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1.
Jane Kohlhoff David J. Hawes Melanie Mence Alex M. T. Russell Lucinda Wedgwood Susan Morgan 《Parenting, science and practice》2016,16(4):302-319
Objective. This study examined the cognitive-affective strategies used by parents of young children with conduct problems to regulate emotions. Key questions concerned the extent to which these emotion regulation strategies are associated with positive and negative parenting practices and predict quality of parenting through interplay with parental depression. Design. Participants were families of toddlers (n = 84) referred to a tertiary-level health service for the treatment of disruptive behavior problems. Parenting practices were indexed through observational coding of parent–child interactions and self-report data on multiple dimensions of positive and negative parenting. Parents self-reported their use of cognitive reappraisal and expressive suppression—the two emotion regulation strategies that are most robustly associated with psychosocial functioning in adults. Results. Associations between emotion regulation strategy and quality of parenting were moderated by parental depressive symptom severity, with distinct effects seen for positive and negative parenting practices. In terms of positive parenting, more frequent use of cognitive reappraisal was associated with increased use of labeled praise among parents with lower levels of depressive symptoms, whereas parents who had higher levels of depressive symptoms engaged in less such praise regardless of how frequently they used reappraisal. In terms of negative parenting, frequent use of cognitive reappraisal and expression suppression were associated with reduced levels of negative parenting, but only among parents with high levels of depression. Conclusions. These findings add to growing support for the integration of emotion regulation strategies into family process models of early-onset conduct problems and related clinical interventions. 相似文献
2.
Abstract Thirty-two families were given six market-leading, educational CDROMs each, and usage of them was logged over 11 weeks. These children and their parents were also interviewed on three occasions. Although parents and children were enthusiastic upon receipt of the software and envisaged that it would be a useful learning tool, children's use of these titles rapidly declined to an average of between only 10 and 25 minutes a week. Children spent most of their time using these products alone; collaboration with other family members was minimal. This is compared with parents' examples of other learning activities that take place as a whole family. Parents and children were asked to discuss the perceived qualities of the CD-ROMs. Parents had limited insight into how this home computer experience might relate to their children's experience in classrooms and they made little reference to informal theories of learning and teaching in judging the quality and impact of the software. This was classified as ‘good’ mainly in terms of features that could promote recreational enjoyment. It is concluded that the purchase/provision of a PC and of educational CD-ROMs is not enough, by itself, to foster lively learning practices in the home. Parents and schools need to work more closely together if this is to be achieved. 相似文献
3.
Lucinda Kerawalla Karen Littleton Eileen Scanlon Ann Jones Mark Gaved Trevor Collins 《Interactive Learning Environments》2013,21(6):497-515
Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and abilities. To address this, the Personal Inquiry project has designed a tool kit that includes nQuire, a Web-based tool to support students through the inquiry process. Here, we identify when, across five lessons comprising an inquiry into microclimates, nQuire was used by a teacher and a case study group of her 12 to 13-year-old students, and the ways in which they adopted nQuire as a tool to facilitate the creation of a coherent and cumulative inquiry learning experience over time. We found that students' use of nQuire supported them in capturing and representing their evolving understanding of inquiry, in defining and supporting their progression through the process of inquiry and in resourcing their cognitive engagement in data interpretation and representation. nQuire supported the students in accumulating and integrating new understandings across contexts and over time. In this way, nQuire successfully resourced and supported the students' learning journeys or trajectories. We conclude that nQuire can be an effective tool for supporting teachers' and students' understanding of the nature of inquiry and how to design and implement inquiries of their own. 相似文献
4.
Lucinda McKnight 《The Australian Educational Researcher》2016,43(4):473-486
This paper introduces the concept of the phallic teacher, a spectral figure negotiated in teachers’ everyday work and in school-based disciplinary communities of practice. Reporting the findings of a 3-year Australian doctoral study completed in 2014, the paper looks closely at how English teachers design both curriculum and identity in an environment where feminist and poststructuralist work of the late 20th century seems to have lost traction. These observations made here are based on empirical research in a Victorian school, combined with autoethnographic writing and other materials connecting teachers’ and researchers’ lives to the broader cultural postfeminist debate. The paper makes room for an absent subject, the teacher, marginalised in neoliberal discourses of curriculum and critiques the masculinist hegemony of outcomes and standards-based education. This provides us with new ways to challenge increasingly dominant current paradigms and to conceptualise a different future in which the standpoints of teachers are privileged in curriculum theory and curricular innovation. 相似文献
5.
