共查询到20条相似文献，搜索用时 31 毫秒
1.
Nancy K. Freeman 《Early Childhood Education Journal》2007,34(5):357-366
Young children construct understandings of gender during the preschool years. They accurately apply common gender stereotypes
to toys by the time they are three and readily predict their parents’ opinions about gender-typical and cross-gender play.
This study involved 3- and 5-year-old children in identifying “girl toys” and “boy toys”. It also asked them to predict their
parents’ reactions to their choices of gender-specific toys. These children’s parents were surveyed in an effort to describe
their preferences about gender-specific toys and behaviors. Responses indicated that, in spite of evidence that many of these
parents reject common gender stereotypes, their children predicted parents would consistently apply these stereotypes as reflected
by their approval or disapproval of children’s choices to play with gender stereotyped or cross-gender toys. The mis-match
between parents’ self-described beliefs and children’s perceptions of the messages they have received about genderized play
are discussed.
相似文献
| Nancy K. FreemanEmail: |
2.
Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey.
The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main
dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while
Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed ‘at risk’ for
the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both
word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated
that children ‘at risk’ for depression made more spelling errors in dictation of words in comparison to the control group.
No differences emerged in reading tasks or with reference to the group of children ‘at risk’ for anxiety.
相似文献
| Paola BonifacciEmail: |
3.
Joby Gardner 《The Urban Review》2009,41(2):174-197
This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”.
Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained
universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and
educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure
of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and
beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.
相似文献
| Joby GardnerEmail: |
4.
This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE)
in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and
verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey
that is comprised of three subscales (i.e., competence in reading, perception of ease with reading, attitude towards reading).
Information on child and family literacy practices was collected via a questionnaire administered to parents of participating
children. Bivariate correlations and multiple regression analyses demonstrated that all three reading self-concept subscales
were positively related to reading comprehension after controlling for verbal ability and word reading skills, and aspects
of HLE were positively related to aspects of reading self-concept. The findings support the inclusion of psychosocial and
family literacy measures in future studies designed to investigate the process of reading comprehension for children beyond
the primary grades.
相似文献
| Nonie K. LesauxEmail: |
5.
Yukari Seko 《Learning Inquiry》2008,2(3):181-199
Internet-mediated joint suicides or “Net group suicides” (Net shinjū) has become a significant social problem in Japan since 2002. Despite a privileged view of suicide-related cyberspaces as
a murky underworld, there has been little study about how the participants of such spaces interact and perform their “suicidal”
identity. Viewing cyberspace as a unique discursive playground that sprouts a myriad of transgressive narratives, this paper
examines “Suicide Club” (Jisatsu Club) an online discussion forum that facilitated the largest “Net group suicide” in Japanese history. A thematic content analysis
of actual postings on “Suicide Club” reveals the double-edged nature of the forum. While some participants were determined
to seek suicide companions or what I metaphorically call “suicide machines,” others used the board as a social outlet to freely
disclose their pent-up struggles, attempting to collectively transgress social taboos of suicide.
相似文献
| Yukari SekoEmail: |
6.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
| Soung BaeEmail: |
7.
8.
This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site
in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking
theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional,
and longitudinal method, two extreme groups of programs are distinguished: those associated with the “most successful” and
“least successful” outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of
interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems,
and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences
in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in
science and engineering as rooted in “institutional/structural-centered,” as opposed to “individual/student-centered,” perspectives
are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering.
相似文献
| Mary Frank FoxEmail: |
9.
Kenneth Leithwood 《Journal of Educational Change》2008,9(1):71-75
Policy makers and leadership developers now admonish both aspiring and practicing educational leaders to base what they do
on evidence of “best practice”. Some argue, however, that today’s best practices stand a reasonably good chance of being unsuitable
for schools in the future. Unfortunately, effective leadership in future schools is empirically unknowable. This paper unpacks
the arguments about “best” and “next” practices concluding that there is an empirically defensible foundation for current
and future leaders.
