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1. An Anthropology of "The Good Life" in the Bolivian Plateau (EJ813579)
Author(s):
Calestani, Melania
Source:
Social Indicators Research, v90 n1 p141-153 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Social Life; Freedom; Ethnography; Interpersonal Relationship; Interaction; Foreign Countries; Ethics; Well Being; Case Studies; Moral Values; Social Environment; Social Indicators; Developing Nations; Anthropology; Cooperation; Personal Autonomy; Research Methodology; Social Theories
Abstract: This paper addresses my understanding of well-being as harmonious relations in the city of El Alto, Bolivia. My approach shows the complexity of issues emerging when dealing with social relations. First of all, I analyse a specific case study showing the moral obligation involved among household members. Then I attempt to provide an insight into other aspects of social life to realise that the same degree of moral duty can be found when people participate in religious festivities or social protests. Collaboration, unity and co-operation often coexist with conflicts and moral obligation. The paper argues that this picture of complex coexistence is rather different from the substantive freedom described by Sen ("Development as freedom." Oxford University Press, 1999) in his capability approach. By taking Sen's theoretical framework as a point of departure for this investigation, it aims to emphasise the value of ethnography and other qualitative methods to the study of well-being. In the field of well-being, social interaction may greatly affect people's capabilities to choose the lives they have reason to value, obliging them to follow certain models based on shared values and preferences. The paper contributes to debates on this specific issue, trying to shed light on the picture emerging when engaging with ethnographic research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Clickers in College Classrooms: Fostering Learning with Questioning Methods in Large Lecture Classes (EJ819474)
Mayer, Richard E.; Stull, Andrew; DeLeeuw, Krista; Almeroth, Kevin; Bimber, Bruce; Chun, Dorothy; Bulger, Monica; Campbell, Julie; Knight, Allan; Zhang, Hangjin
Contemporary Educational Psychology, v34 n1 p51-57 Jan 2009
Journal Articles; Reports - Research
Descriptors: Teacher Student Relationship; Interaction; Lecture Method; Feedback (Response); Learning Theories; Learner Engagement; Academic Achievement; Control Groups; Technology Uses in Education
Abstract: What can be done to promote student-instructor interaction in a large lecture class? One approach is to use a personal response system (or "clickers") in which students press a button on a hand-held remote control device corresponding to their answer to a multiple choice question projected on a screen, then see the class distribution of answers on a screen, and discuss the thinking that leads to the correct answer. Students scored significantly higher on the course exams in a college-level educational psychology class when they used clickers to answer 2 to 4 questions per lecture (clicker group), as compared to an identical class with in-class questions presented without clickers (no-clicker group, d=0.38) or with no in-class questions (control group, d=0.40). The clicker treatment produced a gain of approximately 1/3 of a grade point over the no-clicker and control groups, which did not differ significantly from each other. Results are consistent with the generative theory of learning, which predicts students in the clicker group are more cognitively engaged during learning. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Role of Family Resources and Paternal History of Substance Use Problems in Psychosocial Adjustment among School-Aged Children (EJ819082)
Peleg-Oren, Neta; Rahav, Giora; Teichman, Meir
Journal of Drug Education, v38 n3 p253-271 2008-2009
2009-00-00
Descriptors: Substance Abuse; Mothers; Parenting Styles; Child Rearing; Older Adults; Adolescents; Fathers; Parent Influence; Psychological Patterns; Adjustment (to Environment); Social Adjustment; Children; Comparative Analysis; Interaction; Effect Size; Foreign Countries
Abstract: The present study examines the role of family resources (parenting style and family cohesion) and paternal history of substance abuse on the psychosocial adjustment of their school-aged children. Data were collected from 148 children aged 8-11 (72 of fathers with history of substance use disorder, 76 children of fathers with no substance use problems) and their mothers. Results draw attention to the differences between the subjective experiences of the child and those of the mother, and by indicating that the effect of the interaction between the father's and the mother's control parenting style on the child's psychosocial outcome is greater than the sum total of influences of each of them separately. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Social Reading: Promoting Reading in the Millennial Learner (EJ820267)
Preddy, Leslie
School Library Media Activities Monthly, v25 n5 p22-25 Jan 2009
Journal Articles; Reports - Descriptive
No
Descriptors: Role Models; Reading Attitudes; Interpersonal Relationship; Interaction; Intervention
Abstract: Students' minds today are attracted to entertainment and all things social. To engage the reading attitudes of this generation, educators need to adapt some old tricks and add new tricks to their bag to meet these Digital Natives where they live--the world of social interaction and social technology. This article discusses the three R's necessary to impact the next generation--reading, relationships, role models--and provides examples of how educators can promote social reading. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Social Validity of Behavioral Practices in the Treatment of Autism--A Review of the "Super Nanny" (EJ820618)
King, Melissa J.; Valdovinos, Maria G.
