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1.
Physical discipline and children's adjustment: cultural normativeness as a moderator 总被引：2，自引：0，他引：2
Lansford JE Chang L Dodge KA Malone PS Oburu P Palmérus K Bacchini D Pastorelli C Bombi AS Zelli A Tapanya S Chaudhary N Deater-Deckard K Manke B Quinn N 《Child development》2005,76(6):1234-1246
Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety. 相似文献
2.
Rikard Palmér 《Scandinavian Journal of Educational Research》2013,57(4):197-209
Palmér, R. 1982. A Longitudinal Study of the Social Adjustment of Mentally Retarded Adults in Sweden. A Discussion of Methodological Problems and Preliminary Results. Scandinavian Journal of Research 26, 197‐209. In connection with an interdisciplinary research project, 1966‐1971, a differential psychological survey of about one hundred mentally retarded young people in the 18‐25 age‐group was carried out. About ten years later a follow‐up investigation began. Initially the central concern was to clarify the meaning of social adjustment in middle age. Essential components of this variable include objectively observable facts such as work and living situation, but also adaptive behaviour and the individual's perception of himself and his situation. Methodological problems are examined in broader theoretical perspective. One conclusion is that we should seek access to individual perceptions and experiences ‐ of which handicap awareness is a vital component ‐ via relatively unstructured conversations and interviews. This part of the study can then be developed into a consciously hermeneutic approach. Preliminary results of analysis are discussed. 相似文献
3.
The relation between types of tasks and the mathematical reasoning used by students trying to solve tasks in a national test
situation is analyzed. The results show that when confronted with test tasks that share important properties with tasks in
the textbook the students solved them by trying to recall facts or algorithms. Such test tasks did not require conceptual
understanding. In contrast, test tasks that do not share important properties with the textbook mostly elicited creative mathematically
founded reasoning. In addition, most successful solutions to such tasks were based on this type of reasoning. 相似文献
4.
Elin Palm 《Ethics and Information Technology》2009,11(4):233-241
The starting point of this article is that employees’ chances of securing reasonable expectations of privacy at work must
be better protected. A dependency asymmetry between employer and job-applicant implies that prospective employees are in a
disadvantaged position vis à vis the employer regarding the chances of defending their reasonable interests. Since an increased
usage of work related surveillance will, to a larger extent, require of job-applicants that they negotiate their privacy interests
in employment contracting, it is important to consider means of strengthening employees’ negotiating power. This article emphasizes
the importance of contextualizing consent for contractual agreements to be ethically acceptable. 相似文献
5.
T. Mikael Winberg Jenny M. Hellgren Torulf Palm 《European Journal of Psychology of Education - EJPE》2014,29(4):673-691
The study aims to assess the relative importance of a large number of variables for predicting students’ positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students’ perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students’ emotional experiences during this lesson. Single-construct and multivariate models for predicting students’ emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59 % of the variance in students’ emotional experiences. The two most important constructs were students’ type of motivation and perceived degree of learning, which together predicted 48 % of the students’ emotions. Single-construct models predicted, at most, 36 %. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed. 相似文献
6.
Hanna Palmér Helena Roos 《International Journal of Research & Method in Education》2017,40(5):471-479
The focus of this article is on the use of theories and on what we imply when we in research claim to use a theory. In this article, diverse uses of one theory will be illustrated with reference to 10 different studies. The aim is not to evaluate or judge how the theory is used in these studies, but to discuss how the diverse uses of one and the same theory may infer very different things in research. Questions are raised about what happens with the hierarchy and the coherence of an argument and what conclusions can be drawn when only some parts of a theory are used. 相似文献
7.
Torulf Palm 《Educational Studies in Mathematics》2008,67(1):37-58
The study presented in this paper seeks to investigate the impact of authenticity on the students’ disposition to make necessary
real world considerations in their word problem solving. The aim is also to gather information about the extent to which different
reasons for the students’ behaviors are responsible for not providing solutions that are consistent with the ‘real’ situations
described in the word problems. The study includes both written solutions to word problems and interview data from 161 5th
graders. The results show an impact of authenticity on both the presence of ‘real life’ considerations in the solution process
and on the proportion of written solutions that were really affected by these considerations. The students’ frequent use of
superficial solution strategies and their beliefs about mathematical word problem solving were found to be the main reasons
for providing solutions that are inconsistent with the situations described in the word problems. 相似文献
8.
In this work we study the behaviour of the dielectric constant of BaTiO3 single crystals doped with Cu and Fe for different ion percentages, particularly, the influence of these hetemvalent substitutions on the ferroelectric-paraelectric phase transition whose temperature is found at Tc=120℃ for pure samples. The dielectric constant e in terms of temperature shows that the Curie temperature decreases when the quantity of impurities increases and presents a broadening and flattering of the maximum oft（T） within higher values, with the transition becoming more and more diffuse. It is interesting to have a material with very high permittivity （high-k） because of its capacity to store an important quantity of electric charges. The t anisotropy and the Curie-Weiss law are also verified with a good ratio between the slopes ofε^-l（T） from both sides of the transition, leading to a Curie constant： C= 13 × 10^4 K for BaTiO3：1.6%Fe in the polar phase. BaTiO3 is a displacive ferroelectric going through a first-order phase transition. The substitutions have an effect on the dynamics of the perovskite lattice. They induce charges transfer to Ti and a diminution of elastic forces in BaTiO3. Then we discuss the transition but on the nature of the material. fact that the maximum of permittivity does not depend on the phase 相似文献
9.
Hanna Palmér 《International Journal of Early Years Education》2015,23(4):365-381
The results in this article explore whether and how the design of applications used on tablet computers influences the interaction and dialogues that occur between children and pedagogues, the participation of children in the activities and the mathematics that can be learned. While mathematics offered a lens to explore the use of tablet devices, child–teacher interactions is the focus of this article. Twelve pedagogues were observed as they used different applications with 25 preschool children. These applications were categorised based on their classification (boundaries of the application) and framing (form of the application). It was shown that the same pedagogue interacted differently with the children based on the application they were using. Further, the children's participation as well as the structure and content of the dialogues between pedagogues and children differed based on classification and the framing of the application used. The results indicate that the design of the applications influences the pedagogues and the educational context in which children are invited to participate. 相似文献
10.
Hanna Palmér 《Teacher Development》2016,20(5):682-700
The results presented in this article are taken from a case study of novice primary school mathematics teachers’ professional identity development from the perspective of the teachers themselves. The empirical material was collected through self-recordings, observations and interviews. The results show how the professional identity development of these novice teachers becomes a pursuit in line with their image of a primary school teacher. To develop a sense of themselves as primary school teachers they need to establish their own criteria - individual (including graduation and personal knowledge) and social (the ability to work in one school, have colleagues and have a class of their own for which they do the planning and teaching). These criteria are shown to be both a precondition for and a part of professional identity development. The novice teachers’ image of what it means to be a primary school teacher directs their actions and becomes the goal of their professional identity development. Because of its high impact, student and novice teachers’ image of primary school teachers ought to be made visible in both teacher education and teacher induction. 相似文献