Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions     

Gisbert van Ginkel  Nico Verloop  Eddie Denessen 《Teachers and Teaching》2016,22(1):101-116

Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers’ learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be ‘co-thinkers’ who enact a developmental view of mentoring, as well as ‘co-learners’ who are willing to engage in mutual learning with their novices. These two aspects are assumed to be associated in mentor thinking. The aim of this questionnaire study was, therefore, to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. Participants were 726 secondary education mentor teachers, associated with 13 institutes for teacher preparation in the Netherlands. Results showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced. These findings suggest potential strategies for the selection and preparation of mentor teachers for programs that intend to foster collaborative inquiry approaches for novice teacher support.  相似文献   

African American students’ college choice processes in a post 209 era     

Frances Contreras  Thandeka K. Chapman  Eddie Comeaux  Gloria M. Rodriguez  Eligio Martinez Jr.  Malo Hutson 《International journal of qualitative studies in education》2018,31(8):747-768

Abstract

High-achieving African American students in California are not attending University of California (UC) campuses. Due to hyper-implementations of Proposition 209, which limited UC campuses’ ability to use race as a significant admission criteria, the UC system and individual UC campus policies have scaled back their efforts to recruit high-achieving African American students from California. This article presents findings from the qualitative portion (n?=?74) of a convergent mixed-method study of over 700 African American college-going students. Findings convey the critical role that access, outreach, diversity, and climate plays in the college choice process of African American high achievers. Drawing upon higher education and critical race literature, the findings further reveal the challenges and opportunities for states and elite universities in retaining its brightest students from diverse backgrounds. This research also conveys the potential of research to inform state, systemic, and institutional policies to increase access to selective public universities.  相似文献   

Relationships among conceptions of control and autonomy and other personality variables: A developmental approach     

Louis Oppenheimer  Adri Stet  Eddie Versteeg 《European Journal of Psychology of Education - EJPE》1986,1(3):93-102

In total 131 children from fourth- and sixth-grades (mean ages 9.10 and 11.9 years) participated in this study with as its purpose to explore the relationships among conceptions of control and autonomy and various personality characteristics. To achieve this aim, the children were presented with questionnaires indexing their conceptions of control (CCQ), conceptions of autonomy (CAQ) and two diagnostic instruments: 1) the Amsterdam Biographical Questionnaire for Children (ABVK) and 2) the Achievement Motivation Test for Children (PMTK). The results reveal complex patterns of interrelated variables, indicating among others that children's conceived ability to cope with problems in the social environment does not relate to children's understanding of the variables affecting the outcomes of their behavior.  相似文献   

How Children Construct Views of Themselves: A Social‐Developmental Perspective          下载免费PDF全文

Eddie Brummelman  Sander Thomaes 《Child development》2017,88(6):1763-1773

As they grow up, children construct views of themselves and their place in the world, known as their self‐concept. This topic has often been addressed by social psychologists (studying how the self‐concept is influenced by social contexts) and developmental psychologists (studying how the self‐concept changes over time). Yet, relatively little is known about the origins of the self‐concept. This article calls for research that bridges social and developmental psychology to illuminate this important issue. Adopting such a social‐developmental approach, the current special section shows that children construct their self‐concept based on the social relationships they have, the feedback they receive, the social comparisons they make, and the cultural values they endorse. These findings underline the deeply social nature of self‐development.  相似文献   

The role of role-play in student awareness of the social dimension of the engineering profession     

Diana Adela Martin  Eddie Conlon  Brian Bowe 《European Journal of Engineering Education》2019,44(6):882-905

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Left Alone: end time for Marxist educational theory?     

Glenn Rikowski 《British Journal of Sociology of Education》1996,17(4):415-451

This paper provides an external account of the demise of the ‘old’ Marxist educational theory flowing from social reproductionism/ resistance theory. Five developments are explored in terms of how they have undercut the ‘old’ educational Marxism: hyper‐academicism; dislocations/disjunctions between theory and practice; the postmodern challenge; the new liberal ‘Left’ challenge; and, the ‘death of Marxism’ syndrome. The first two elements form the basis of some important ‘lessons’ for the revitalisation of Marxist perspectives on education. It is also argued that, although the five trends and developments have posed a serious challenge for the ‘old’ Marxist educational theory, nevertheless, it will probably circulate for some time‐‐given revivals, revisits, and as a source of easy criticism for anti‐Marxists. Finally, there has been a recent flowering of new approaches to theorising education from a Marxist perspective, which this paper maps out.  相似文献   

Education in the United States: Is it a Black Problem?     

