Sentences with phrase «norms for peer»

Review the structures, rules, and communication norms for peer discussions with students periodically.

Not exact matches

In order to clarify where social science stands on these issues, a February 2014 study published in the highly ranked peer - review journal, Psychology, Public Policy, and Law with the endorsement of 110 of the world's top authorities (from 15 countries) in attachment, early child development, and divorce concludes that overnights and shared residential parenting should be the norm for children of all ages including infants and toddlers.

► Also on Wednesday, Christina Larson wrote that, at the Global Research Council meeting Monday in Beijing, Chinese science leaders «threw their weight behind plans to embrace open access and Western norms of scientific conduct, including a plea from the Chinese Academy of Sciences (CAS) for more rigorous evaluation and peer review.»

BEIJING — Chinese science leaders here today threw their weight behind plans to embrace open access and Western norms of scientific conduct, including a plea from the Chinese Academy of Sciences (CAS) for more rigorous evaluation and peer review.

The supplement examines the issues surrounding distracted driving by teens, exploring developmental states and changes that are associated with adolescents» distractibility and their relation to driving, examining patterns of distraction among newly licensed adolescents as well as brain function, considering the potential role played by parental modeling of distracted behavior while driving, accounting for the role of technology and the influence of peer passengers and society norms, and investigating policy, legislation, and intervention.

DOD's Defense Health program also received a major funding infusion for peer - reviewed research, as is the Congressional norm; this year's total amounts to $ 1.1 billion.

It's great support for those of us working in the alcohol field who are emphasizing the strong influence of social and peer norms.»

Constructive peer review is not the norm for teachers, though it is a hallmark of any fully developed profession.

These include buying school materials (clothes, supplies, and even homework) on eBay and the Internet; exchanging music on P2P sites; building games with modding (modifying) tools; setting up meetings and dates online; posting personal information and creations for others to check out; meeting people through cell phones; building libraries of music and movies; working together in self - formed teams in multiplayer online role - playing games; creating and using online reputation systems; peer rating of comments; online gaming; screen saver analysis; photoblogging; programming; exploring; and even transgressing and testing social norms.

We placed particular emphasis on establishing and sustaining a community of learners (Winograd, 2000) and developed a sense of social presence (Garrison et al., 2000) through peer interaction related to participants» mathematical representations and by establishing norms for effective communication.

Norm referencing occurs, for example, when resultant test scores are distributed around a bell curve so that students» test scores might be compared to the greater «normal» population of their peers (e.g., using percentile ranks or normal curve equivalents [NCEs]-RRB-.

To highlight the different expectations for communicating in different spaces, we might begin by giving students an opportunity to discuss communication norms with their peers.

Consulting for school administrators and staffs on how to reproduce and sustain Catapult Learning's hallmark «positive peer culture» — a dynamic, multidimensional system of norms and expectations founded on peer mentoring, role modeling, and positive redirection by peers.

This culture includes opportunities for students to develop norms and procedures, provide feedback to peers, and share and discuss their values.

However, Gordon Neufeld makes a very strong case that the modern - day trend for children to become peer - orientated at increasingly early ages, often actively encouraged by their parents, does not give a child the opportunity to establish the healthy identity that most parents hope for their children, but, ironically does quite the opposite, causing them to suppress their individuality, curiosity and intelligence in order to fit the group norm.

Yes, college students may start to soon think video resumes are the norm but for a person who is a bit older, this can set you apart from your peers.

In order to clarify where social science stands on these issues, the February 2014 paper published in the prestigious peer - review journal Psychology, Public Policy, and Law with the endorsement of 110 of the world's top authorities from 15 countries in attachment, early child development, and divorce, recommends that in normal circumstances, overnights and «shared parenting should be the norm for children of all ages.»

they compared the levels of depressive symptoms or the frequency of depression diagnoses between children and adolescents with chronic physical illness and their healthy peers or test norms, or they provided sufficient information for a comparison with established normative data (e.g., by reporting standardized T - scores),

Forms and degrees of school - age aggressive behavior, the overcoming of fears and anxieties, or establishing norms for doing with or without material items, represent distillation of peer interactions (Segal & Yahraes, 1978, pp. 237 - 242).

Measuring adverse experiences is important for urban economically distressed children, who, in addition to experiencing poverty as an adversity, may be subjected to the experiences of abuse, neglect, and family dysfunction, along with a host of other stressors, including community violence, discrimination, and peer victimization.9, 37 The large percentage of racial minorities comprising low - income urban populations makes having an understanding of cultural norms key to conceptualizing adversity in these communities.