相似文献
| Kenneth LeithwoodEmail: |
10.
Thomas Crisp 《Children‘s Literature in Education》2008,39(4):237-261
Few pieces of GLBTQ fiction have received the popular and scholarly acclaim awarded to Alex Sanchez’s Rainbow Boys series. Although “problem novels” are rarely taken seriously as literature, the books—the first novel in particular—have
joined the few pieces of GLBTQ literature incorporated into educational discourse and curriculum. In this article, the author
suggests that although the positive nature and surface construction appeals to those seeking “affirmative” representations
of GLBTQ youth, the contributions made by the series may be overshadowed by its reliance on heteronormative gender stereotypes
that may actually work to perpetuate homophobic attitudes toward gay sexuality.
相似文献
| Thomas CrispEmail: |
11.
Sung-Ae Lee 《Children‘s Literature in Education》2008,39(2):85-93
A recent controversy in the USA centres on classroom use of Yoko Kawashima Watkins’s semi-autobiographical So Far from the Bamboo Grove (1986), a novel focused on the flight of Japanese settler families to Japan after the liberation of Korea at the end of World
War II. Taught in a literary and historical vacuum under the thematic umbrella of “courage and survival,” the novel has been
criticised as an example of “perpetrator as victim” representation. Because of its assumed high “truth value,” life-writing
positions itself very specifically as a narrative of a “witness” recounting her story. The resultant authentication of suffering
may thereby render issues of historicity effectively irrelevant. Diverse interpretative communities may thus read the novel
in incompatible ways.
相似文献
| Sung-Ae LeeEmail: |
12.
This study explores the extent to which the term “sex hormone” is used in science textbooks, and whether the use of the term
“sex hormone” is associated with pre-empirical concepts of sex dualism, in particular the misconceptions that these so-called
“sex hormones” are sex specific and restricted to sex-related physiological functioning. We found that: (1) all the texts
employed the term “sex hormone”; (2) in all texts estrogen is characterized as restricted to females and testosterone is characterized
as restricted to males; and (3) in all texts testosterone and estrogen are discussed as exclusively involved in sex-related
physiological roles. We conclude that (1) contemporary science textbooks preserve sex-dualistic models of steroid hormones
(one sex, one “sex hormone”) that were rejected by medical science in the early 20th century and (2) use of the term “sex
hormone” is associated with misconceptions regarding the presence and functions of steroid hormones in male and female bodies.
相似文献
| Ross H. NehmEmail: |
13.
Kenneth Kidd 《Children‘s Literature in Education》2009,40(3):197-216
This essay calls for a fresh critical approach to the topic of censorship, suggesting that anticensorship efforts, while important
and necessary, function much like literary prizing. The analysis draws especially on James English’s recent study The Economy of Prestige. There are two central arguments: first, that the librarian ethic of “selection”––introduced by Lester Asheim in 1953 as
a counterpoint to censorship––has contributed to the unfortunate construction of the censor as a “moron”; and second, that
anticensorship efforts more generally tend toward uncritical canon-making, attributing value to books simply because they’ve
been censored or (more typically) challenged.
相似文献
| Kenneth KiddEmail: |
14.
Uffe Thomas Jankvist 《Educational Studies in Mathematics》2009,71(3):235-261
This is a theoretical article proposing a way of organizing and structuring the discussion of why and how to use the history
of mathematics in the teaching and learning of mathematics, as well as the interrelations between the arguments for using
history and the approaches to doing so. The way of going about this is to propose two sets of categories in which to place
the arguments for using history (the “whys”) and the different approaches to doing this (the “hows”). The arguments for using
history are divided into two categories; history as a tool and history as a goal. The ways of using history are placed into
three categories of approaches: the illumination, the modules, and the history-based approaches. This categorization, along
with a discussion of the motivation for using history being one concerned with either the inner issues (in-issues) or the
metaperspective issues (meta-issues) of mathematics, provides a means of ordering the discussion of “whys” and “hows.”
相似文献
| Uffe Thomas JankvistEmail: |
15.
