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81.
Raúl Chávez 《Identity: An International Journal of Theory and Research》2018,18(2):141-157
The continued growth of the Latino population in the United States is reshaping the nation’s workforce. Given that the majority of Latino children are raised in circumstances that limit their psychosocial development and success in the labor market, and given that Latino men continually lag behind their female peers in educational attainment, understanding how this population develops an occupational identity vis-à-vis their family contexts has become increasingly important. This study, utilizing a qualitative design, retrospectively explored the occupational identity development experiences vis-à-vis family of Latino boys born, raised, and living in California. Following a constructivist grounded theory approach, the purpose of the study was to generate a middle range theory of how Latino boys develop an occupational identity in the home that also explains the divergence of working-class and white-collar occupational paths. Interviews with Latino Americans were conducted using semi-structured interviewing techniques. Nine themes emerged from the data that, when pieced together, produce a model of the occupational identity development trajectories of the participants. Implications of the findings include a need for continued research into the Latino concept of family and parent roles. 相似文献
82.
Johanna Shapiro Julie Youm Michelle Heare Anju Hurria Gabriella Miotto Bao-Nhan Nguyen Tan Nguyen Kevin Simonson Artur Turakhia 《The Journal of medical humanities》2018,39(4):483-501
Medical students’ mask-making can provide valuable insights into personal and professional identity formation and wellness. A subset of first- and second-year medical students attending a medical school wellness retreat participated in a mask-making workshop. Faculty-student teams examined student masks and explanatory narratives using visual and textual analysis techniques. A quantitative survey assessed student perceptions of the experience. We identified an overarching theme: “Reconciliation/reclamation of authentic identity.” The combination of nonverbal mask-making and narrative offers rich insights into medical students’ experience and thinking. This activity promoted reflection and self-care, while providing insight regarding personal and professional development. 相似文献
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Jose M. Castillo Robert F. Dedrick Kevin M. Stockslager Amanda L. March Constance V. Hines Sim Yin Tan 《Journal Of Applied School Psychology》2015,31(1):1-30
This article presents information on the development and initial validation of the 16-item Response to Intervention (RTI) Beliefs Scale. The scale is designed to measure the extent to which educators working in schools hold beliefs consistent with the tenets of RTI. The authors administered the instrument to 2,430 educators in 62 elementary schools in the fall of 2007 and 2,443 educators in 68 elementary schools in the spring of 2008. Exploratory, single-level confirmatory, and multilevel confirmatory factor analysis procedures were used to examine construct validity. Results supported a correlated 3-factor model (Academic Abilities and Performance of Students with Disabilities, Data-Based Decision Making, and Functions of Core and Supplemental Instruction) at both the school and educator levels of analysis. Furthermore, the factor scores derived from the model demonstrated significant, positive relations to RTI implementation. Reliability estimates for two of the three factor scores exceeded.70. Implications for research on educator beliefs and implementation of RTI as well as implications for school psychologists supporting RTI implementation are discussed. 相似文献
89.
Tony Xing Tan 《The Journal of genetic psychology》2013,174(4):318-331
The author investigated the extent of developmental delays in girls adopted from China, their subsequent early intervention (EI) enrollment, and how the delays and EI were related to their academic performance and internalizing problems in adolescence. The sample included 180 adolescent girls (M = 13.4 years, SD = 2.0 years) who were adopted at 3–23.5 months (M = 11.5 months, SD = 3.7 months). Data on the adopted Chinese girls’ delays at arrival and EI enrollment in physical therapy (PT) and speech–language therapy (SLT) were collected from the adoptive mothers at the Baseline; data on the adopted Chinese girls’ present academic performance and internalizing problems were collected from the adoptive mothers and adopted girls at Wave 4 six years later. Data analyses revealed that 55% of the adoptees had moderate-to-severe delays when first arrived at the adoptive homes. Motor delays significantly increased the odds for PT (odds ratio [OR] = 3.98, 95% CI [2.18, 7.82], p <.001) and SLT (OR = 2.36, 95% CI [1.50–3.72, p <.001). Social-cognitive delays also significantly increased the odds for PT (OR = 1.90, 95% CI [1.36, 2.63], p <.001) and SLT (OR = 1.63, 95% CI [1.22, 2.17], p <.001). Motor delays were negatively associated with academic performance but positively associated with internalizing problems. General linear modeling showed that the adoptees who had developmental delays at arrival and subsequently enrolled in EI scored significantly lower on academic performance than their peers who had delays but did not enroll in EI, as well their peers who had no delays and did not enroll in EI. Implications of these findings are discussed. 相似文献
90.
A large body of empirical research now shows that people are surprisingly poor at detecting significant changes in visually
presented scenes. This phenomenon is known aschange blindness in vision. A similar phenomenon occurs in audition, but to date no such effect has been documented in touch. In the present
study, we explored the ability of people to detect changes introduced between two consecutively presented vibrotactile patterns
presented over the body surface. The patterns consisted of two or three vibrotactile stimuli presented for 200 msec. The position
of one of the vibrotactile stimuli composing the display was repeatedly changed (alternating between two different positions)
on 50% of the trials, but the same pattern was presented repeatedly on the remaining trials. Three conditions were investigated:
No interval between the patterns, an empty interval between the patterns, and a masked interval between the patterns. Change
detection was near perfect in the no-interval block. Performance deteriorated somewhat in the empty-interval block, but by
far the worst change detection performance occurred in the masked-interval block. These results demonstrate that “change blindness”
can also affect tactile perception. 相似文献