A Review of Research on School Bullying Among African American Youth: An Ecological Systems Analysis     

Desmond Upton Patton  Jun Sung Hong  Abigail B. Williams  Paula Allen-Meares 《Educational Psychology Review》2013,25(2):245-260

School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors occurring in multiple settings, such as home, school, and neighborhood. As a holistic model, the social–ecological framework provides a context with which to situate and interpret findings and draw implications from a broader psychosocial framework, which can be applicable across various systems. We utilize Bronfenbrenner’s (American Psychologist 32:513–531, 1977) social–ecological framework as a springboard for investigating the accumulation of risk contributors and the presences of protective factors in relation to school bullying and peer victimization of African American youth. More specifically, we examine the risk and protective factors occurring in the micro- (i.e., parents, peers, school, and community), exo- (i.e., parental stress), and macrosystem levels (i.e., hypermasculinity, and gender role beliefs and stereotypes). We then discuss implications for research and school-based practice.  相似文献   

The influence of reading unit size on the development of Stroop interference in early word decoding     

Paula J. Schwanenflugel  Robin D. Morris  Melanie R. Kuhn  Gregory P. Strauss  Jennifer M. Sieczko 《Reading and writing》2008,21(3):177-203

The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels: (a) words containing both highly predictable grapheme–phoneme correspondence (GPC) units and highly consistent rime units (henceforth, Hi-GPC + Hi-Rime); (b) words with highly predictable GPC units and less consistent rime units (Hi-GPC + Lo-Rime); (c) words with low predictability GPC units and highly consistent rime units (Low GPC + High Rime); (d) nonwords that contained both highly predictable GPC and highly consistent rime units. Naming time for pictures containing these labels was compared against that for pictures with random letter strings or no labels. In Experiment 1, Stroop interference was examined in first, second, and third grade children to determine whether there was developmental change in the presence of rime or GPC interference. In Experiment 2, Stroop interference was examined as a function of relative reading skill in first grade children. In Experiment 3, Stroop interference in adults was compared to the use of rime or GPC pronunciation strategies for nonword reading. In all experiments, Stroop interference in picture naming was longer for pictures with highly predictable GPC unit labels than less predictable GPC unit labels. However, in Experiment 3, even though adults showed interference from predictable GPC units in the Stroop task, they always preferred rime pronunciation for ambiguous nonwords in the nonword reading task. It is argued that the current experiments provide evidence for a flexible units model. The results of this study were presented at the Cognitive Development Society meeting, November 2001, Virginia Beach, VA, and the American Educational Research Association meeting, April 2004, San Diego, California.  相似文献   

Associations between different forms of peer victimization and school absences: The moderating role of teacher attachment and perceived school safety     

Anne Williford  Paula Fite  Kathleen Diaz  Mehar Singh 《Psychology in the schools》2021,58(1):185-202

Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed.  相似文献   

Evaluating effects of different forms of revision instruction in upper-primary students     

López  Paula  Torrance  Mark  Rijlaarsdam  Gert  Fidalgo  Raquel 《Reading and writing》2021,34(7):1741-1767

Reading and Writing - This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the...  相似文献   

Scientific teams and institutional collaborations: Evidence from U.S. universities, 1981-1999     

James D. Adams  Grant C. Black  Paula E. Stephan 《Research Policy》2005,34(3):259-285

This paper explores recent trends in the size of scientific teams and in institutional collaborations. The data derive from 2.4 million scientific papers written in 110 top U.S. research universities over the period 1981-1999. The top 110 account for a large share of published basic research conducted in the U.S. during this time.We measure team size by the number of authors on a scientific paper. Using this measure we find that team size increases by 50% over the 19-year period. We supplement team size with measures of domestic and foreign institutional collaborations, which capture the geographic dispersion of team workers. The time series evidence suggests that the trend towards more geographically dispersed scientific teams accelerates beginning with papers published at the start of the 1990s. This acceleration suggests a sharp decline in the cost of collaboration. Our hypothesis is that the decline is due to the deployment of the National Science Foundation's NSFNET and its connection to networks in Europe and Japan after 1987.Using a panel of top university departments we also find that private universities and departments whose scientists have earned prestigious awards participate in larger teams, as do departments that have larger amounts of federal funding. Placement of former graduate students is a key determinant of institutional collaborations, especially collaborations with firms and with foreign scientific institutions. Finally, the evidence suggests that scientific output and influence increase with team size and that influence rises along with institutional collaborations. Since increasing team size implies an increase in the division of labor, these results suggest that scientific productivity increases with the scientific division of labor.  相似文献   

