich this is derived and makes some generalcomments about using `unusual' case studies. Itthen goes on to describe the characteristics ofworkgroups in university contexts through thecase study example and to explore theirtheoretical corollaries. Finally the paperconsiders the implications for aspects of themodel developed, particularly in terms of localleadership.  相似文献   

The representational play of lower-class preschool children     

Amandah S. Turner  Marilyn R. Bradbard 《Early Childhood Education Journal》1981,9(2):23-26

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