This Participatory Action Research (PAR) project worked with four active street life oriented U. S. Born African men, to document
how a community sample of street life oriented U. S. Born African men between the ages of 16–65, frame and use “street life”
as a Site of Resiliency (Payne, Dissertation, 2005; Journal of Black Psychology 34(1):3–31, 2008). Qualitative data was collected in the form of 20 individual and two group interviews. These data reveal an inter-generational,
conceptualization and use, of the term “street love” in street life oriented U. S. born African men. Also, these data reveal
that notions of “street love” extend out a critique of community professionals (e.g., community researchers/interventionists,
social workers, etc.) as being unable and unwilling to produce “real help” in the local community. Examples of street love,
revealed in the study, include the men offering advice/counsel, money or “free turkeys” during Thanksgiving to one another
as well as other members of the local community. Results support Payne’s (2005) three-dimension conceptualization of “street love”: (1) individual, (2) group and (3) communal level expressions of “street
love”.
相似文献
| Yasser Arafat PayneEmail: |
16.
Erica Rosenfeld Halverson 《Cultural Studies of Science Education》2009,4(1):67-76
Recently, the relationship between identity and learning has come front and center in discussions about how to design successful
learning environments for youth who struggle in mainstream institutions. In this essay, I explore the role identity development
plays in constructing learning environments for traditionally marginalized youth. While I agree with DeGennaro and Brown on
the importance of identity development for learning, I stretch the relationship between these two constructs in several ways:
First, I will argue that how we define “technology” and what that means for marginalized youth, particularly those who are
assumed to be victims of the “digital divide” is a crucial aspect of the design of successful digital learning environments.
Second, I discuss how identity is represented in these digital learning spaces, and analyze how meaning is constructed in
multimodal spaces such as websites. Finally, I reflect on DeGennaro and Brown’s notion of “emergent design,” as a positive
contribution to design research, and propose the idea of incorporating youths’ already existing competencies into the emergent
design process.
相似文献
| Erica Rosenfeld HalversonEmail: |
17.
The notion of historical “parallelism” revisited: historical evolution and students’ conception of the order relation on the number line 总被引：1，自引：1，他引：0
This paper associates the findings of a historical study with those of an empirical one with 16 years-old students (1st year
of the Greek Lyceum). It aims at examining critically the much-discussed and controversial relation between the historical
evolution of mathematical concepts and the process of their teaching and learning. The paper deals with the order relation
on the number line and the algebra of inequalities, trying to elucidate the development and functioning of this knowledge
both in the world of scholarly mathematical activity and the world of teaching and learning mathematics in secondary education.
This twofold analysis reveals that the old idea of a “parallelism” between history and pedagogy of mathematics has a subtle
nature with at least two different aspects (metaphorically named “positive” and “negative”), which are worth further exploration.
相似文献
| Constantinos Tzanakis (Corresponding author)Email: |
18.
Improving mathematics instruction through lesson study: a theoretical model and North American case 总被引：1，自引：0，他引：1
Catherine C. Lewis Rebecca R. Perry Jacqueline Hurd 《Journal of Mathematics Teacher Education》2009,12(4):285-304
This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan.
The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three
pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional
community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and
professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The
theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence
that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the
potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of
data available from the “auditable trail” and (2) generalizability to other lesson study efforts.
相似文献
| Catherine C. LewisEmail: |
19.
20.
Young-Suk Kim 《Reading and writing》2009,22(1):57-84
Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have
positive influences on children’s literacy acquisition. The present study expands previous studies by examining how home literacy
practices are related to growth trajectories of emergent literacy skills (i.e., vocabulary, letter-name knowledge, and phonological awareness) and conventional literacy
skills (i.e., word reading, pseudoword reading, and spelling), and by using data from Korean children and families (N = 192). The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading
at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean.
However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness,
vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship
between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their
teaching in response to their child’s literacy acquisition. Furthermore, cultural variation in views on parent teaching may
explain these results.
相似文献
| Young-Suk KimEmail: |