Expanding the Nomological Network of Work Avoidance: Antecedents and Consequences Across Contexts     

Carolyn M. Jagacinski  Shamala Kumar  Melissa G. Keith 《Journal of Experimental Education》2020,88(2):221-244

Abstract

Work avoidance, or the goal to reduce effort in an achievement context, is related to disengagement and may offer insight into disengaged students and employees. To shed light on this issue, we investigated the antecedents of work avoidance in academic and work contexts to distinguish it from mastery, performance-approach, and performance-avoidance goals. Two samples of employed college students (N?=?207, N?=?233) completed questionnaires about their jobs and in one sample about their introductory psychology class. Across both contexts, proposed antecedents of alienation, low need for achievement, and perceiving one’s competence needs as not being met predicted work avoidance. Work avoidance also accounted for additional variance when combined with achievement goals to predict citizenship behaviors, perceiving work/classwork as meaningless and wanting to leave/quit.  相似文献   

‘More than boy,girl, male,female’: exploring young people’s views on gender diversity within and beyond school contexts     

Sara Bragg  Jessica Ringrose  Carolyn Jackson 《Sex education》2018,18(4):420-434

Abstract

This paper explores the views of young people aged 12–14 on gender diversity, drawing upon school-based qualitative data from a study conducted in England in 2015–2016. Although earlier feminist and queer research in schools often found evidence of variable local gender cultures and gender non-conformity, we argue that the contemporary context, with its increasing global awareness of gender diversity, offers young people significant new ways of learning about and doing gender. Findings reveal that many young people have expanded vocabularies of gender identity/expression; critical reflexivity about their own positions; and principled commitments to gender equality, gender diversity and the rights of gender and sexual minorities. We also show how young people are negotiating wider cultures of gendered and sexual violence. Schools are providing some spaces and learning opportunities to support gender and sexual diversity. However, overall, it appears that young people’s immediate social cultural worlds are constructed in such a way that gender binary choices are frequently inevitable, from school uniforms and toilets to sports cultures and friendships. Our conclusion touches on the implications of these findings for how educational practitioners, external agencies and young people can address gender rights, equality and justice in schools and beyond.  相似文献   

Science and nature projects     

Carolyn Buhai Haas 《Early Childhood Education Journal》1986,13(4):44-46

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A National Survey of School Counselor Preparation Programs: Screening Methods,Faculty Experiences,Curricular Content,and Fieldwork Requirements     

Rachelle Prusse  Gary E. Goodnough  Carolyn J. Noël 《Counselor Education & Supervision》2001,40(4):252-262

This article describes the results of a national survey regarding the preparation of entry‐level school counseling students. The questionnaire asked counselor educators about credit hours, screening methods, previous faculty experiences in a school setting, course content, and fieldwork requirements. Survey results revealed similarities and differences among school counselor preparation programs.  相似文献   

Dimensions of Subjectivity in Parents'' Ratings of Infant Temperament   总被引：1，自引：0，他引：1  

Carolyn J. Mebert 《Child development》1991,62(2):352-361

This study was designed to further define the subjective component in parental reports of infant temperament. 131 mothers and 127 fathers completed the ICQ twice during pregnancy and at 3.5 months postpartum. In addition, motivation for the pregnancy was assessed early in pregnancy, and depression and anxiety were measured at each point in the study. Principal components analyses of the data collected during pregnancy yielded anxiety/depression and pregnancy motivation components for both mothers and fathers. The ICQ scores formed 2 components in the mothers' analysis and 1 in the fathers'. Subsequent correlation and regression analyses examining the relation between the pregnancy components and the postpartum scores revealed that the best predictors of postpartum ICQ scores were the postpartum ICQ components, although the anxiety/depression component was also a significant correlate. The results are discussed in terms of the role parents' prepartum expectancies might play in their perceptions of and interactions with their infants.  相似文献   

Students' Perceptions of Literacy Assessment     

Karen B. Moni  Christina E. van Kraayenoord  Carolyn D. Baker 《Assessment in Education: Principles, Policy & Practice》2002,9(3):319-342

Students' perceptions of literacy assessment processes and practices were investigated in two year long case studies undertaken in two English classrooms in two state high schools in Queensland, Australia. A range of qualitative data techniques was used to collect information related to students' previous experiences of assessment in primary school, students' responses to the first and last literacy assessment task of the school year, and their perceptions of assessment at the end of the year. The study showed that students' attitudes, beliefs, practices and understandings about assessment varied both within and across student groups and differences in students' accounts were evident both at the start and end of the school year. The findings highlight the role that students play in actively constructing knowledge about literacy assessment through their prior and current experiences with assessment tasks, and in their interactions with each other.  相似文献   

Developing Information Fluency in Introductory Biology Students in the Context of an Investigative Laboratory     

Gary J. Lindquester  Romi L. Burks    Carolyn R. Jaslow 《CBE life sciences education》2005,4(1):58-96

Students of biology must learn the scientific method for generating information in the field. Concurrently, they should learn how information is reported and accessed. We developed a progressive set of exercises for the undergraduate introductory biology laboratory that combine these objectives. Pre- and postassessments of approximately 100 students suggest that increases occurred, some statistically significant, in the number of students using various library-related resources, in the numbers and confidence level of students using various technologies, and in the numbers and confidence levels of students involved in various activities related to the scientific method. Following this course, students should be better prepared for more advanced and independent study.  相似文献   

Critical Practice in Elementary Schools: Voice, Community, and a Curriculum of Life     

Ann B. Vibert  John P. Portelli  Carolyn Shields  Linda LaRocque 《Journal of Educational Change》2002,3(2):93-116

This paper examines the differences andsimilarities in approaches to community, voiceand curriculum among three Canadian elementaryschools with respect to their potential toenact central aspects of a critical pedagogy:to extend voice to students and community;foster participatory, democratic education; andto cultivate critical reflection. The threeschools offer different conceptions andpractices. In one, a deficit model ofeducation seems to dominate; in the second, wefound an individual growth model of education;and in the third, a critical practice model ofeducation was the foundation for moredemocratic educational practices. We argue thatnot all change initiatives and approaches areequally valuable, and that the latter modelprovides a more profound and just educationalexperience for students.  相似文献   

Using videotapes to study the construction of mathematical knowledge by individual children working in groups     

Robert B. Davis  Carolyn A. Maher  Amy M. Martino 《Journal of Science Education and Technology》1992,1(3):177-189

Videotaping small groups of students in a regular classroom environment makes it possible to study individual student cognitive growth in a social setting. The present report deals with student development of some new mathematical ideas over an extended period of time.  相似文献   

’Constituting the Child’ in Beginning School Reading Books     

Carolyn D. Baker  Peter Freebody 《British Journal of Sociology of Education》1987,8(1):55-76

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