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1.
Helga Joswig 《High Ability Studies》1994,5(2):153-162
This paper introduces results of empirical research in connection with motivational and cognitive components of gifted pupils. In all 250 pupils in the 7th and 8th grades were included in this experiment Of these pupils, 177 applied for entrance to a special school for mathematics, natural sciences and technology (research), while 73 formed the control group. The cognitive components were tested–using the Raven Matrices as well as the results of the entrance exams of the special school applicants. The motivational components were measured with tests of striving for knowledge and motivation for physics. There were significant differences between the two groups in terms of cognitive and motivational components, which favored the special school applicants. The pupils also showed a positive correlation between the mathematics and physics exam results and the extent of primary motivation and striving for knowledge. 相似文献
2.
This paper reports the results of a series of tests of the cross cultural validity of the Thematic Apperception Test as a psychometric instrument to gauge “motivation to succeed” in Atkinson's model of motivation. These tests represent the initial phase of a longer term project to test the validity, especially the criterion validity, of the Atkinson model in an Oriental context. Since the Atkinson model and the Thematic Apperception Test are both Occidental products, research on them (or with them) cannot proceed in the Orient without first testing for cultural bias. It is such testing that is reported in this paper.
The Thematic Apperception Test comprises a set of black and white drawings of white Americans dressed in the clothing of the late nineteen thirties. Each picture is designed to elicit a response by way of imagining the “before, during and after” of the situation depicted. However it is doubted whether young Oriental students would adequately relate to the depicted 1930s American whites to feel impelled to tell a story about them, which is what the Test is supposed to elicit. If such doubts were ratified by the research, it would not be advisable to use the Thematic Apperception Test in any subsequent work to test the Atkinson model. Even if our doubts proved unjustified (as it turned out), there would still remain the question of whether the Test reliably captured the need to achieve, which is a primary component of the Atkinson model. 相似文献
3.
《The Journal of educational research》2012,105(2):47-52
AbstractThe purpose of the research was to investigate the influence that selected ethnic variables of an information source have on selected black and white pupils of the sixth grade. The research was focused on the auditory and visual channels of the information source (tape-slide presentations) and their effects on the intended audience. Results indicated that black and white voices are accepted by both white and black pupils. However, white pupils rated visuals representing only black people lower than visuals representing only white people. 相似文献
4.
Abstract In this essay, Maarten Simons and Jan Masschelein reconsider the concepts “educationalization” and “the grammar of schooling” in the light of the overwhelming importance of “learning” today. Doubting whether these concepts and related historical‐analytical perspectives are still useful, the authors suggest the concept “learning apparatus” as a point of departure for an analysis of the “grammar of learning.” They draw on Michel Foucault’s analysis of governmentality to describe how learning has become a matter of both government and self‐government. In describing the governmentalization of learning and the current assemblage of a ”learning apparatus,” Simons and Masschelein indicate how the concept of learning has become disconnected from education and teaching and has instead come to refer to a kind of capital, to something for which the learner is personally responsible, to something that can and should be managed, and to something that must be employable. Finally, the authors elaborate how these discourses combine to play a crucial role in contemporary advanced liberalism that seeks to promote entrepreneurship. 相似文献
5.
Despite three decades of research and development of anti-bullying intervention, this form of systematic aggression continues to be common in schools. The present study investigated if a contributing factor might be that some pupils are unreceptive to teachers’ anti-bullying lessons. It invited 8–11?-year-old junior school pupils (N?=?227) to indicate if this was the case, and if so, to give their reasons. Many did indicate being unreceptive (81.9%). The most common reason was “It is not for me because I don’t bully anyone” (81.9%), followed by “I know enough about bullying already” (22.9%), “It is boring or I have heard it all before” (19.4%) and “Teachers have to do it but they are not really interested in stopping bullying” (14.5%). Some significant age differences emerged. Results are discussed in terms of implications for anti-bullying work in schools. 相似文献
6.
