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1.
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2.
The departing point of this study is the theoretical framework of “Making the Match project” (Evers and Rush in Management Learning 27:275–299, 1996) about how to develop a common language among stakeholders regarding transferable skills. Thus, the paper examines the impact of demographic variables (age and gender) and developmental dimensions (Career adaptability and Vocational development) in the representations of transferable skills construction within a Portuguese sample of first-year college students (Vocational developmental variables are part of career construction theory; Savickas 2001, 2002, 2005, Journal of Vocational Behavior 75:239–250, 2009), a theoretical framework that significantly supports the notion that the acquisition of transferable skills is one of the consequences of vocational tasks’ resolution. Results suggested that career adaptability seems to be the most robust predictor for the transferable skills’ groups advanced by Evers and colleagues, followed by career development, and, finally, age and gender as a block. Results are discussed in the light of the two aforementioned main frameworks.  相似文献   

3.
This study investigated the relationship between children’s ability to regulate emotions and display of appropriate behavior in social settings. A sample of 33 children representing a wide range of social economic status was randomly selected from a Head Start Program and an Early Childhood Development Center in the Midwest. Data were collected using the Emotion Regulation Checklist (ERC) developed by Shields and Cicchetti (Dev Psychol 33:906–916, 1997, J Clin child Psychol, 27:231–395, 1998). A “Behavior Recording” checklist was developed and used to record appropriate and inappropriate behavior observed during children social interactions. Teacher ratings identified children as generally high emotion regulators. Girls had generally higher scores than boys in emotion regulation ability. A high relationship (r = .76) was also found between emotion regulation and display of appropriate behavior. Results indicate the importance of emotions in relation to a child’s well being and academic achievement. Additionally, these findings suggest a need for parents and early childhood educators to teach children appropriate emotional behavior when confronted with situations that are in conflict with societal norms.  相似文献   

4.
Researchers have shown that most students resist changes to their core beliefs by offering auxiliary hypotheses at the first sign of the development of conceptual change. Studies have viewed student reaction to discrepant events as an important clue in helping researchers understand not only the structure of alternative concepts (Niaz, Science & Education, 7(2):107 – 127, 1998) but also the nature of scientific concepts. The main objectives of this research were the following: (a) to consider prudently the conflict map of Tsai (International Journal of Science Education, 22(3):285 – 302, 2000); (b) to initiate and develop an enhanced conflict map based on Lakatosian ethodology, which could help science teachers and students resolve conflicts that occur in the explanation of natural phenomena; (c) to examine the effectiveness of the enhanced conflict map; and (d) to discuss these implications in science education. Specifically, this study used two freshman classes from the Department of Electronics and one class of Astronomy majors from C. National University, South Korea, to investigate how scientific concepts change after selecting the modern physics field (Photoelectric effect), which is included in the Physics and Astronomy courses. Modern physics has led to the so-called Lakatosian heuristic principle or methodology, a useful framework that includes scientific philosophy and science history as study strategies. “Enhanced conflict maps” are suggested for use to consistently show all the study processes.  相似文献   

5.
This exploratory study addresses differences in self-image as a client characteristic in career counselling by using the Structural Analysis of Social Behaviour (Benjamin, L., Journal of Consulting and Clinical Psychology, 64(6), 1203–1212, 1996; Benjamin, L., Journal of Personality Assessment, 66(2), 248–266, 1996) and an adaptation (Andersson, W.P, and Niles, S.P., The Career Development Quarterly, 48(3), 251–263, 2000) of the Therapist Intention List (Hill C. E and O’Grady K. E., Journal of Counseling Psychology, 32(1), 3–22, 1985; Hill et al., Journal of Counseling Psychology, 35(3), 222–233, 1988). Expected and experienced behaviour of self and other, recalled helpful and non-helpful events during sessions, and evaluation of sessions were compared between two clients with identified positive self-image and two clients with identified negative self-image. The results indicated that the clients with a positive self-image compared to clients with a negative self-image expected more positive behaviours and experienced more positive in-session behaviours from both themselves and from the counsellor; they recalled more positive and fewer negative events in-session and they evaluated their session more positively. Implications for career counselling are discussed.  相似文献   

