Calling in Today's World: Voices from Eight Faith Perspectives     

Melissa Ann Brandes 《Religious education (Chicago, Ill.)》2018,113(1):109-110

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The Choice of Response Probability in Bookmark Standard Setting: An Experimental Study     

Peter Baldwin  Melissa J. Margolis  Brian E. Clauser  Janet Mee  Marcia Winward 《Educational Measurement》2020,39(1):37-44

Evidence of the internal consistency of standard-setting judgments is a critical part of the validity argument for tests used to make classification decisions. The bookmark standard-setting procedure is a popular approach to establishing performance standards, but there is relatively little research that reflects on the internal consistency of the resulting judgments. This article presents the results of an experiment in which content experts were randomly assigned to one of two response probability conditions: .67 and .80. If the standard-setting judgments collected with the bookmark procedure are internally consistent, both conditions should produce highly similar cut scores. The results showed substantially different cut scores for the two conditions; this calls into question whether content experts can produce the type of internally consistent judgments that are required using the bookmark procedure.  相似文献   

Healing after traumatic events: Aligning interventions with cultural background and religious and spiritual beliefs     

Melissa A. Heath  Elizabeth A. Cutrer-Párraga 《Psychology in the schools》2020,57(5):718-734

Historically, disaster response efforts have focused primarily on basic physical survival and safety—addressing medical emergencies and ensuring adequate shelter and supplies of food and water. However, in addition to physical survival, relief efforts must also consider strategies to promote emotional healing and psychological well-being. In particular, those who intervene must consider the acceptability of intervention strategies, taking into account survivors' cultural background, religious customs, and spiritual beliefs. This article offers recommendations to better align school-based therapeutic interventions with children's religious and spiritual beliefs.  相似文献   

Micro-credentialing     

Melissa Mallon 《Public Services Quarterly》2019,15(2):116-125

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Factors associated with concussion-symptom knowledge and attitudes toward concussion care seeking in a national survey of parents of middle-school children in the US     

Zachary Y. Kerr  Aliza K. Nedimyer  Melissa C. Kay  Avinash Chandran  Paula Gildner  K. Hunter Byrd  Juliet K. Haarbauer-Krupa  Johna K. Register-Mihalik 《运动与健康科学(英文)》2021,10(2):113

BackgroundDeveloping appropriate concussion prevention and management paradigms in middle school (MS) settings requires understanding parents’ general levels of concussion-related knowledge and attitudes. This study examined factors associated with concussion-symptom knowledge and care-seeking attitudes among parents of MS children (aged 10–15 years).MethodsA panel of 1224 randomly selected U.S. residents, aged ≥ 18 years and identifying as parents of MS children, completed an online questionnaire capturing parental and child characteristics. The parents’ concussion-symptom knowledge was measured using 25 questions, with possible answers being “yes”, “maybe”, and “no”. Correct answers earned 2 points, “maybe” answers earned 1 point, and incorrect answers earned 0 point (range: 0–50; higher scores = better knowledge). Concussion care-seeking attitudes were also collected using five 7-point scale items (range: 5–35; higher scores = more positive attitudes). Multivariable ordinal logistic regression models identified predictors of higher scores. Models met proportional odds assumptions. Adjusted odds ratios (aORs) with 95% confidence intervals (95%CIs) (excluding 1.00) were deemed statistically significant.ResultsMedian scores were 39 (interquartile range: 32–44) for symptom knowledge and 32 (interquartile range: 28–35) for care-seeking attitude. In multivariable models, odds of better symptom knowledge were higher in women vs. men (aOR = 2.28; 95%CI: 1.71–3.05), white/non-Hispanics vs. other racial or ethnic groups (aOR = 1.88; 95%CI: 1.42–2.49), higher parental age (10-year-increase aOR = 1.47; 95%CI: 1.26–1.71), and greater competitiveness (10%-scale-increase aOR = 1.24; 95%CI: 1.13–1.36). Odds of more positive care-seeking attitudes were higher in white/non-Hispanics vs. other racial or ethnic groups (aOR = 1.45; 95%CI: 1.06–1.99) and in older parental age (10-year-increase aOR = 1.24; 95%CI: 1.05–1.47).ConclusionCharacteristics of middle school children''s parents (e.g., sex, race or ethnicity, age) are associated with their concussion-symptom knowledge and care-seeking attitudes. Parents’ variations in concussion knowledge and attitudes warrant tailored concussion education and prevention.  相似文献   

PTSD symptom cluster profiles of youth who have experienced sexual or physical abuse     

Melissa K. Runyon  Esther DeblingerRobert A. Steer 《Child abuse & neglect》2014

The research examined whether youth (6–17 years old) who were referred for treatment due to sexual, physical, or both types of abuse presented with distinct profiles of PTSD DSM-IV-TR symptom clusters. When examining data for the 749 youth participants, five PTSD symptom cluster profiles were identified with each profile representing approximately 20% of the youth. The five profiles were also differentiated with respect to being referred for physical or sexual abuse, age, parental ratings of internalizing symptoms, and self-reported depression. The youth referred for treatment in the aftermath of child sexual, physical, or both sexual and physical abuse presented with different profiles of PTSD symptom clusters thereby suggesting a need for individualized tailoring of evidenced-based treatments. Two cognitive behavioral approaches, designed for traumatized children and either their nonoffending or offending parents, were described for treating youth with the distinct PTSD profiles.  相似文献   

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   

Gender differences in instructional leadership: how male and female principals perform their instructional leadership role     

Haim Shaked  Jeffrey Glanz  Zehavit Gross 《School Leadership & Management》2018,38(4):417-434

The current qualitative study sought to examine how male and female principals enact their instructional leadership. Data were collected through 59 semi-structured interviews with 36 female principals and 23 male principals from Israel, and analysed in a four-stage process – condensing, coding, categorising, and theorising. Findings presented two main differences between male and female principals’ instructional leadership: (a) the source of authority nurturing their instructional leadership; and (b) the integration of instructional leadership with principal-teacher relationships. Gender theories were employed to explain these findings and further research possibilities in this realm are discussed.  相似文献   

‘Control must be maintained’: exploring teachers’ pedagogical practice outside the classroom     

Melissa Glackin 《British Journal of Sociology of Education》2018,39(1):61-76

Drawing on qualitative data, this article presents an analysis of six secondary science teachers’ expectations and practices related to teaching outdoors during a professional development programme. Using Foucault’s and Bernstein’s theories of ‘space’, routines and set practices, I argue that participant teachers’ fear of losing control of their students when in contexts outside the classroom was constructed as place specific in terms of boundaries (or lack of), familiarity and disturbance. Teachers’ ‘fearful’ expectations when outside triggered the initial use of regulatory technologies that were frequently more assertive and controlling than their usual classroom practice, resulting in increased authoritative teaching approaches. However, once technologies of power were developed for use outside, teachers were able to translate and apply their normal dialogic teaching approaches from the classroom. The article concludes with a discussion of student self-regulation through collaborative group work as a step towards resolving the tensions between dialogic pedagogy and teaching in new contexts.  相似文献   

Integrated Spiritual Development: A New Approach to Nurturing Adolescent Spirituality and Faith     

Melissa Ann Brandes 《Religious education (Chicago, Ill.)》2018,113(2):191-202

Healthy adolescent spiritual development is being hindered both by U.S. culture, which demands conformity to unattainable standards, and by the failure of the Church to become relevant in the lives of young people. This article explores how the alternative religious community found at a Christian summer camp can lead to positive growth in the spiritual lives of young people. Based on the insights that emerged from the stories of campers’ experiences, I suggest a new approach to adolescent spiritual development.  相似文献