Karen E. Mosby 《Religious education (Chicago, Ill.)》2019,114(3):262-273
AbstractThis article seeks to address the question: “How can religious educators learn from those who have been marginalized and whose voices are not usually heard because of the hegemony of whiteness?” My primary sources are scenes from the work of two U.S. black creatives. Specifically, I examine the “Clearing” scene in Toni Morrison’s 1987 Pulitzer Prize–winning fiction novel Beloved and the “Warrior Falls” scenes in Black Panther, a 2018 film co-written and directed by Ryan Coogler. I draw attention to their common themes and their implications for approaches to religious education that can de-center white normativity. 相似文献
7.
Abstract The responses of three groups of teachers to a rating task in which they were asked to indicate how many of their pupils were “bright”, “above average”, “below average” and “dull” were compared. In two of the groups, teachers had been provided with test information based on performance on nationally standardized ability and attainment tests. In the third group tests had been administered but no results were provided. No differences between the groups were found in terms of the extent to which teacher ratings of ability levels correspond with mean ability test scores. In addition, teachers, irrespective of the group to which they belonged, were found to display a tendency to place more pupils in the above average categories than the below average categories. Finally, no support was found for an hypothesis which suggested that test information would differentially affect the ratings of teachers of classes with pupils who were typical and untypical with respect to age. The fact that the correlation between mean ratings and mean test scores were found to be fairly high in all three groups (they ranged from .51 to .60) suggests a reason for the failure of test information to impact on teachers’ judgements. The degree of agreement between teachers and tests that the correlations reveal means that there is less scope for a convergence of ratings on tests to occur than might otherwise be the case. 相似文献
8.
AbstractDrawing on whiteness literature and over fifty years of combined classroom instruction experience, two professors of race and religion—one black, one white—at predominantly white institutions, answer the question, “How do we as religious educators effectively teach white students to challenge racially distorted assumptions and promote racially just outcomes?” In reply, they call into question the idea of “safe space,” dissect “the white gaze,” and offer three pedagogical principles for preparing white students to be allies in antiracist struggle: principled dislocation, supportive relocation, and sustained cultivation. 相似文献
9.
Timothy Paul Jones 《Religious education (Chicago, Ill.)》2013,108(4):345-357
This article focuses on the influence of Wilfred Cantwell Smith's presentation of the nature of faith on James W. Fowler's faith-development paradigm. Smith contended that, in the pre-modern era, terms translated by the English words “faith” and “believe” denoted a personal allegiance that did not require assent to any objective assertions. Two difficulties with Smith's research are highlighted: 1) In the premodern era, the terms translated as “faith” and “believe” denoted both personal allegiance and objective assent. 2) Although “faith” and “believe” primarily indicated personal allegiance in the premodern era, the primacy of personal allegiance within faith does not preclude the presence or the necessity of objective assent. The author suggests that, although Christian faith and Fowlerian stage-development are two distinct phenomena, the reality to which Fowler referred as “faith” describes the psychical context for Christian faith. The article concludes by reflecting on the implications of this concept, suggesting that Christian faith emerges from Fowlerian stage-development, but that the content and development of both phenomena remain essentially distinct. 相似文献
10.
Within the framework of a comprehensive research project entitled “The effects of identification and specific treatment of gifted pupils”, this paper deals with the problem of the effects of such a procedure on the attitudes of pupils, their parents, and teachers regarding giftedness and gifted individuals. Attention was mainly directed towards the effects of identification on the development of personality characteristics of the gifted pupils, on relations between gifted and other pupils, on the characteristics of teachers necessary for work with the gifted, on the controversy about separation of the gifted into special classes or schools, and on society's obligations to the gifted. The results of this two year follow‐up study are based on a comparison of the data from the initial and the final surveys of an experimental and a control group of subjects.
11.
This article examines issues related to minority teachers in New York City. Although increasing proportions of teachers hired in the last decade are black, Hispanic, or Asian, the gap between proportions of pupils and teachers remains due to increases in minority pupils. There are strong correlations between proportions of teachers and pupils in districts within racial and ethnic groups. The converse is also true; there are strong negative correlations between black and Hispanic teachers, for example, and percent of white and Asian pupils. Districts with larger proportions of minority pupils tend to have more emergency new teachers, fewer fully certified teachers, and fewer experienced teachers. Only 58% of the new black or Hispanic teachers, compared with 82% of white teachers, indicated they intend to remain in teaching after five years. Interviews with personnel directors suggest there are no systematic constraints on selection processes. New minority teachers queried about their job-search practices suggest somewhat more frustration with the process and less use of local leads than white teachers. Together these data suggest that the ability to increase the number of minority teachers is a more complex problem than recruitment and training. Moreover, minority pupils do not appear to have equal access to experienced and fully qualified teachers. 相似文献
12.