6.
The purpose of this article is to qualitatively explore the affordances for risky play in two different preschool outdoor environments, an ordinary preschool playground and a nature playground, based on Gibson (The ecological approach to visual perception, 1979) theory of affordances and Heft’s and Kytte?’s (Heft in Children’s Environ Qual 5(3) 29–37, 1988; Kytt? in J Environ Psychol 22:109–123, 2002, Kytt? in J Environ Psychol 24:179–198, 2004) extended work on this theory. Observations of risky play in two Norwegian preschools, one ordinary preschool (where play took place on an ordinary playground) and one nature and outdoor preschool (where play took place in a nature area) were conducted. In addition, the children were interviewed about their actualized affordances of risky play, their mobility license, and the constraints on risky play. The results show that both play environments afford an extensive amount of risky play among the children, and that the degree of mobility license tolerated by the staff is an important factor for the children to actualize these affordances. Differences in the qualities and features in the two play environments were found to have an impact on the degree of riskiness in the play situations. As such, the nature playground afforded a higher degree of risk in children’s risky play.  相似文献   

7.
Since the publication of the first young adult novel to deal with issues of sexual identity, John Donovan’s (1969) I’ll Get There, It Better Be Worth the Trip, over 200 novels have been published centered around gay, lesbian, bisexual, transgender, queer and questioning (LGBTQ) characters and conflicts (Cart and Jenkins, 2006, The Heart has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content, 1969–2004. Lanham, MD: Scarecrow Press). In significant contrast to early texts, many authors in recent years have sought to promote inclusion of LGBTQ individuals and to present LGBTQ characters in a positive light. To do so, they frequently create antagonistic homophobic characters and situations that provide a sense of realism (Crisp, 2009, Children’s Literature in Education, 40, 333–348). In this paper, I present several representative examples from these novels that challenge homophobia, but ultimately leave it intact. Text excerpts are drawn from the numerous contemporary realistic LGBTQ-themed texts, published between the years 2000–2005, and marketed to young adults. I then contrast these texts with the novel Boy Meets Boy (Levithan, 2003). Through the novel’s blurred genres and inventive use of linguistic features, Boy Meets Boy is able to more effectively undermine heteronormative assumptions by presenting the unthinkable: children as sexual beings, hegemonic masculinity as in fact non-hegemonic and detrimental to success, and homosexuality as normalized and even ordinary.  相似文献   

8.
The present study aims to analyse the complex relationships between the relevant constructs of students’ demographic background, perceptions, learning patterns and (proxy measures of) learning outcomes in order to delineate the possible direct, indirect, or spurious effects among them. The analytical methodology is substantively framed against the studies of Richardson (British Journal of Educational Psychology 76:867–893, 2006, Higher Education 54:385–416, 2007) that utilised a regression-based methodology to infer the possible causal relationships among the relevant learning constructs. A composite research instrument, written in Chinese and derived from the Inventory of Learning Styles (ILS) and the Course Experience Questionnaire (CEQ), was used to collect students’ feedback on their perceptions of the learning environment and their learning patterns. Valid responses were obtained from 1,572 students studying at six institutions in the post-secondary education sector in Hong Kong, a new response-context for both the CEQ and the ILS. In adapting the research instruments to a new Chinese response-context, the findings are generally consistent with those reported in other published works (e.g. no relationship between students’ demographic background and their satisfaction with the programme, and a significant relationship between students’ exhibition of undirected learning patterns and low expected performance), but there are also some noteworthy discrepancies. The findings therefore buttress the confidence with which an ILS-based General Theoretical Model of student learning, adapted from Richardson (British Journal of Educational Psychology 76:867–893, 2006, Higher Education 54:385–416, 2007), may be used to conceptualise and interpret the dynamics of variation across different cultural response-contexts. While the CEQ provides some valuable complementary insights, it is an instrument that requires further development in the response-context of the present study.  相似文献   

9.
Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part of young children’s evolving social competence (Han and Kemple in Early Child Educ J 34(3):241–246, 2006; Moore in Early Child Educ Today 19(3):36–44, 2004). The capacity to care emanates from physical and psychological caregiving by nurturing others, develops into self-nurturing, and gradually supports the ability to nurture others (McNamee and Mercurio in Early Child Res Pract, , Spring 2007). Literature that highlights and supports secure attachment and positive interaction between young children and their significant adults and highlights kindness serves to build foundations of trust whereby prosocial behaviors such as sharing, helping, comforting, and caring are acknowledged and valued. A rationale, selection criteria, and teaching strategies for using picture books to encourage kindness are presented. Fourteen children’s books are reviewed and recommended.  相似文献   

