University of North Carolina at Greensboro

About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.

A family process model of marital hostility, parental depressive affect, and early adolescent problem behavior: the roles of triangulation and parental warmth.

Abstract: This study examined a family process model of early adolescent problem behavior in a community sample of 416 two-parent families. With family systems theory, a model was developed that suggests (a) marital hostility and parental depressive affect are conjoint familial stressors for youths, (b) youth triangulation mediates the association between marital hostility and adolescent problems, and (c) parental warmth buffers the negative effects of parental depressive affect and youth triangulation. With structural equation modeling, youth-perceived triangulation mediated the association between marital hostility and adolescent internalizing problems. Marital hostility was associated with externalizing problems. Mothers' depressive affect was associated with internalizing problems, and fathers' depressive affect was associated with internalizing and externalizing problems. Parental warmth was not a significant moderator.

The Principal's Role in Fostering Collaborative Learning Communities Through Faculty Study Group Development

Abstract: This article explores the leadership of school principals with respect to faculty study group development as a key element of the professional learning community. Questions asked concern the approaches that principals use to facilitate study group processes that, in turn. foster teacher learning and student achievement, and ways in which principals might best support the integration of schoolwide faculty teams and school–university partnerships. For this writing, the authors analyzed research on the principal's role in facilitating and maintaining the study group as a strategy of embedded professional development. They also reviewed the research on partnerships that supports study groups as a strategy of professional development and school reform. Referencing literature and real-world examples, the authors offer conceptualizations and illustrations of the principals' role in supporting the professional learning of their faculties.