Research in Autism Spectrum Disorders, v3 n1 p173-178 Jan 2009
Descriptors: Undergraduate Students; Intervention; Autism; Validity; Social Attitudes; Behavior Modification; Television Viewing; Family Relationship; Parent Child Relationship; Interaction; Behavior Problems; Public Opinion
Abstract: This study assessed the social validity of behavioral techniques (i.e., pivotal response treatment) used with a child diagnosed with autism as viewed on an episode of the "Super Nanny" [Frost, J. (Host). (2005). Facente family [television series episode]. In N. Powell (Producer), "Super Nanny". New York: American Broadcasting Companies, Inc.]. Social validity refers to the social importance and acceptability of a given intervention. The participants watched an edited version of the "Super Nanny" in which the presentation of the order of segments (prior to intervention and receipt of intervention) was counterbalanced between two groups of undergraduate students enrolled in an introduction to psychology course. On a 20-item questionnaire, the students rated the acceptability of the family's interactions with the child before and after behavioral techniques were applied as well as the desirability and severity of the child's behavior. The acceptability and desirability of the child's behavior increased after the treatment was implemented. Further research should be conducted evaluating the social acceptability of popular treatments for autism spectrum disorders. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Developmental Changes of Expressive Language and Interactive Competences in Children with Autism (EJ820610)
Pry, R.; Petersen, A. F.; Baghdadli, A.
Research in Autism Spectrum Disorders, v3 n1 p98-112 Jan 2009
Descriptors: Developmental Stages; Interpersonal Competence; Interaction; Attention; Child Development; Psychological Patterns; Young Children; Correlation; Comprehension; Communication Problems; Play; Interpersonal Communication; Psychological Evaluation; Autism; Imitation; Psychopathology; Expressive Language; Language Acquisition
Abstract: It is well established that language development in children with autism is disturbed in a number of ways, and evidence is accumulating that their emerging linguistic skills may be related to interactive competences such as joint attention, imitation and certain aspects of play as has been found in normally developing children. The present study examined developmental changes in expressive language in relation to these variables in 132 children of the autistic spectrum aged 5-8 years using standardized tools for language measurement and psychological assessment. The results corroborated reports on relationships between expressive language level and joint attention, interpersonal communication with and without the use of objects, and play but contradicted data on the importance of imitation. Play and language level were found to be firmly related suggesting that children with autism draw more on "conceptual understanding" than "symbolizing ability"--a possible contributing factor to their language deficits. An evaluation of expressive language and interactive abilities of the entire sample corroborated evidence on developmental pathways and developmental psychopathology. (Contains 1 diagram, 1 scheme, and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Schools' Logics of Action as Mediation and Compromise between Internal Dynamics and External Constraints and Pressures (EJ822415)
Ball, Stephen J.; Maroy, Christian
Compare: A Journal of Comparative Education, v39 n1 p99-112 Jan 2009
Descriptors: Decision Making; Case Studies; Urban Schools; Foreign Countries; Interaction; Environmental Influences; Administrator Role; Principals; Politics of Education; Educational Policy; Educational Administration; Social Influences; Institutional Characteristics; Educational Environment; School Culture; Influences; Interviews
Abstract: This paper, based on 14 case studies of schools situated in six local urban spaces (within the urban agglomerations of Budapest, Charleroi, Lille, Lisbon, London and the Creteil/Paris region), will analyse the internal logics of action of these schools and show that they are conditioned by the interaction between internal (school narrative identity, principal strategy, school intake and micropolitics) and external factors (position of the school in the local space of competitive interdependence and policy interventions). First, we will show that there are some convergences across the six local areas in the schools' logics of action. Second, we will focus on various conditions which could affect these schools' logics of action. We will demonstrate that key conditions are the "school mix", related to the position of the school in the local area, and the internal dynamic equilibrium. We will also concentrate on the particular role of the principal. In conclusion, the effects of these results on inequalities will be stressed. (Contains 3 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Social Coping among Academically Gifted Adolescents in a Residential Setting: A Longitudinal Study (EJ822967)
