Jing Zhang  Ming Ming Chiu  Hao Lei 《The British journal of educational psychology》2023,93(1):56-72

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Kathleen A. Klik  Diana Cárdenas  Katherine J. Reynolds 《The British journal of educational psychology》2023,93(3):806-824

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Sophie P. Barnes  Stephanie M. Jones  Rebecca Bailey 《Developmental science》2023,26(4):e13355

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P.M. Sonnenberg  A. de Kock  E. Vogel 《Teaching Theology & Religion》2023,26(1):3-14

The aim of this study is to gain empirical knowledge about how the Bible functions in the context of Protestant Christian primary schools in the Netherlands. It presents the results of an empirical explorative and qualitative study on the perceptions of teachers and school administrators (directors and internal supervisors) on the goals of Bible use in Protestant primary education, as well as the roles of teachers and pupils, and how these can be understood in terms of religious pedagogical models and theories. Five small focus group interviews with teachers and six interviews with school administrators revealed a variety of goals teachers hold regarding Bible use in education and a variety of divisions of teacher–learner roles in this regard. The findings also show some particular characteristics when compared with secondary schools.  相似文献   

    

Guliston Kakhamonova;Shovkatjon Dj. Akhunov;Makhmanazar M. Nazarov;Ramazon R. Mavlonov;Dilshadbek T. Usmanov; 《Child Development Perspectives》2024,57(1):36-41

In this work, the features of secondary emission phenomena were investigated under cluster bombardment. The emission of ion-photons, secondary ions, and electrons associated with the thermal peak regime were experimentally carried out. The experiments were conducted using modernized a static magnetic mass spectrometer. The integral yield of secondary ion and electron emission was measured by bombarding Tb and Tm targets with cluster ions Aum− (m = 1–9) and Bim− (m = 1–7) within the energy range of 1–21 keV for the bombarding ions. Additionally, the integral yield of ion-photon emission was measured by bombarding a Tm target with cluster ions Bim− (m = 1–5) within the same energy range. The experimental results showed that an increase in the yield of ion-photon emission, secondary ion, and ion-electron emission was observed with an increase in the number of atoms bombarded by cluster ions. This can be explained the formation of thermal peaks under dense collision cascades.  相似文献   

Are differences between social classes reduced by non-symbolic numerical tasks? Evidence from the ELFE cohort     

Jean-Paul Fischer  Xavier Thierry 《The British journal of educational psychology》2021,91(1):286-299

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Zachary Pietrantoni  Dorea Glance 《Journal of multicultural counseling and development》2019,47(1):2-18

The Social Class and Classism Training Questionnaire was developed to assess multicultural competency and training of social class and classism for school counselor trainees (SCTs). The authors analyzed the differences between accreditation status, social class backgrounds, and factors contributing to SCTs’ competence and training. Results showed that socially desirable responding, number of multicultural courses, and training level contributed most to perceived competence and training. This study provides insight into factors influencing SCTs’ competence and training of social class. El Cuestionario de Capacitación en Clase Social y Clasismo fue desarrollado para evaluar la competencia multicultural y capacitación en clase social y clasismo de consejeros escolares en formación (SCT, por sus siglas en inglés). Los autores analizaron las diferencias entre el estado de acreditación, la clase social de origen y otros factores que contribuyen a la competencia y capacitación de los SCT. Los resultados mostraron que las respuestas socialmente deseables, el número de cursos multiculturales y el nivel de capacitación contribuyeron en mayor medida a la percepción de competencia y capacitación. Este estudio ofrece una perspectiva de los factores que influyen en la competencia y capacitación en clase social de los SCT.  相似文献   

    

April D. Watts  Diana M. Doumas  Aida Midgett 《Journal of Addictions & Offender Counseling》2019,40(2):66-83

The authors examined the efficacy of a brief bystander bullying intervention on reducing alcohol use among high school students (N = 61). As hypothesized, high‐risk drinkers in the intervention group reported reduced drinking compared with control students at a 30‐day follow‐up.  相似文献   

    

Jinxin Zhu  Kerry J. Kennedy  Magdalena Mo Ching Mok  Christine Margaret Halse 《PsyCh Journal》2019,8(4):465-479

Guided by the “opportunity–propensity” (O‐P) framework, this study explores how immigrant status might affect students’ civic knowledge through an antecedent factor (socioeconomic status [SES]), opportunity factors (civic learning at school and civic participation at school), and propensity factors (perceived open classroom climate, perceived student–teacher relationship, and perceived importance of conventional citizenship). The data were taken from the International Civic and Citizenship Education Study (ICCS) 2016. The sample comprised 2,544 eighth graders from Hong Kong. Results of two‐level path analysis showed that, at the student level, mainland Chinese immigrant grant students had a higher level of civic knowledge. Although perceived open classroom climate and perceived importance of conventional citizenship were found to be two positive mediators and family SES (via civic learning at school) was a negative mediator, the mediation effects at the student level were quite small. In contrast, quite a large amount of variance was explained at the school level: School‐aggregated immigrant status was positively linked to school‐aggregated civic knowledge and negatively via school‐aggregated students’ family SES via school‐aggregated civic learning.  相似文献   

    

Michelle Jayman  Maddie Ohl  Bronach Hughes  Pauline Fox 《The British journal of educational psychology》2019,89(1):111-130

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