Learning Skills

2019 ◽  
pp. 153-173
Author(s):  
Sarah Halpern-Meekin
Keyword(s):  
Education Program ◽  
Relationship Education ◽  
Education Programs ◽  
Learning Skills ◽  
Substantial Impact ◽  
Relationship Skills ◽  
Family Expectations ◽  
Destructive Conflict ◽  
The Relationship

This chapter discusses the experiences parents have early on in the year in which they are enrolled in the relationship education program; this is when their participation is most intense, often including weekly workshop attendance. Researchers have debated whether relationship education programs have a substantial impact on participants, and they have critiqued programs’ ideological underpinnings and ability to resolve participants’ financial needs. Three months after enrolling in Family Expectations, the participants described learning relationship skills, including specific techniques for facilitating healthy communication and avoiding destructive conflict; some also described becoming more knowledgeable and confident parents. They often described the program as having benefited their relationship by increasing its quality and making them feel more hopeful about its future. In short, they felt the program helped solidify their relationship as a social asset—a protection against social poverty.

Family Expectations

2019 ◽  
pp. 127-152
Author(s):  
Sarah Halpern-Meekin
Keyword(s):  
Low Income ◽  
Education Program ◽  
Oklahoma City ◽  
Relationship Education ◽  
Male Partners ◽  
Relationship Skills ◽  
Family Expectations ◽  
The Family ◽  
The Relationship ◽  
Healthy Relationship

This chapter describes the Family Expectations program, which is a long-running relationship education program targeted at low-income, new parents in Oklahoma City. Often women take the lead in suggesting to their male partners that they attend the program, but men are won over once they visit the well-appointed facility with its friendly staff. Couples attend because they desire a better relationship with one another both for themselves and for their children. They enjoy the relationship skills workshops, and the educators’ lessons about communication resonate with them. The program helps couples form shared expectations regarding what counts as healthy relationship dynamics. Their relationships with staff appear to be key to their enjoyment of and participation in the program.

Introduction

2019 ◽  
pp. 1-16
Author(s):  
Sarah Halpern-Meekin
Keyword(s):  
Human Behavior ◽  
Low Income ◽  
Social Resources ◽  
Relationship Education ◽  
Education Programs ◽  
Family Expectations

This chapter explains the concept of social poverty and how it offers a new way of analyzing policy and of understanding human behavior. For example, it helps to explain the puzzle of why relationship education participants are enthusiastic about these programs, even though commentators and researchers are often critical of them. The low-income, unmarried, new parents who attend relationship education programs often face a great deal of instability in their lives, which can challenge their social resources. Parents see relationship education programs, such as Oklahoma City’s Family Expectations program, studied here, as offering tools they need to build these social resources and guard against social poverty.

Prevention of Relationship Problems: Retrospect and Prospect

1998 ◽  
Vol 15 (2) ◽  
pp. 107-125 ◽  
Author(s):  
C. Dyer ◽  
W.K. Halford
Keyword(s):  
Relationship Satisfaction ◽  
Conflict Management ◽  
Stressful Events ◽  
Relationship Education ◽  
Research Needs ◽  
Management Skills ◽  
Education Programs ◽  
Relationship Problems ◽  
Relationship Skills ◽  
Flexible Delivery

Whilst nearly all couple relationships start out happy, half of all marriages end in divorce. Relationship education is a potentially effective strategy to reduce the prevalence of relationship problems and divorce. The substantial empirical research on the determinants of relationship satisfaction shows that there are key relationship skills, such as communication and conflict management skills, which impact on the course of relationship satisfaction and stability. Relationship education can teach couples these key relationship skills, and this may prevent relationship problems. However, relationship education is not targeted at those couples who need it most. Research needs to be focused on the effects of relationship education for couples at high risk for relationship problems. The reach of education programs to couples can be enhanced by developing flexible delivery education programs. Relationship education programs also need to promote coping with stressful events that often lead to relationship problems, such as the transition into step-families, the onset of chronic illness, and unemployment.

scholarly journals A Network Analysis of the Relationship among Reading, Spelling and Maths Skills

