共查询到20条相似文献，搜索用时 31 毫秒
1.
This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015. 相似文献
2.
3.
Peter R. Hybert 《Performance Improvement》2009,48(3):5-6
This commentary advocates “keeping the H” in “human performance technology” to help make it clear to nonpractitioners what human performance consultants do. There are different types of performance (e.g., financial performance) and different means of achieving performance (e.g., engineering) that are outside the average human performance technologist's repertoire. Though the human performance technologist should target business results and intervene at more than just the individual level, ultimately, their emphasis is improving human work. 相似文献
4.
5.
6.
7.
This study demonstrated that encountering children ages 18-23 months whose performance is not scorable by standard methods for either the Stanford Binet Intelligence Test or the Bayley Scales of Infant Development mental scale is a relatively frequent occurrence. However, the results of this study bring into question Sternlicht's (1965) suggestion that an 18-month basal level on the Stanford-Binet may be assumed, given success by a child on only one item at the two-year level. The study indicates that a child must succeed on at least two, or more conservatively, four items at the two-year level on the Stanford-Binet in order to assume an 18-month basal level. 相似文献
8.
Classroom teachers are learning to employ the peer group to “shape up” dissidents. However, singling out a child may produce undesirable side effects such as emotional behavior, resentment, etc. Can the same result be obtained by rewarding the class for ignoring the target behavior of everyone in the room? Twelve subjects were selected from six middle school classes, two from each class. Each entire class was rewarded for increased ignoring of the target behavior (whispering): in the three P (pinpointed) classes, for ignoring the whispering of Designated (target) subjects; in the three D (diffusion) classes, for ignoring whispering by all class members. The results indicate that a peer group can decrease reinforcement of a disruptive behavior and thereby decelerate it in a singled-out child (Pinpointing Effect) or a behavior emitted by any child in class (Diffusion Effect) with equal effectiveness. However, patterns in the data suggest that peers ignored P-Designated subjects most, D subjects next most, and P-Undesignated subjects the least and that this pattern of ignoring was mirrored in the pattern of deceleration of the target behaviors in the three groups. These patterns suggest that the Pinpointing Effect may be stronger than the Diffusion Effect, but further study is needed. 相似文献
9.
10.
11.
12.
13.
About ScienceDirect 《Child abuse & neglect》2003,27(12):1461-1464
14.
15.
16.
17.
BRENT BRIDGEMAN HAROLD R. STRANG JOAN BUTTRAM 《Journal of Educational Measurement》1974,11(4):285-288
“Game” or “test” instructions on either verbal or nonverbal WISC scales were given to 160 third- and sixth-grade children. Ss in one condition were told they were going to take several tests, while Ss in the other condition were told they were going to play several games. Significant differences in performance due to task definition were found only on verbal tasks at the sixth-grade level with test instructions yielding superior performance. Results at the third-grade level failed to replicate previous results which suggested game instructions produce superior performance on nonverbal tasks. 相似文献
18.
19.
20.