10.
The PISA studies of reading achievement of 15 year old students in OECD and partner nations show Anglophone nations to have continuing high proportions of weak readers (≤Level 2), with no improvement in this area from 2000 to 2006 (OECD, Science competencies for tomorrow’s world: Executive summary, 2007). The nations which have decreased their proportions of low achievers all use highly regular (transparent) orthographies, which expedite the development of efficient reading and writing skills (Galletly and Knight, Aust J Learn Disabil 9(4):4–11, 2004). While international scrutiny is being focussed on socio-cultural differences in education as a basis of nations’ achievement differences, little consideration is currently being applied to the speed of reading accuracy and spelling development. This is surprising, given the volume of research showing that orthographic regularity significantly expedites development of reading—accuracy and spelling—with very low rates of reading difficulties in nations with highly regular orthographies (Seymour et al., Br J Psychol 94:143–174, 2003, p. 174; Share, Psychol Bull 134(4):584–615, 2008, p. 615). This paper proposes Transition-from-early-to-sophisticated-literacy (TESL) as a variable for use when considering cross-national achievement differences. It is proposed that Complex TESL nations (including Anglophone nations) will need paradigmatically different mechanisms to those used by Resolved and Facilitated TESL nations, for improved literacy and academic outcomes by lower achievers.  相似文献   

11.
The purpose of this study was to investigate the predictive value of optimism, perceived support from family and perceived support from faculty in determining life satisfaction of college students in Turkey. One hundred and thirty three students completed the Satisfaction with Life Scale (Diener et al., Journal of Personality Assessment 49(1):71–75, 1985), Perceived Social Support Scale-Revised (Yıldırım, Eğitim Araştırmaları–Eurasian, Journal of Educational Research 17:221–236, 2004), and Life Orientation Test (Scheier and Carver, Health Psychology 4(3):219–247, 1985) and provided demographic information about themselves. Independent samples t-test, correlation, and multiple regression analyses were performed for data analysis. Significant relationships were found among the variables, with regression analysis indicating that perceived support from family, perceived faculty support, and optimism were statistically significant predictors of life satisfaction. The implications of these results are discussed and suggestions made for counseling practice and future research.  相似文献   

12.
The study reported here is the third in a series of research articles (Harkness, S. S., D’Ambrosio, B., & Morrone, A. S.,in Educational Studies in Mathematics 65:235–254, 2007; Morrone, A. S., Harkness, S. S., D’Ambrosio, B., & Caulfield, R. in Educational Studies in Mathematics 56:19–38, 2004) about the teaching practices of the same university professor and the mathematics course, Problem Solving, she taught for preservice elementary teachers. The preservice teachers in Problem Solving reported that they were motivated and that Sheila made learning goals salient. For the present study, additional data were collected and analyzed within a qualitative methodology and emergent conceptual framework, not within a motivation goal theory framework as in the two previous studies. This paper explores how Sheila’s “trying to believe,” rather than a focus on “doubting” (Elbow, P., Embracing contraries, Oxford University Press, New York, 1986), played out in her practice and the implications it had for both classroom conversations about mathematics and her own mathematical thinking.  相似文献   

13.
Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated in this study. Correlational analysis and t-tests were applied to analyzing quantitative data, including an English reading comprehension test and two sets of reading strategy questionnaires; the constant comparative method (Glaser and Strauss 1967) was used for analyzing qualitative data, comprising semi-structured interviews and think-aloud protocols. Results from quantitative analysis show a relatively strong link between the perceived use of first language (L1, Chinese) and second language (L2, English) strategies. Nonetheless, metacognitive and cognitive strategies were reportedly used more frequently for L1 reading, whereas support strategies were more often used for L2 reading. One salient theme that emerged from the qualitative analysis is that the reading of the English texts more closely resembled the reading of the texts written in the classic literary style of Chinese than the reading of the texts written in contemporary Chinese. These findings to some extent support the reading universals hypothesis (Goodman in Journal of Typographic Reseach, 103–110, 1970); yet, skills transfer is not uniformly automatic (Bell in TESOL Quarterly, 687–704, 1995; Urquhart and Weir 1998).  相似文献   