This article moves beyond book-based school ‘wide reading’ to propose constellations of multimodal media, including music videos, fashion parades, literary works, online games and material artefacts, along with associated pedagogies, as sponsors of pleasure. The article, based on empirical research with teachers in an Australian secondary school, proposes how the pleasure teachers experience in textual curation and research during curriculum planning might inform understandings of what reading might be for students. The author also considers the barriers to recognising diverse texts as having merit for study. Featuring Mattel’s Barbie, Kanye West and Andy Warhol, the article demonstrates how curation can inspire a vibrant reading fan culture and asks how teachers and students can negotiate or co-design ‘reading for pleasure’ curricula that make meaningful use of learner desires to seek collaboratively and collate creatively traces of meaning across media. Reading is an inevitable, spontaneous and enjoyable aspect of these practices. 相似文献
6.
Lucinda Kerawalla Shailey Minocha Gill Kirkup Gráinne Conole 《Learning, Media and Technology》2008,33(1):21-33
Since the early years of the twenty‐first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be difficult and cites problems with issues such as student compliance. We adopt a learner‐centred perspective and explore students’ (rather than their educators’) understanding of how blogs and blogging can support distance learning in Higher Education. We report on a study of UK Open University (OU) students on an online distance learning Masters course, that has enabled us to determine the issues that are important to these bloggers, and we describe five ways in which they appropriated blogging to suit their individual needs. We discuss the importance of making blogging activities flexible so that students can blog to meet their own needs whilst still attending to the requirements of their course. 相似文献
7.
Gillian M. Boulton-Lewis Lucinda Pike Maureen Tam Laurie Buys 《Educational gerontology》2017,43(2):89-100
In this article, the discussion of loss and its relationship to learning is based on the analysis of interview data from 39 older adults in Hong Kong and 40 in Australia. The focus of the research was on ageing and learning. The phenomenon of life changes, specifically losses, and their relationship to learning was frequently mentioned, and this theme is described here. Three different kinds of loss were identified in the data as motivators for organized or nonorganized learning or for negatively affecting learning. These included loss of aspects of health, of job, or of partner. The results are potentially useful to policy makers and learning providers in encouraging older adults to engage in learning as one way of coping with loss. 相似文献
8.
Nicola Yuill Darren Pearce Lucinda Kerawalla Amanda Harris Rosemary Luckin 《Journal of Research in Reading》2009,32(1):109-125
Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7–9‐year‐olds took a reading‐specific multiple classification (RMC) pre‐test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual‐control or individual technology. Discussion produced more accurate post‐test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8–9‐year‐olds were pre‐tested on story recall and worked in pairs on a SCoSS‐supported story construction task, requiring collaborative inference‐making, hypothesis generation and selection. Post‐test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development. 相似文献
9.
Lucinda McKnight 《Gender and education》2015,27(7):909-927
While the issue of boys’ dominance of the curriculum has a long history, the article examines this phenomenon in a contemporary context, through an empirical study with female teachers designing English curriculum around girls’ media in a coeducational secondary school in Victoria, Australia. In this space, teachers, and the researcher, produce and perform both individual gendered identities and plans for the identities of future student subjects, while negotiating subject positions made available to girls and women in broader social contexts. In this instance, negotiations that take place during the development of a unit of work on Mattel's Barbie website form the basis of feminist discourse analysis, enabling us to ‘take stock’ in thinking about what curriculum design is, about where the past is situated in relation to the present, and to question why, within a discursive feminist/postfeminist entanglement, the heritage of feminist intellectual thought in this area seems absent. 相似文献
10.
Children with special educational needs (SEN) are known to experience lower average educational attainment than other children during their school years. But we have less insight into how far their poorer educational outcomes stem from their original starting points or from failure to progress during school. The extent to which early identification with SEN delivers support that enables children who are struggling academically to make appropriate progress is subject to debate. This is complicated by the fact that children with SEN are more likely to be growing up in disadvantaged families and face greater levels of behavioural and peer problems, factors which themselves impact attainment and progress through school. In this paper, we evaluate the academic progress of children with SEN in England, drawing on a large‐scale nationally representative longitudinal UK study, the Millennium Cohort Study, linked to administrative records of pupil attainment. Controlling for key child, family and environmental factors, and using the SEN categories employed at the time of data collection, we first establish that children identified with SEN in 2008, when they were age 7, had been assessed with lower academic competence when they started school. We evaluate their progress between ages 5–7 and 7–11. We found that children identified with SEN at age 7 tended to be those who had made less progress between ages 5 and 7 than their comparable peers. However, children with SEN continued to make less progress than their similarly able peers between ages 7 and 11. Implications are discussed. 相似文献