Eddie Comeaux  Uma M. Jayakumar 《The Urban Review》2007,39(1):105-104

This review offers a critical analysis of John Ogbu’s Black American Students in an Affluent Suburb: A study of academic disengagement. In his study, Ogbu explains the Black-White achievement gap as one born from the cultural attitudes held by Black middle-class students toward academics. Despite Ogbu's intent to further the scholarly discussion on this issue, the study falls short and is itself replete with limitations. Ogbu’s utilization of a deficit-oriented modality and an unsound methodology, coupled with his failure to critically analyze the interplay of identity formation, culture, and history, together severely restrict the study’s scope and utility. * This paper is a revised version of article (Doi:) which appeared online July 7, 2006. Ogbu, J. Black American Students in an Affluent Suburb: A study of academic disengagement (Lawrence Erlbaum Associates: New Jersey, 2003). Eddie Comeaux is a Lecturer/Postdoctoral Study in Graduate School of Education and Information Studies at University of California, Los Angeles, USA. Eddie Comeaux examines comparative race/ethnic, marginality, gender, and class relations with an emphasis on access and learning opportunities for underrepresented minorities and student athletes in education. Uma M. Jayakumar is a Doctoral Candidate in Graduate School of Education and Information Studies at University of California, Los Angeles, USA. Her research interests include: issues of access and retention for graduate students and faculty of color, educational outcomes of racial diversity, organizational culture and campus racial climate, transformative resistance, service-learning, and higher education for the public good.  相似文献   

Think tanks,education and elite policy actors     

Glenn C. Savage 《The Australian Educational Researcher》2016,43(1):35-53

The past decade has seen think tanks operate in sophisticated ways to influence the development of education policies. In this paper, I reflect upon the influence of think tanks in the formation of national reform, using the Common Core State Standards initiative in the USA as an illustrative case. In doing so, I explore how certain think tanks, headed by political elites and backed by significant philanthropic funding, have sought to influence the reform initiative. My central argument is that meanings and practices associated with political publics are being transformed as elite policy actors gain influence. Through mobilising significant political and economic power, elites work through think tanks to influence policy debates, re-frame policy problems and advocate for particular policy solutions. The new public formations that are resulting appear to be shifting the conditions of possibility for policy making in education.  相似文献   

Fear of Death and Examination Performance in a Medical Gross Anatomy Course with Cadaveric Dissection     

Sara Allison  Andrew Notebaert  Eddie Perkins  Marianne Conway  Erin Dehon 《Anatomical sciences education》2021,14(6):764-773

Cadaveric dissection offers an important opportunity for students to develop their ideas about death and dying. However, it remains largely unknown how this experience impacts medical students' fear of death. The current study aimed to address this gap by describing how fear of death changed during a medical gross anatomy dissection course and how fear of death was associated with examination performance. Fear of death was surveyed at the beginning of the course and at each of the four block examinations using three of the eight subscales from the Multidimensional Fear of Death Scale: Fear of the Dead, Fear of Being Destroyed, and Fear for the Body After Death. One hundred forty-three of 165 medical students (86.7%) completed the initial survey. Repeated measures ANOVA showed no significant changes in Fear of the Dead (F (4, 108) = 1.45, P = 0.222) or Fear for the Body After Death (F (4, 108) = 1.83, P = 0.129). There was a significant increase in students' Fear of Being Destroyed (F (4, 108) = 6.86, P < 0.0005) after beginning dissection. This increase was primarily related to students' decreased willingness to donate their body. Concerning performance, there was one significant correlation between Fear for the Body After Death and the laboratory examination score at examination 1. Students with higher fears may be able to structure their experience in a way that does not negatively impact their performance, but educators should still seek ways to support these students and encourage body donation.  相似文献   

Editorial: A Vision of a Fair and Efficient,Diverse and Inclusive,Cumulative Science of Child Development in the Best and Worst of Times     

Glenn I. Roisman 《Child development》2021,92(2):451-465

If you have come here in search of the submission requirements at Child Development, this is perhaps not the editorial you are looking for. Consider visiting instead our revised instructions to authors . Nor does this essay simply detail the priorities of the incoming board and the initiatives we will be implementing over the next 6 years, though these are summarized in Table 1. Rather, this editorial was written to articulate clearly the scientific values underlying current plans and policies at the journal in support of publishing the highest quality and highest impact research on child development. I emphasize two interrelated themes: (a) our plans for continuing to emphasize and enhance diversity and inclusion in research on child development and (b) our policies that remove impediments to cumulative developmental science. Discussion focuses primarily on how we are incentivizing efforts to achieve these widely held yet too often neglected goals, taking as its point of departure emerging challenges to a fair and efficient editorial process at the journal. In so doing, I mean to highlight the essential work of continuously cultivating editorial structures that firmly embed in developmental science fundamental scientific values, principles that make it possible for research on child development to flourish in both the best and worst of times.  相似文献