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"Just let go " "That's what parents have been told to do when their
kids go to college. But in our speed-dial culture, with
BlackBerries and even Skype, parents and kids are now more than
ever in constant contact. Today's iConnected parents say they are
closer to their kids than their parents were to them--and this
generation of families prefers it that way. Parents are their
children's mentors, confidants, and friends--but is this good for
the kids? Are parents really letting go--and does that matter?
Dr. Barbara Hofer, a Middlebury College professor of psychology,
and Abigail Sullivan Moore, a journalist who has reported on
college and high school trends for the "New York Times, "answer
these questions and more in their groundbreaking, compelling
account of both the good and the bad of close communication in the
college years and beyond. An essential assessment of the state of
parent-child relationships in an age of instant communication, "The
iConnected Parent "goes beyond sounding the alarm about the ways
many young adults are failing to develop independence to describe
the healthy, mutually fulfilling relationships that can emerge when
families grow closer in our wired world.
Communicating an average of "thirteen times a week, "parents and
their college-age kids are having a hard time letting go. Hofer's
research and Moore's extensive reporting reveal how this trend is
shaping families, schools, and workplaces, and the challenge it
poses for students with mental health and learning issues. Until
recently, students handled college on their own, learning life's
lessons and growing up in the process. Now, many students turn to
their parents for instant answers to everyday questions. ""My
roommate's boyfriend is here all the time and I have no privacy
What should I do?" "Can you edit my paper tonight? It's due
tomorrow." "What setting should I use to wash my jeans?" "And Mom
and Dad are not just the Google and Wikipedia for overcoming daily
pitfalls; Hofer and Moore have discovered that some parents get
involved in unprecedented ways, phoning professors and classmates,
choosing their child's courses, and even crossing the lines set by
university honor codes with the academic help they provide. Hofer
and Moore offer practical advice, from the years before college
through the years after graduation, on how parents can stay
connected to their kids while giving them the space they need to
become independent adults.
Cell phones and laptops don't come with parenting instructions.
"The iConnected Parent "is an invaluable guide for any parent with
a child heading to or already on campus.
How do individuals decide whether to accept human causes of climate
change, vaccinate their children against childhood diseases, or
practice social distancing during a pandemic? Democracies depend on
educated citizens who can make informed decisions for the benefit
of their health and well-being, as well as their communities,
nations, and planet. Understanding key psychological explanations
for science denial and doubt can help provide a means for improving
scientific literacy and understanding-critically important at a
time when denial has become deadly. In Science Denial: Why It
Happens and What to Do About It, the authors identify the problem
and why it matters and offer tools for addressing it. This book
explains both the importance of science education and its
limitations, shows how science communicators may inadvertently
contribute to the problem, and explains how the internet and social
media foster misinformation and disinformation. The authors focus
on key psychological constructs such as reasoning biases, social
identity, epistemic cognition, and emotions and attitudes that
limit or facilitate public understanding of science, and describe
solutions for individuals, educators, science communicators, and
policy makers. If you have ever wondered why science denial exists,
want to know how to understand your own biases and those of others,
and would like to address the problem, this book will provide the
insights you are seeking.
This book presents a new extended framework for the study of early
multicompetence. It proposes a concept of multilingual competences
as a valuable educational target, and a view of the multilingual
learner as a competent language user. The thematic focus is on
multilingual skill development in primary schoolers in the
trilingual province of South Tyrol, northern Italy. A wide range of
topics pertaining to multicompetence building and the special
affordances of multilingual pedagogy are explored. Key concepts
like language proficiency, native-speakerism, or monolingual
classroom bias are subjected to critical analysis.
This book contributes to current issues in TLA and multilingualism
research. It discusses multilingual learning and development from a
Dynamic Systems Theory perspective. The author argues that
trilingual education does not harm or confuse young learners but
that the teaching of three languages from an early age carries
positive implications for children's linguistic, metalinguistic,
and crosslinguistic awareness.
This book contributes to current issues in TLA and multilingualism
research. It discusses multilingual learning and development from a
Dynamic Systems Theory perspective. The author argues that
trilingual education does not harm or confuse young learners but
that the teaching of three languages from an early age carries
positive implications for children's linguistic, metalinguistic,
and crosslinguistic awareness.
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