“延展认知技术”是指在认知活动中,帮助有机体对外部环境中的信息进行获取、选择、理解、记忆,并因此对有机体自身行为产生指导作用的那部分技术。它的基本特征包括:纠缠性、交互性、持续性与自治性。延展认知技术有着延展认知范围、增强认知能力和拓宽认知途径的价值,但从风险的视角而言,其所带来的各种相关问题亦不容忽视。从个体层面而言,延展认知技术引发了认知主体的“信息焦虑”,一定程度上加剧了认知主体的“认知偏差”,造成认知主体的认知能力的另外一种形式的“退化”。从群体或社会层面而言,它的普遍使用会加剧社会风险总量,会造成数据“孤岛”和认知“垄断”,产生群体的“极化”现象。学界应进一步探讨如何实现延展认知技术的风险最小化,更好地促进人类的认知实践。 相似文献
13.
《The Journal of educational research》2012,105(9):425-429
AbstractTheories of self-concept usually maintain that the individual’s self-esteem is reflected in peer ratings. The purpose of this 6tudy is to isolate factore of self-esteem and of peer ratings and to determine significant relationships between the derived factors. Over two hundred elementary pupils were selected from two metropolitan areas.Approximately half were black, disadvantaged pupils; the remainder were white with above average cultural advantages. The Coopersmith Self-Esteem Inventory (SEI) and a semantic differential (SD) were administered to all students. From a factor analysis of responses to the SEI, four factors of self-esteem and a lie scale emerged.Three SD factors were obtained from a factor analysis of the peer ratings. One significant canonical correlation (.325 p = .01) resulted from the correlation of the three SD factor scores with scores on the five SEI factors. “Activity” dominated the relationship between peer feelings and self-concept dimensions. 相似文献
14.
“The accent in cultural history is on close examin‐ ation — of texts, of pictures, and of actions — and an open‐mindedness to what those examinations will reveal, rather than on elaboration of new master narratives.” Lynn Hunt (Ed.), The New Cultural History (Berkeley, Calif., 1989), p. 22.
“[Films] are a legitimate way ... of representing, interpreting, thinking about and making meaning from the traces of the past ... that seriously deals with the relationship of past and present.” Robert A. Rosenstone (Ed.), Revisioning History (Princeton, N.J., 1995), p. 3.
One of postmodernism's major lines of development collapses the boundaries and hierarchical distinctions between elite or academic culture and popular culture, giving us new opportunities to cross boundaries separating history from literature and the arts, the “academic” from the “popular”, the archival from the imaginative. I embrace the freedom that postmodernism offers to entertain new ideas, play different kinds of language games, challenge established “ways of seeing”. I propose here that we extend the range of what we regard as historical “source” to include film, and that film be accepted by historians of education as a legitimate form of textual representation and important evidentiary “source” for our exploration and interpre‐ tation of culture and of education. What follows is an attempt at integrating film into the historiography of education. For illustrative purposes, I've chosen Peter Weir's “Dead Poets Society” ("DPS”, 1989) for my text. I don't presume to give “the” meaning of “DPS” for understanding recent American educational history, but to suggest some of its possible meanings, which, given the problematic nature of “meaning” in our postmodern epoch, is about all we can hope for, but which may be enough to continue the conversation about movies after the movie is over. 相似文献
15.