14.
Robinson, McKay, Katayama, and Fan (Contemporary Educational Psychology, 23, 331–343, 1998) reported that women were underrepresented in terms of authorships, editorial board memberships, and editorships in the field of educational psychology based on membership trends. More recently, Evans, Hsieh, and Robinson (Educational Psychology Review, 17, 263–271, 2005) reported that women had made gains as editors but had not kept pace with organizational membership in terms of authorships and editorial board memberships. Our goal in this paper was to further examine women’s participation in educational psychology journals by extending the datasets of Robinson et al. and Evans et al. The number of female authors per article, particularly those from non-US institutions, has continued to increase. However, consistent with Evans et al., although females are continuing to make numerical gains in both authorships—both primary and secondary—and editorial board memberships, their involvement has not kept pace in relation to membership trends.  相似文献   

15.
Zehavit Gross 《Prospects》2010,40(1):93-113
Research has shown the Holocaust to be the primary component of Jewish identity (Farago in Yahadut Zmanenu 5:259–285, 1989; Gross in Influence of the trip to Poland within the framework of the Ministry of Education on the working through of the Holocaust. Unpublished M.A. thesis, Ben-Gurion University, Beer Sheva, 2000; Herman in Jewish identity: A socio-psychological perspective, Sage, Beverly Hills, 1977; Levy et al. in Beliefs, observations and social interaction among Israeli Jews. Louis Guttman Israel Institute of Applied Social Research (Hebrew), Jerusalem, 1993; Ofer in Jews in Israel: Contemporary social and cultural patterns. Brandeis University Press, Hanover and London, pp. 394–417, 2004a) and to contribute significantly to Jewish Israelis’ sense of belonging to the Jewish people. Though the Holocaust is a central event in Jewish history, Holocaust education is mandatory in the state education system in Israel, and some research has investigated the impact of this education, the field has not been conceptualized systematically (Blatman in Bishvilei haZikaron 7:15–16, 1995; Feldman in Bishvilei haZikaron 7:8–11, 1995; Ofer in Jewish Educ 10:87–108, 2004b; Schatzker in Int J Polit Educ 5(1): 75–82, 1982). This article attempts to organize the existing knowledge on the subject through a meta-analysis of the foundations and basic premises of Holocaust education in Israel, using the most important literature in the area. It first suggests a conceptual framework, organizing by period the changing attitudes toward the Holocaust in general and Holocaust education in particular. It then describes Holocaust education over the years, and finally analyzes the goals of Holocaust education, along with its major dilemmas and challenges.  相似文献   

16.
The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135, 1996; Hodgkinson and Sadler-Smith, Journal of Occupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences. A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures. Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang & Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner needs.  相似文献   

17.
The purposes of this study were to determine preservice physics teachers’ instructional beliefs and to investigate the relationship between their beliefs and practices. The theoretical framework was based on the combination Haney & McArthur’s (Science Education, 86(6):783–802, 2002) research and Ford’s (1992) motivation systems theory. A multicase study design was utilized for the research in order to focus on a belief–practice relationship within several examples. Semistructured interviews, observations, and preservice teachers’ written documents were used to collect data. Results showed that most preservice teachers held instructional beliefs aligned with constructivist philosophy. Some of the preservice teachers’ beliefs were consistent with their practices while some of them presented different practices from their beliefs in different placements.  相似文献   

18.
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance of deep class differences between themselves and many of their students, I propose that teacher education include coursework in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their “complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest, has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social class and educational attainment, on the construction of classed identities in spite of silence about class in public and academic discourse, and on pedagogies for teaching across class differences.  相似文献   

19.
This paper argues that Amartya Sen’s (Development as freedom, New York: Random House, 1999) concept of “capabilities” provides a useful framework for interpreting the brokering of learning provisions that emerged as a key feature of reforms to education and training in Queensland (Australia) for young people. Sen’s capability approach is presented as a way of understanding the place of vocational learning in capability deprivation and enhancement. Methodologically, this account comes from a case study of the reforms’ birthing and trial phases (2000–2006) (Harreveld and Singh 2007, Queensland’s education and training reforms for the future: the journey so far in senior phase learning. Brisbane, Qld: Department of Education, Training and the Arts). Evidence about the brokering of learning provision for young people comes from Queensland’s youth support coordinators, community mentoring scheme, flexible learning services and a work readiness program.
Michael J. SinghEmail:
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20.
We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669–1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading in the classroom are discussed.  相似文献   

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