Parental perceptions of gender differences in child technology use and cyberbullying     

Mallory Bolenbaugh  Megan Foley-Nicpon  Rachel Young  Melissa Tully  Nikki Grunewald  Marizen Ramirez 《Psychology in the schools》2020,57(11):1657-1679

Cyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10–17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in-depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender-stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene.  相似文献   

Use of sexuality-focused entertainment media in sex education     

Ruth Neustifter  Markie L.C. Blumer  Jessica O'Reilly  Francisco Ramirez 《Sex education》2015,15(5):540-552

The literature on the impact of entertainment media on sex education is typically pathology-focused, unclear regarding the effects of such usage, and void of dialogue between those who actually work in the areas of sexuality education and entertainment. To address this gap, this paper is the product of joint authorship between media figures from varied sexually-focused programming fields and academics who teach and conduct research in the areas of sexuality and relational health. The authors focus on the role that various forms of entertainment media play in educating members of the public and college classrooms in the areas of sex and sexuality. Additionally, examples of the inclusion of entertainment media in educational contexts are discussed.  相似文献   

Psychometric reevaluation of the scientific attitude inventory‐revised (SAI‐II)     

Michael J. Lichtenstein  Steven V. Owen  Cheryl L. Blalock  Yan Liu  Kacy A. Ramirez  Linda A. Pruski  Carolyn E. Marshall  Mary Anne Toepperwein 《科学教学研究杂志》2008,45(5):600-616

The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ² (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008  相似文献   

From faculty for undergraduate neuroscience: encouraging innovation in undergraduate neuroscience education by supporting student research and faculty development     

Hardwick JC  Kerchner M  Lom B  Ramirez JJ  Wiertelak EP 《CBE life sciences education》2006,5(2):86-90

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Toward a Developmental Science of Politics     

Meagan M. Patterson  Rebecca S. Bigler  Erin Pahlke  Christia Spears Brown  Amy Roberson Hayes  M. Chantal Ramirez  Andrew Nelson 《Monographs of the Society for Research in Child Development》2019,84(3):7-185

In this monograph, we argue for the establishment of a developmental science of politics that describes, explains, and predicts the formation and change of individuals’ political knowledge, attitudes, and behavior beginning in childhood and continuing across the life course. Reflecting our goal of contributing both theoretical conceptualizations and empirical data, we have organized the monograph into two broad sections. In the first section, we outline theoretical contributions that the study of politics may make to developmental science and provide practical reasons that empirical research in the domain of politics is important (e.g., for identifying ways to improve civics education and for encouraging higher voting rates among young adults). We also review major historical approaches to the study of political development and provide an integrative theoretical framework to ground future work. Drawing on Bronfenbrenner's ecological systems model as an organizing scheme and emphasizing social justice issues, we describe how factors rooted in cultural contexts, families, and children themselves are likely to shape political development. In the second section of the monograph, we argue for the importance and utility of studying major political events, such as presidential elections, and introduce the major themes, rationales, and hypotheses for a study of U.S. children's views of the 2016 U.S. presidential election. In addition, we apply a social-justice lens to political thought and participation, addressing the role of gender/sex and race/ethnicity in children's political development broadly, and in their knowledge and views of the 2016 U.S. presidential election specifically. In interviews conducted within the month before and after the election, we examined two overarching categories of children's political attitudes: (a) knowledge, preferences, and expectations about the 2016 election, and (b) knowledge and attitudes concerning gender/sex and politics, particularly relevant for the 2016 election given Hillary Clinton's role as the first female major-party candidate for the presidency. Participants were 187 children (101 girls) between 5 and 11 years of age (M = 8.42 years, SD = 1.45 years). They were recruited from schools and youth organizations in five counties in four U.S. states (Kansas, Kentucky, Texas, and Washington) with varying voting patterns (e.g., Trump voters ranged from 27% to 71% of county voters). The sample was not a nationally representative one, but was racially diverse (35 African American, 50 Latinx, 81 White, and 21 multiracial, Asian American, Middle Eastern, or Native American children). In addition to several child characteristics (e.g., age, social dominance orientation [SDO]), we assessed several family and community characteristics (e.g., child-reported parental interest in the election and government-reported county-level voting patterns, respectively) hypothesized to predict outcome variables. Although our findings are shaped by the nature of our sample (e.g., our participants were less likely to support Trump than children in larger, nationwide samples were), they offer preliminary insights into children's political development. Overall, children in our sample were interested in and knowledgeable about the presidential election (e.g., a large majority identified the candidates correctly and reported some knowledge about their personal qualities or policy positions). They reported more information about Donald Trump's than Hillary Clinton's policies, largely accounted for by the substantial percentage of children (41%) who referred to Trump's immigration policies (e.g., building a wall between the United States and Mexico). Overall, children reported as many negative as positive personal qualities of the candidates, with negative qualities being reported more often for Trump than for Clinton (56% and 18% of children, respectively). Most children (88%) supported Clinton over Trump, a preference that did not vary by participants’ gender/sex or race/ethnicity. In their responses to an open-ended inquiry about their reactions to Trump's win, 63% of children reported negative and 18% reported positive emotions. Latinx children reacted more negatively to the election outcome than did White children. Girls’ and boys’ emotional responses to the election outcome did not differ. Children's personal interest in serving as U.S. president did not vary across gender/sex or racial/ethnic groups (overall, 42% were interested). Clinton's loss of the election did not appear to depress (or pique) girls’ interest in becoming U.S. president. With respect to the role of gender/sex in politics, many children (35%) were ignorant about women's absence from the U.S. presidency. Only a single child was able to name a historical individual who worked for women's civil rights or suffrage. Child characteristics predicted some outcome variables. For example, as expected, older children showed greater knowledge about the candidates than did younger children. Family and community characteristics also predicted some outcome variables. For example, as expected, participants were more likely to support Trump if they perceived that their parents supported him and if Trump received a greater percentage of votes in the children's county of residence. Our data suggest that civic education should be expanded and reformed. In addition to addressing societal problems requiring political solutions, civics lessons should include the histories of social groups’ political participation, including information about gender discrimination and the women's suffrage movement in U.S. political history. Providing children with environments that are rich in information related to the purpose and value of politics, and with opportunities and encouragement for political thought and action, is potentially beneficial for youth and their nations.  相似文献   

Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time     

Modrek  Anahid S.  Ramirez  Gerardo 《Metacognition and Learning》2021,16(1):113-134

Metacognition and Learning - Individual differences in self-regulation have been a topic of increased empirical research. However, few investigations have been conducted on how sub-components of...  相似文献   

Co-mentoring: The Iterative Process of Learning about Self and “Becoming” Leaders     

Valerie A. Allison  Laurie A. Ramirez 《Studying Teacher Education》2016,12(1):3-19

Two pre-tenured faculty members at dissimilar institutions found themselves in similar positions – both were assigned to administrative positions that they did not seek. This self-study is an investigation of their processes of becoming leaders and how they aligned and/or conflicted with their espoused beliefs. A review of the literature that guided them is also included. Throughout the process, the two served as co-mentors for each other as they navigated the unfamiliar territory of educational leadership at the university level. Together, they strove to remain committed to shared ideals of democratic practice, transparency, and collaboration. As evidenced in the data, tensions existed as they learned and performed their new roles. Administrative duties and their enactment at times conflicted with their ideals of effective leadership. Electronic journals kept throughout the process were the main data source, which they then revisited to chart their own and each other’s learning and growth while leading. Looking back at their progression, they were able to identify four iterative phases in their development: forming, storming, norming, and performing. Discussions of each phase, with examples, are focal points of the study. The co-mentoring model is one that, while not typically or formally used, was shown to be effective for these two new leaders. Leading each other’s learning helped them align ideals of leading (in teaching and scholarship) with traditional ideas of administration (management tasks and leadership enactments). This study provides clear recommendations for new leaders and those who support them in becoming leaders.  相似文献   

Making connections     

Joseph M. Furner  Monica Ramirez 《TechTrends》1999,43(4):34-39

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The publication fate of abstracts presented at the Medical Library Association conferences     

Rachel J. Hinrichs  Mirian Ramirez  Mahasin Ameen 《Journal of the Medical Library Association》2021,109(4):590

Objective:We sought to determine how many abstracts presented at the 2012 and 2014 Medical Library Association (MLA) annual conferences were later published as full-text journal articles and which features of the abstract and first author influence the likelihood of future publication. To do so, we replicated a previous study on MLA conference abstracts presented in 2002 and 2003. The secondary objective was to compare the publication rates between the prior and current study.Methods:Presentations and posters delivered at the 2012 and 2014 MLA meetings were coded to identify factors associated with publication. Postconference publication of abstracts as journal articles was determined using a literature search and survey sent to first authors. Chi-squared tests were used to assess differences in the publication rate, and logistic regression was used to assess the influence of abstract factors on publication.Results:The combined publication rate for the 2012 and 2014 meetings was 21.8% (137/628 abstracts), which is a statistically significant decrease compared to the previously reported rate for 2002 and 2003 (27.6%, 122/442 abstracts). The odds that an abstract would later be published as a journal article increased if the abstract was multi-institutional or if it was research, specifically surveys or mixed methods research.Conclusions:The lower publication rate of MLA conference abstracts may be due to an increased number of program or nonresearch abstracts that were accepted or a more competitive peer review process for journals. MLA could increase the publication rate by encouraging and enabling multi-institutional research projects among its members.  相似文献   

Simultaneous Delivery of a Face-to-Face Course to On-Campus and Remote Off-Campus Students     

Carmel Parker White  Rich Ramirez  Jessica G. Smith  Lisa Plonowski 《TechTrends》2010,54(4):34-40

The purpose of this case study was to determine the feasibility of delivering a course on-campus and in real time, simultaneously transmitting it to students who were remotely accessing the same course. In future years, it is anticipated that universities will have inadequate physical facilities to meet the demands of an increasing student population. Additionally, with warnings of impending pandemics, universities need to be prepared to deliver courses in alternative ways to ensure continuity of instruction. Thus, this pilot project was designed to deliver a course to a large section of students while also allowing off-campus students access to the course in real time. The planning and delivery of the course is described, including the technology used, the support provided by the university and technology support staff, the course that was used for the pilot project, and how students were selected to participate as the off-campus students. The perspectives of the instructor, teaching assistant, students (both on- and off-campus), and technology support personnel are summarized.  相似文献