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971.
Objective. The goal of the study was to identify determinants of child perceptions of parenting. Design. By using two children per family, the current study predicted siblings’ (106 pairs) perceptions of mothering and fathering at ages 9–13 from children’s perceptions of parenting and parent ratings of child difficulty, parental emotionality, and household organization, when the children were 4–8 years old. Multi-level modeling was used to differentiate between- and within-family variation. Results. Stability in child perceptions was moderate, and this stability was due to family-wide parenting shared by siblings. Conversely, the majority of variance in the 9- to 13-year-olds’ perceptions indicated differential, rather than similar, parental treatment. Maternal anger predicted maternal hostility. In contrast, household chaos predicted paternal hostility. Conclusions. Relationships between individuals in the family are part of a larger system, and children are equally as likely as parents to reap the benefits of services or interventions directed toward enhancing maternal well-being. 相似文献
972.
973.
In this paper we explore the phenomenon of “shattered images” in the learning to teach process. For our presentation and discussion we draw on: reflective accounts of preservice teachers written prior to, during, and following periods of field experience; our experiences as teachers and teacher educators; and, on our own and other research on teacher education and development, particularly on our ongoing work which focuses on field experiences. We highlight and examine some of the discrepancies between preservice teachers' expectations and experiences, identify and discuss circumstances contributing to the discrepancies, and consider ways in which such inconsistencies might be taken into account in order to develop and maintain productive preservice teacher preparation programs. 相似文献
974.
975.
The relationship between perceived learning and satisfaction with college: An alternative view 总被引:1,自引:1,他引:1
Gary R. Pike 《Research in higher education》1993,34(1):23-40
Student and alumni reports of learning and development during college play an important role in research on educational outcomes. An intriguing finding of this research is the positive relationship between perceived learning and satisfaction with college. While studies have documented an association between perceptions of learning and satisfaction, the nature of the relationship is not clearly defined. This study evaluates two competing models of perceived learning and satisfaction. The first model represents a true relationship between learning and satisfaction, while the second treats the relationship as an artifact of a halo effect. Data came from subjects who completed learning and satisfaction questions as seniors and again two years after graduation. Analyses revealed that treating the learning-satisfaction relationship as an artifact of a halo effect provided the best representation of the data. Although not conclusive, results suggested that educational researchers and assessment practitioners should be careful in interpreting self-reports of learning and development, particularly as they relate to satisfaction with college.Presented at the Annual Forum of the Association for Institutional Research, Atlanta, Georgia, May 10–13, 1992. 相似文献
976.
Investigation of the short‐term (90‐day) stability of the Adjustment Scales for Children and Adolescents is reported for 124 randomly selected children in grades ranging from kindergarten to grade 12. Significant test‐retest stability coefficients were obtained and mean differences across the retest interval did not exceed .8 raw score points. The Solitary Aggressive‐Impulsive, Diffident, and Lethargic/Hypoactive syndromes and the global Underactivity scale showed significant raw score and T score changes across the retest interval, but the effect strengths were small. Syndromic Profile Classifications and Discriminant Classifications were also significantly consistent across the retest interval. Results were similar to those obtained in other stability studies of teacher report behavior rating scales. © 2001 John Wiley & Sons, Inc. 相似文献
977.
When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom 总被引:2,自引:0,他引:2
Deborah L. Lowther Steven M. Ross Gary M. Morrison 《Educational technology research and development : ETR & D》2003,51(3):23-44
In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access
to laptop computers. Specifically we examined the impact of laptops on classroom activities, and on student use of technology
and their writing and problem-solving skills. Participating teachers received computer integration training using the iNtegrating
Technology for inQuiry (NTeQ) model to develop problem-based lessons that engage students in critically examining authentic
issues, and strengthen research and writing skills. A matched treatment-control group design was employed, in which classes
taught at the same grade levels in five participating schools served as the laptop (1 computer per student) and control (5+
computers per class) contexts. Participants included students, teachers, and parents from the two groups. Although systematic
observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students
used computers more frequently, extensively, and independently. Writing assessment results showed substantial and significant
advantages for laptop over control students, with six of eight effect sizes exceeding +0.80. Results also showed significant
advantages for the laptop group on five of the seven components of the problem-solving task. 相似文献
978.
Traditional and evaluative aspects of flexibility regarding transgressions across several domains (masculine and feminine gender roles, moral rules, social etiquette, and physical law) were assessed in 24 4-year-olds, 40 8-year-olds, and 46 college undergraduates. Traditional and evaluative aspects of flexibility yielded distinctly different patterns of response. Data indicated an age-related increase in flexibility on traditional measures (i.e., traditional rule flexibility, cultural relativity) for transgressions in all domains, except physical laws. In contrast, subjects in all age groups were consistently negative in their evaluations of transgressions in moral rules, etiquette, and masculine gender roles. Female subjects viewed masculine gender role transgressions with greater flexibility and less negativity than did male subjects. Results demonstrate the multidimensional character of flexibility development in different social and physical domains. Results suggest that masculine and feminine gender roles and social etiquette may not fall within a common domain of social convention. 相似文献
979.
980.
Uses and effects of learner control of context and instructional support in computer-based instruction 总被引:1,自引:0,他引:1
Steven M. Ross Gary R. Morrison Jacqueline K. O'Dell 《Educational technology research and development : ETR & D》1989,37(4):29-39
The present study examines uses and effects of learner-control of the context or theme of practice examples on a statistics
lesson in combination with learner control of the number of examples examined. Subjects were 227 undergraduate students assigned
to 15 treatments formed by crossing five context conditions (learner control, education, business, sports, no-context) with
three instructional support conditions (learner-control, maximum, minimum). No differences in achievement were attained as
a function of either treatment variable. Findings showed, however, that learners who received preferred contexts (i.e., learner-control-context
subjects) selected a greater number of examples than those who received prescribed contexts. In addition, achievement was
positively related to the frequency with which subjects varied the number of examples selected across lessons. Despite the
absence of achievement benefits, the learner-control-context strategy elicited highly favorable student reactions as a learning
orientation. 相似文献