A 15-Year Study of 63 Teachers at 24 Institutions Reveals: “What the Best College Teachers Do”: Review of: What the Best Teachers Do, by Ken Bain; Harvard University Press (Cambridge, MA); ISBN: 0–6740–1325–5     

Robin L Wright  Aaron Charlson    Carrie F Olson 《CBE life sciences education》2005,4(4):279-280

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Travels in extreme social mobility: how first-in-family students find their way into and through medical education     

Erica Southgate  Caragh Brosnan  Heidi Lempp  Brian Kelly  Sarah Wright  Sue Outram 《Critical Studies in Education》2017,58(2):242-260

ABSTRACT

Higher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself – and its costs. Long-distance or ‘extreme’ social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants’ social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school ‘the hard way’, and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like ‘imposters’, using self-deprecating language to highlight their lack of ‘fit’ in the privileged world of medicine. However, such language also reflected resistance to middle-class norms and served to create solidarity with community of origin, and, importantly, patients. Rather than narratives of loss, students’ stories reflect a tactical refinement of self and incorporation of certain middle-class attributes, alongside an appreciation of the worth their ‘difference’ brings to their new destination, the medical profession.  相似文献   

Situational influences upon children's beliefs about global warming and energy     

Patrick Devine‐Wright  Hannah Devine‐Wright  Paul Fleming 《Environmental Education Research》2004,10(4):493-506

This paper explores children's beliefs about global warming and energy sources from a psychological perspective, focusing upon situational influences upon subjective beliefs, including perceived self‐efficacy. The context of the research is one of growing concern at the potential impacts of global warming, yet demonstrably low levels of self‐efficacy amongst both adults and children to effectively respond to this large‐scale environmental problem. Empirical research was conducted on a sample of 198 UK children and adults to explore the influence of a cooperative learning environment upon children's beliefs about global warming and energy. A comparative design was adopted, contrasting 9–12 year old members of the Woodcraft Folk educational organisation with non‐members of similar age and with adult members of the same organisation. Results indicate that cooperative learning environments can have a significant and positive effect upon children's beliefs about large‐scale environmental problems. In particular, Woodcraft folk children reported significantly higher levels of personal awareness and perceived self‐efficacy in relation to global warming in comparison to their peers. Secondly, unexpected differences were identified between levels of perceived self‐efficacy in children and adult Woodcraft folk. The implications of these differences for the design of educational programmes seeking to empower children to respond to global warming are discussed.  相似文献   

The Social Sensitivity of Preschoolers in Peer Conflicts: Do Children Act Differently with Different Peers?     

Mary T. Rourke  Robert H. Wozniak  Kimberly Wright Cassidy 《Early education and development》1999,10(2):209-227

This study sought to demonstrate that many aspects of preschoolers' peer conflict behavior are sensitive to the subtle change in social situation that occurs when a child plays with a different partner. Twenty-seven pairs of preschoolers were videotaped over four 15-minute play sessions; in the fourth session, half of the pairs played with a different partner, while half were with the same partner. Frequency and theme of conflicts, strategies used, frequency of yielding to partner, and percentage of conflicts solved were observed. Initiating and negotiating behavior in early sessions better predicted behavior in the fourth session for the same-partner (vs. change-partner) group, and thus emerged as behaviors sensitive to social context changes. Results indicate that preschoolers have a remarkably varied array of conflict behaviors and that much of their conflict behavior is sensitive to influences inherent to social interaction with a specific partner. Ways in which the apparent sophistication in young children's social understanding can inform developmental approaches to early childhood education as well as both preventative and therapeutic conflict resolution programs are discussed.  相似文献   

Static and animated graphics in learning from interactive texts     

Patricia Wright  Robert Milroy  Ann Lickorish 《European Journal of Psychology of Education - EJPE》1999,14(2):203-224

Animating the graphics in electronic documents may increase readers’ willingness to study them but may impair or distort the processes of gist comprehension. Experiment 1 confirmed that, compared with static diagrams, animation increased readers willingness to study a range of graphic genres (maps, time-lines, drawings of unfamiliar objects). Total reading time was also increased but readers’ differential access of static and animated graphics confounded the interpretation of immediate and delayed retention tests. Experiment 2 contrasted the effects of accessing the graphics before or during reading. Scores on a quiz immediately after reading were significantly higher when the graphics were seen before rather than during reading, suggesting that readers found it difficult to integrate the graphics while still building the gist of the text. Scores on both an immediate and a delayed quiz were significantly higher when the graphics were static rather than animated. One pointer to the cause of the decrement with animated graphics was that the quiz performance of readers having animated graphics correlated with their scores on a picture memory test, whereas those of readers with static graphics did not. In contrast the delayed quiz scores of readers with static graphics showed a significant interaction with their performance on a digit memory task. Readers with high scores on digit memory benefited from accessing the graphics while reading, but readers with low scores on the digit test were impaired by such access during reading. This suggests that the cognitive skills needed for integrating text with animated graphics may differ from those needed for dealing with static graphics.  相似文献   

Exploiting your assets     

James Wright 《Publishing Research Quarterly》1999,15(3):84-94

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Childhood homelessness,resilience, and adolescent mental health: A prospective,person-centered approach     

Janette E. Herbers  J. J. Cutuli  Joanna N. Keane  Jake A. Leonard 《Psychology in the schools》2020,57(12):1830-1844

School districts and other service providers are increasingly aware of the substantial mental health needs of students experiencing family homelessness. Past findings are mixed regarding whether homelessness conveys unique risk beyond the risks associated with extreme poverty. With prospective longitudinal data on homelessness experiences across childhood, we utilized latent profile analysis as a person-centered approach to conceptualizing mental health outcomes in adolescence for 3,778 youth. We considered literal family homelessness as well as families living doubled-up, and we employed propensity score matching to identify a comparison group of nonhomeless students balanced across a range of covariates to address systematic bias. Results indicated that students who experienced literal homelessness during childhood were significantly less likely to demonstrate profiles of resilience in mental health functioning. We considered our approach and findings in light of challenges and opportunities particularly relevant to the school context.  相似文献   

An Exploration of Themes That Influence the Counselor Education Doctoral Student Experience     

Jake J. Protivnak  Louisa L. Foss 《Counselor Education & Supervision》2009,48(4):239-256

The purpose of the present study was to explore the themes that counselor education doctoral students perceive as influencing their experience. The results of an exploratory qualitative study in which counselor education doctoral students provided their perceptions of what helped or hindered their progress are presented. Themes identified as both positively and negatively influencing their experiences were departmental culture, mentoring, academics, support systems, and personal issues. Recommendations are provided for counselor educators to consider in their work with doctoral students.  相似文献   

Historically Black Colleges and University students' and faculties' views of school psychology: Implications for increasing diversity in higher education     

Scott L. Graves Jr.  Lynda Brown Wright 《Psychology in the schools》2009,46(7):616-626

This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psychological Association and the National Association of School Psychologists do not actively recruit or provide information to their students. Results are discussed in terms of increasing the number of African American school psychologists. © 2009 Wiley Periodicals, Inc.  相似文献   

Facteurs associés à la rétention des signalements impliquant un abus sexuel     

Marc Tourigny  Marie Jacob  Isabelle Daigneault  Martine Hébert  John Wright 《Child abuse & neglect》2009,33(12):888-896

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