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881.
Robin Hausheer Diana M. Doumas Susan Esp Courtney Cuffee 《Journal of Addictions & Offender Counseling》2016,37(1):16-34
This study examined parental predictors of alcohol use and alcohol‐related consequences among 9th‐grade students (N = 296). Parental disapproval of teen drinking and quality of parent–child general communication were significant predictors of drinking behaviors. Implications for counselors are discussed. 相似文献
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《Journal Of Applied School Psychology》2013,29(1):1-2
No abstract available for this article. 相似文献
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We investigated the effect of retrieval practice (i.e., the use of testing to enhance learning) by middle school students on science learning in an authentic educational setting. For initial study, all students (n = 39) read a science text and made study notes about the text, a regular study activity in their course. For restudy (2 days later), students either copied their notes or did retrieval practice. For the final test (an additional 2 days later), all students did a recall task from memory. Students in the retrieval practice condition showed better retention of information than students in the copy condition. These results add to a growing body of research on the use of retrieval practice as an effective learning tool for retention within authentic school settings. 相似文献
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Emily J. Ozer Miranda L. Ritterman Maggie G. Wanis 《American journal of community psychology》2010,46(1-2):152-166
Late childhood and early adolescence represent a critical transition in the developmental and academic trajectory of youth, a time in which there is an upsurge in academic disengagement and psychopathology. PAR projects that can promote youth's sense of meaningful engagement in school and a sense of efficacy and mattering can be particularly powerful given the challenges of this developmental stage. In the present study, we draw on data from our own collaborative implementation of PAR projects in secondary schools to consider two central questions: (1) How do features of middle school settings and the developmental characteristics of the youth promote or inhibit the processes, outcomes, and sustainability of the PAR endeavor? and (2) How can the broad principles and concepts of PAR be effectively translated into specific intervention activities in schools, both within and outside of the classroom? In particular, we discuss a participatory research project conducted with 6th and 7th graders at an urban middle school as a means of highlighting the opportunities, constraints, and lessons learned in our efforts to contribute to the high‐quality implementation and evaluation of PAR in diverse urban public schools. 相似文献
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Evelyn Newman Phillips Marlene J. Berg Chiedza Rodriguez Damion Morgan 《American journal of community psychology》2010,46(1-2):179-194
PAR recognizes teachers and students as co-creators in a learning process that builds self-efficacy essential to long-term educational success. In enabling contexts, PAR projects also allow teachers to critically deconstruct societal power, examine how these dynamics are reproduced in the classroom, and work against the silencing of student voices. This case study describes the process of implementing an inquiry-based PAR model into a formal urban middle school program intended to reduce drop out rates. The anthropologist/researchers employed participant observation, interviews, and review of student work to explore the dynamics, challenges, and constraints confronted during the process. The intervention demonstrated the gap between practice and theory in a middle school environment marked by well-defined hierarchies and roles as well as high-stakes testing. 相似文献
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对428名中小学教师的职业生涯高原现象及其影响因素进行调查,分析当前中小学教师职业生涯高原现象的特征,探索其形成的影响因素并编制了三个教师职业生涯高原影响因素量表,分别为职业情感量表、背景支持量表、社会压力量表。研究结果表明自编的三个教师职业生涯高原影响因素量表具有较好的信、效度;相关分析表明教师职业生涯高原与职业情感、背景支持、社会压力显著相关;回归模型的比较表明,教师的职业情感对教师职业生涯高原的形成影响最大,其次是社会压力、背景支持;教师职业情感在背景支持和社会压力对教师职业生涯高原形成的影响中起着部分中介的作用。 相似文献