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31.
Intervention research productivity from 2005 to 2014: Faculty and university representation in school psychology journals 
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下载免费PDF全文 The purpose of this study was to identify authors and training programs making the most frequent contributions to intervention research published in six school psychology journals (School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology) over the 10‐year period from 2005 to 2014. A total of 310 articles were identified as intervention articles; 919 unique authors, representing 289 universities or organizations, contributed to these publications. Top‐ranked authors and universities were identified based on authorship rating and total publications, respectively. This evaluation highlights key contributors to the primary intervention research in school psychology, as well as themes of the publications of top‐ranked individuals and programs. 相似文献
32.
Uma Pradhan 《Ethnography and Education》2017,12(3):381-394
Scholars in education have drawn our attention to the ways in which social power and control manifests in the process of knowledge production in education institutions especially through school curriculum. In this paper, I analyse school textbooks along with classroom instruction events and everyday practices in a mother-tongue school in Nepal. Drawing on the concept of ‘legitimate knowledge’, this paper discusses mother-tongue education as a struggle over symbolic resources, whereby familiarity with ‘daily life in the locality’ is discursively drawn upon to articulate mother tongue as an effective pedagogy and legitimate knowledge. The paper argues that the introduction of mother tongue in the school curriculum is, therefore, more than an addition of new language. It is a process of negotiating what it means to ‘know’ things in school. In doing so, this paper illustrates a dynamic process of re-signification of local languages, knowledge and identities that is underway. 相似文献
33.
Maria T. Coutinho Uma C. Dam David L. Blustein 《International Journal for Educational and Vocational Guidance》2008,8(1):5-18
In this article the impact of globalisation is explored in relation to a new perspective entitled the psychology-of-working. This perspective has been developed as an overarching framework for career development, vocational guidance, and related explorations of the role of work in people’s lives (Blustein, 2006). With the conceptual infusion of the psychology-of-working perspective, recommendations for career counsellors and vocational psychologists are discussed with the objective of helping clients cope with the changes in their work lives brought about by globalisation. 相似文献
34.
Sue A. Rodríguez De Jesús Kimberly A. Updegraff Adriana J. Umaña-Taylor Susan M. McHale Katharine H. Zeiders 《Child development》2019,90(6):e675-e687
Family is an important context for cultural development, but little is known about the contributions of siblings. This study investigated whether older siblings’ cultural orientations and familism values predicted changes in younger siblings’ cultural orientations and familism values across 2 years and tested sibling characteristics and younger siblings’ modeling as moderators. Participants were 246 Mexican-origin younger (Mage = 17.72; SD = 0.57) and older siblings (Mage = 20.65; SD = 1.57) and their parents. Findings revealed that older siblings’ Anglo orientations and familism values interacted with younger siblings’ modeling: When younger siblings reported high modeling, older siblings’ Anglo orientations and values predicted increases in younger siblings’ Anglo orientations and values. Discussion highlights the importance of siblings in cultural socialization. 相似文献
35.
Deborah Rivas‐Drake Adriana J. Umaña‐Taylor David R. Schaefer Michael Medina 《Child development》2017,88(3):710-724
The current study examined how adolescents' ethnic‐racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; Mage = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross‐lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution. 相似文献
36.
Uma S. Bhartiya Yogita S. Raut Lebana J. Joseph Rohini W. Hawaldar Badanidiyoor S. Rao 《Indian journal of clinical biochemistry : IJCB》2008,23(4):382-386
The aim of this study was to evaluate the radioprotective effect of turmeric extract (40 mg/kg body weight) and vitamin E
(α- tocopherol acetate, 400 IU/kg body weight) supplementation on lipid peroxidation, reduced glutathione and antioxidant
defense enzymes in various organs like liver, kidney and salivary glands at 24 h in adult Swiss mice. 131Iodine exposure significantly increased lipid peroxidation in kidney and salivary glands in comparison to control animals.
Pre supplementation with turmeric extract for 15 days showed significant lowering of lipid peroxidation in kidney. On the
other hand vitamin E pre supplementation showed marked reduction in lipid peroxidation in salivary glands. Reduced glutathione
levels decreased significantly in liver after radiation exposure. However, pre supplementation with turmeric extract and vitamin
E did not improve glutathione levels in liver. In conclusion, we have observed differential radioprotective effect of turmeric
extract and vitamin E in kidney and salivary glands. However, Vitamin E seems to offer better radioprotection for salivary
glands which is known to be the major site of cellular destruction after radioiodine therapy in patients. 相似文献
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Elana R. McDermott Laudan B. Jahromi Adriana J. Umaña-Taylor Stefanie Martinez-Fuentes Shandra M. Jones Kimberly A. Updegraff 《Child development》2021,92(4):e513-e530
Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers’ educational re-engagement and attainment and their children’s academic and social-emotional outcomes. Findings detailed adolescent mothers’ re-engagement in school after the birth of their child and revealed that family income during adolescents’ pregnancies was directly associated with re-engagement and attainment, and also initiated cascade effects that shaped adolescents’ economic contexts, their subsequent re-engagement and attainment, and ultimately their children’s academic and social-emotional outcomes at age 5. 相似文献
39.
With increasing numbers of women joining the evening/nighttime workforce, there is a need for quality childcare during these
hours. This project, conducted in Japan, sought to compare the effects of expanded childcare on the development and adaptation
of 866 young children after one year. Parents completed a survey on the childrearing environment at home, their feelings of
self-efficacy, and the presence of support for childcare. Childcare professionals evaluated the development of children. The
results of the multiple regression analysis indicate that factors in the home environment, not type of centerbased care, explained
developmental risks one year later.
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40.
Victor Villarreal Maria J. Castro Ileana Umaña Jeremy R. Sullivan 《Psychology in the schools》2017,54(5):548-559
The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010–2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals—School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology—were selected for the analysis. Over the 5‐year period, 1,196 articles were published in the selected journals. A total of 65.8% of the articles were empirical articles; intervention studies with school‐age samples comprised 11.1% of all articles. Within the intervention studies, single subject represented the most frequently used research design (40.6%). Further, 58.6% of the intervention studies did not provide sufficient information to discern participants’ disability status. Although the proportion of empirically based articles has increased in recent years, that of intervention articles has remained low. 相似文献