Cross, Tracy L.; Swiatek, Mary Ann
Gifted Child Quarterly, v53 n1 p25-33 2009
Descriptors: Summer Programs; Academically Gifted; Coping; Interpersonal Relationship; Interaction; Peer Acceptance; High Schools; Student Behavior; Longitudinal Studies; Adjustment (to Environment); High School Students; Residential Schools; Self Concept
Abstract: Much of the research on the social coping of students with gifts and talents has relied on a single administration of an instrument while the participants were attending a summer program. This study attempts to understand how attendance at a residential high school (academy) may affect academically gifted students over time. Students in two graduating classes at the academy completed the Social Coping Questionnaire on two (class of 2006) or three (class of 2005) occasions during their 2 years at the academy. Significant differences across approximately the first year at the academy are found for the items "denying giftedness" (more common after a year at the academy), "social interaction" (less common after a year at the academy), and "peer acceptance" (higher after a year at the academy). Putting the Research to Use: Schools are inherently social enterprises. Research has demonstrated that students with gifts and talents often learn coping behaviors to navigate the social milieus of their schools. Because students have agency, they have the capability to modify their social coping strategies based on their perceptions and social goals. This paper sheds light on both the social coping behaviors of 300 academically gifted students upon entering a residential school for gifted adolescents and how they adapted to the new community over a two-period. The results of this study allow the reader to understand the complexities of school environments as social contexts and how students with gifts and talents cope with them. (Contains 2 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Memory Characteristics and Modality in Multimedia Learning: An Aptitude-Treatment-Interaction Study (EJ823158)
Seufert, Tina; Schutze, Maren; Brunken, Roland
Learning and Instruction, v19 n1 p28-42 Feb 2009
2009-02-00
Descriptors: Interaction; Short Term Memory; Recall (Psychology); Multimedia Instruction; Learning Strategies; Aptitude Treatment Interaction; Auditory Perception; Auditory Stimuli; Attention
Abstract: According to the modality effect in multimedia, a text accompanying a picture should be auditorily presented instead of visually in order to avoid split of attention. In two experimental studies (34 and 78 participants, respectively), the impact and possible compensatory effects of two aptitude variables, that is, memory strategy skills and working memory capacity, on multimedia learning were tested. Aptitude-treatment-interaction effects were found with respect to comprehension (Study 1) and transfer (Study 2). The modality effect was confirmed for less-skilled learners in memory strategy use but not for highly skilled ones. Memory strategy skills and working memory capacity differentially affected multimedia learning, depending on task features and demands. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Does Brief In-Service Training Help Teachers Increase Turn-Taking Talk and Socratic Questions with Low-Income Preschoolers? (EJ823232)
Honig, Alice Sterling; Martin, Patricia M.
NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, v12 n1 p33-44 Jan 2009
Descriptors: Low Income Groups; Inservice Teacher Education; Faculty Development; Student Behavior; Interpersonal Competence; Young Children; Teaching Skills; Early Childhood Education; Interaction; Comparative Analysis; Interpersonal Communication; Communication Skills; Language Acquisition; Research Methodology; Language Usage
Abstract: This study examined effects of 1-session training to increase 2 targeted teacher language behaviors: use of Socratic (open-ended) questions and length of turn-taking conversations with low-income preschoolers. Teachers, matched in 21 pairs for education, age, and training in early childhood education, were assigned to E (experimental) or C (contrast) group. Classroom observations of language interactions were taped (via a microcassette recorder hung around each teacher's neck) in pretest observations. Then, in small groups, E teachers attended a 2.5-hr intensive and interactive language enhancement workshop. Classroom observations were taped 2 weeks later. At that time, after their training session, E teachers' turn-taking conversation lengths were significantly longer than C teachers, F(1, 40) = 7.22, p = less than 0.01. When the E and C teachers were observed in the classroom 3 months later, E and C teachers did not differ in either of the targeted language interaction techniques. Changing teacher language interaction patterns may require more intensive and extensive sessions as well as ongoing in-classroom supports. (Contains 3 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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