Social norm has a strong indirect influence via perceived usefulness on attitude and intention, creating a network effect for peer users.

Parents need to support adolescents in their exploration of social norms by listening to concerns about social approval and peer pressure, discussing values and reasons for limit setting, and negotiating rules when appropriate.

It may be that the characteristics of the student who abstains are the same characteristics that help the student succeed academically — impulse control, perseverance, ability to resist peer pressure and more respect for parental and societal norms.

The program goals are to change adolescent norms on dating violence and gender - roles, improve conflict resolution skills for dating relationships, promote victims» and perpetrators» beliefs in the need for help and awareness of community resources for dating violence, encourage help - seeking by victims and perpetrators, and develop peer help - giving skills.

are to change adolescent norms on dating violence and gender - roles, improve conflict resolution skills for dating relationships, promote victims» and perpetrators» beliefs in the need for help and awareness of community resources for dating violence, encourage help - seeking by victims and perpetrators, and develop peer help - giving skills.

This article examined the effects of Preparing for the Drug Free Years (PDFY)[now called Guiding Good Choices], the Iowa Strengthening Families Program (ISFP), and a minimal - contact control condition on enhance growth in or maintenance of family norms against alcohol and other drug use and proactive family management, and to reduce or curb the growth in family conflict and that it would improve or help to maintain adolescents» likelihood of resisting antisocial influence from peers as well as reduce or curb the growth in alcohol use during early adolescence.

Children who are rejected by their peers may take more distance from the norms of conventional social institutions (such as school), putting them at risk for problem behaviors (Coie, 1990; Hinshaw, 1992; Masten et al., 2005).

Although evidence in favour of school - based prevention is mixed for universal prevention programmes, 12 there are certain aspects that seem to be associated with programme success and that are also incorporated in «Klar bleiben»: social skills and norms, behavioural norms, peer affiliation and motivational enhancement.

Interestingly, we found that adolescents are less likely to be involved in problem behaviour when they are more satisfied with life, have strong relationship with healthy adults and peers (i.e., bonding), have a sense of purpose and meaning in life (i.e., spirituality), and have clear standards for prosocial engagement (i.e., prosocial norms).

Finding stronger links between sexual communication with friends and perceived sexual peer norms for boys matches with notions that sexual behaviors (and talking about those behaviors) are important for boys» same - sex peer acceptance (Kreager & Staff, 2009; Reed & Weinberg, 1984).

We chose to retain the whole sample for the analyses and deal with the missing values for the sexual peer norm variables of the participants who did not complete the online questionnaire, because it has been shown that this yields more accurate results than listwise deletion, even when data are not missing completely at random (Schafer & Graham, 2002).

The actor — partner interdependence model (APIM) for perceived sexual peer norms predicted by the amounts of normativity and deviance during conversations about sex of indistinguishable friendship dyads.

Based on research showing that youth with more collectivist (non-Western) ethnic backgrounds tend to be more susceptible to the influence of their friends than youth with more individualistic (Western) ethnic backgrounds (Verkuyten & Masson, 1996), it may be expected that the relationship between sexual communication with friends and individual perceptions of sexual peer norms are stronger for non-Western youth.

Using a genetically informed design based on 266 monozygotic and dizygotic twin pairs, this study examined whether the expression of genetic risk for aggressive and non-aggressive antisocial behavior varies depending on the peer group's injunctive norms (i.e., the degree of acceptability) of each type of antisocial behavior.

The fact that we found a diverging gendered pattern in comparison with the study of Busse et al. (2010), who found that for girls, but not for boys, more frequent sexual communication with friends was associated with perceiving more pressure (i.e., a combination of descriptive and injunctive norms) to have sex, emphasizes the importance of making a distinction between the different types of sexual peer norms, as well as between how often youths talk about sexuality - related topics with their friends, and the way in which they talk about such topics (i.e., how normatively or deviantly).

Second, the sexual peer norms were measured with one - item instruments, which is common practice in research on the relation between sexual peer norms and youth sexual behavior (for a review, see the meta - analysis of van de Bongardt et al., 2015).

Experimental research, for instance, might further improve our understanding of the complex sociopsychological processes that underlie the mechanisms through which interactions with peers affect youths» individual perceptions of sexual peer norms, and how these, in turn, affect their sexual decision making.