2021 ◽  
Vol 11 (5) ◽  
pp. 656
Author(s):  
Pierluigi Zoccolotti ◽  
Paola Angelelli ◽  
Chiara Valeria Marinelli ◽  
Daniele Luigi Romano
Keyword(s):  
Network Analysis ◽  
Clinical Analysis ◽  
Skill Learning ◽  
Fifth Grade ◽  
Learning Skills ◽  
Level Model ◽  
Multi Level ◽  
Unselected Group ◽  
The Relationship

Background. Skill learning (e.g., reading, spelling and maths) has been predominantly treated separately in the neuropsychological literature. However, skills (as well as their corresponding deficits), tend to partially overlap. We recently proposed a multi-level model of learning skills (based on the distinction among competence, performance, and acquisition) as a framework to provide a unitary account of these learning skills. In the present study, we examined the performance of an unselected group of third- to fifth-grade children on standard reading, spelling, and maths tasks, and tested the relationships among these skills with a network analysis, i.e., a method particularly suited to analysing relations among different domains. Methods. We administered a battery of reading, spelling, and maths tests to 185 third-, fourth-, and fifth-grade children (103 M, 82 F). Results. The network analysis indicated that the different measures of the same ability (i.e., reading, spelling, and maths) formed separate clusters, in keeping with the idea that they are based on different competences. However, these clusters were also related to each other, so that three nodes were more central in connecting them. In keeping with the multi-level model of learning skills, two of these tests (arithmetic facts subtest and spelling words with ambiguous transcription) relied heavily on the ability to recall specific instances, a factor hypothesised to underlie the co-variation among learning skills. Conclusions. The network analysis indicated both elements of association and of partial independence among learning skills. Interestingly, the study was based on standard clinical instruments, indicating that the multi-level model of learning skills might provide a framework for the clinical analysis of these learning skills.

An Ecological Perspective on Youth Career Education in Transitioning Societies: China as an Example

2019 ◽  
Vol 46 (6) ◽  
pp. 651-664 ◽  
Author(s):  
Dong Xie ◽  
Ning Kong ◽  
Sydney Skaggs ◽  
Anbo Yang
Keyword(s):  
Education Program ◽  
Career Education ◽  
Career Guidance ◽  
Contextual Factors ◽  
Ecological Systems ◽  
Ecological Perspective ◽  
Education Programs ◽  
Guidance Services ◽  
Education In China ◽  
Further Development

Contextual factors have received increased attention in understanding the challenges and difficulties in translating career education and career guidance services from Western societies to non-Western societies, many of which are undertaking a shift from a socialist and collectivistic system to a more individualistic one. In this article, using China as an example, we discussed the contextual factors in different ecological systems, such as economical, educational, and sociocultural, and how they may facilitate or impede youth career education in a transitioning society. We reviewed a career education program in a Chinese senior middle school to illustrate such impacts. Additionally, we proposed strategies for further development of youth career education in China as well as in other countries with similar transitions. We introduced a framework of a diversified concept of career and several context-resonant career development theories to be considered in guiding youth career education programs in these transitioning societies.

scholarly journals Coping with a New Curriculum: The Evolving Schools Program at the Carter Observatory, New Zealand

1998 ◽  
Vol 162 ◽  
pp. 267-272
Author(s):  
K. Leather ◽  
F. Andrews ◽  
R. Hall ◽  
W. Orchiston
Keyword(s):  
New Zealand ◽  
Education Program ◽  
Science Curriculum ◽  
National Observatory ◽  
Education Programs ◽  
The Public ◽  
New Science ◽  
Making Sense ◽  
Astronomical Research ◽  
The Government

Carter Observatory is the National Observatory of New Zealand and was opened in 1941. For more than ten years the Observatory has maintained an active education program for visiting school groups (see Andrews, 1991), and education now forms one of its four functions. The others relate to astronomical research; public astronomy; and the preservation of New Zealands astronomical heritage (see Orchiston and Dodd, 1995).Since the acquisition of a small Zeiss planetarium and associated visitor centre in 1992, the public astronomy and education programs at the Carter Observatory have witnessed a major expansion (see Orchiston, 1995; Orchiston and Dodd, 1996). A significant contributing factor was the introduction by the government of a new science curriculum into New Zealand schools in 1995 (Science in the New Zealand Curriculum, 1995). “Making Sense of Planet Earth and Beyond” comprises one quarter of this curriculum, and the “Beyond” component is astronomy.

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