Use of Anthropomorphic Brand Mascots for Student Motivation and Engagement: A Promotional Case Study With Pablo the Penguin at the University of Portsmouth Library     

David E. Bennett  Paula Thompson 《New Review of Academic Librarianship》2016,22(2-3):225-237

ABSTRACT

A case study demonstrating how an online narrative featuring the adventures of a cuddly toy penguin, Pablo Penguin (@uoppenguin on Twitter) has been introduced at the University of Portsmouth Library to build trust and engagement between university students and library services and facilities. Evidence for the benefits of anthropomorphic brand mascots and best practice for their design and use to enhance the library brand, emotionally engage, build trust, lower barriers to service engagement, and mentor students from the perspective of a perpetual student are drawn from the marketing and psychological literature then illustrated in the case study.  相似文献   

The Impact of Changing Roles on Relationships between Professionals in Inclusive Programs for Young Children     

Joan Lieber  Paula J. Beckman  Marci J. Hanson  Susan Janko  Jules M. Marquart  Eva Horn  Samuel L. Odom 《Early education and development》1997,8(1):67-82

As inclusion of young children with disabilities into preschool programs has become more prevalent, there have been concomitant changes in the roles assumed by the professionals and paraprofessionals in these programs. In this paper we examine the ways in which inclusive models influence the roles assumed by the program staff and the factors that affect the ability of staff members to assume these roles. Data, which included interviews, participant observation and document analysis, were collected as part of a multi-site national study of inclusive education programs and practices. From these data, themes emerged regarding the changing roles and relationships of staff members in inclusive early childhood programs. These themes are discussed as both facilitators of and barriers to successful inclusive programs.  相似文献   

The credibility of online news: an evaluation of the information by university students / La credibilidad de las noticias en Internet: una evaluación de la información por estudiantes universitarios     

Paula Herrero-Diz  Jesús Conde-Jiménez  Alejandro Tapia-Frade  David Varona-Aramburu 《Cultura y Educación》2019,31(2):407-435

Abstract

The spread of online disinformation is one of the 10 global risks of the future according to the World Economic Forum, and 51% of experts believe that this situation will not improve in the coming years. By 2022, half of the news will be fake news. In terms of users, young people and adults have problems understanding where the information they find online comes from and what sources to trust or not. In order to ascertain the degree of credibility that young users in Andalucía give to information, this study presents the results of the evaluation of online news by university students pursuing degrees in communication and education (N = 188), using the CRAAP test. The data reveal differences in gender and degree programme in the credibility assigned to the news. The conclusion is that university students have difficulty differentiating the veracity of the sources, in line with previous studies, with fake news earning higher ratings than real news.  相似文献   

Task-related variation in communication of mothers and their sons with learning disability     

Paula Lyytinen  Helena Rasku-Puttonen  Timo Ahonen  Anna-Maija Poikkeus  Marja-Leena Laakso 《European Journal of Psychology of Education - EJPE》1995,10(1):3-12

The purpose of the present study was to examine whether mother-child communication patterns vary as a function of the type of the task. Groups of learning disabled (LD=30) and normally achieving boys (NLD=30) were videotaped interacting with their mothers in two different tasks. The children were matched for age (8 to 11 year-olds) and for parent’s SES. The results indicated that the teaching task differentiated the groups more than did the story task. Academic character of the teaching task increased mothers’ task involvement in both groups. Mothers of the LD group showed, however, significantly more dominance and expressed less emotionality while teaching their child. Mothers’ interaction partly followed from their children’s behaviour on this task. The children with LD did not cooperate with their mothers and were not emotionally involved in the teaching task as highly as were the normally achieving children. Corresponding features of interaction were not found for the LD group in the story task. Consistency of children’s communication across the tasks was significant in the LD group. The normally achieving boys were more responsive to changes in task conditions showing different behavior as a function of task.  相似文献   

Preservice Teachers' Beliefs About Family Involvement: Implications for Teacher Education   总被引：1，自引：0，他引：1  

Angela C. Baum  Paula McMurray-Schwarz 《Early Childhood Education Journal》2004,32(1):57-61

Teacher educators have long recognized the importance of adequately preparing preservice teachers for their work with families. Preservice teachers express many concerns that they believe may impact the development of comfortable and collaborative relationships with members of children's families. In a previous study, the authors found that preservice teachers expressed concerns about the quality of the teacher–family relationship, meeting children's basic needs in school, and the role of parents in education. These concerns, along with some recommendations for incorporating family involvement across the teacher education curriculum, are the focus of this article.  相似文献