In the post-pillarized society of the Netherlands, formal religious education still is structured according to religious dividing lines. “Religion” in confessional schools is a compulsory subject; in public schools, taking a so-called neutral position with regard to religious traditions, “Religion” is an optional subject (Protestant, Roman Catholic, or Islamic religious education or Humanistic World View Education), taught to pupils on parents’ request. Nowadays, due to processes of modernization, globalization, and individualization, the position of religion in society has changed and subsequently the position of “Religion” as a subject in classes has changed. These days for principals and teachers in public schools it is urgent to reflect on their positionality regarding (religious and secular) worldview education. In this contribution we present our findings from document analysis and from (focus group) interviews with principals, and from observations in public schools, resulting in a plea for “Life Orientation for all” as a compulsory subject in all schools for all pupils. 相似文献
16.
The purpose of this study was to assess the degree of ambivalence of the attitudes of twelfth-grade biology pupils in Israel towards interventions of man in nature. A questionnaire was designed in which the pupils were confronted with arguments of different levels of potential relevance (personal, global, and philosophical), three against and three in favor of each of eight “interventions of man in natural processes.” The pupil was requested (a) to rate each argument independently and (b) to “vote,” as if in a public committee, for or against each technology. The degree of ambivalence–-measured, for each item, by means of Kaplan's (1972) semantic differential half scales–-was the degree to which the pupils agreed to both positive and negative arguments. Although clear majorities of pupils voted in favor of all the “interventions,” three main patterns of responses were found: general agreement, indifference, and ambivalence. These patterns were characterized in terms of (a) the mean ratings of the arguments, (b) the differences between mean positive and negative “personal” ratings, (c) the percentages of favorable votes, and (d) the degrees of ambivalence. It was shown that pupils were able to appreciate arguments against a certain technology even in cases of strong personal feelings in favor of the technology (high ambivalence). The development of such an ability may be one of the main objectives of science education in a STS context. 相似文献
17.
Neil Postman 《Religious education (Chicago, Ill.)》2013,108(2):293-295
Time is not lost, I deem, in bewailing and mourning our fate when answering tears stand ready in the listener's eye. Prometheus Bound 1 相似文献
18.
George H. Hyram 《Journal of Experimental Education》2013,81(2):125-132
A three week experiment was conducted comparing the academic achievement of pupils in five classrooms (N = 108) taught in small cooperative groups against that of pupils from five classes (N = 109) taught in the traditional whole-class approach. Special achievement tests were prepared for each grade level, two through six. These tests were constructed with items requiring responses at low and high levels of cognitive functioning. Pupils in grades two, four, and six from small-group classrooms excelled on high level items as predicted. Pupils in the fifth grade produced superior answers on questions requiring original contributions. Achievement scores of both groups did not differ on items measuring low level cognitive functioning. 相似文献
19.
Progress towards the British Government’s goal of 50% of young people undertaking higher education has been slow, particularly among pupils from working‐class backgrounds.
This study examines the range of viewpoints held by 53 Year 12 pupils in a former coalfield area, all of whom were eligible to apply for university. Each completed a Q‐sort on 60 statements concerning “going to university”. By‐person factor analysis yielded five viewpoints termed “positive”, “put off”, “perplexed”, “pragmatic” and “other plans”. Detailed analysis of these viewpoints provides new insights and practical implications for raising educational aspirations in disadvantaged areas. 相似文献
20.
Phoebe Godfrey 《Equity & Excellence in Education》2013,46(3):204-218
The presence of the Little Rock Nine at Little Rock's Central High in September 1957 as a result of Brown vs. the Board of Education evoked anger, fear, and even panic among some parts of the white community, and many white women and girls responded with near hysteria. This article seeks to answer why. What was it about integration that provoked such a response from many Whites, and especially from white females? By briefly examining both the history of white racism and the socio-political context of the 1950s, this article argues that what Little Rock Whites, and in particular white females, were responding to was the fear of miscegenation. Yet this was not exactly the same fear of miscegenation that had spread throughout the South in the post-Civil War period in which white woman were supposedly at peril from the “black male rapist.” This fear of miscegenation, it is argued, had a new twist and that new twist came from the white women and girls themselves. Based on an analysis of the actions of individual white female Central High students from the perspectives of race, class, and gender, this article argues that not only were race relations in a state of flux but so were gender and class relations, giving Little Rock's “sweet little (white) girls” a pivotal role in the events surrounding the desegregation of Central High. 相似文献