Wanting to be ‘known’: Redefining self‐awareness through an understanding of self‐narration processes in educational transitions     

Jo Warin  Janine Muldoon 《British Educational Research Journal》2009,35(2):289-303

The aim of this article is to initiate discussion about the pursuit of self‐awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of ‘self‐awareness’, a term that may be linked to outdated theories, implying a ‘self’ to be discovered and the possibility that people can sustain a ‘sense of self’ across time and place. From this perspective, self‐awareness may seem overly individualistic, obscuring more pro‐social goals (e.g. empathy, compassion, citizenship). Drawing on sociological and social psychological literature, as well as data from an empirical study of identity construction, it is hoped to contribute to the provision of firm foundations for personal, social and emotional education through a stronger theoretical exposition of ‘self‐awareness’. The authors' reconceptualised version highlights the importance of an expanded and flexible story of self, which they view as an invaluable tool for learning, fostering an openness to change.  相似文献   

“My Mom Tells Me I Should Follow the Rules,That’s Why They Have Those Rules”: Perceptions of Parental Advice Giving Among Mexican-Heritage Adolescents     

Susan D. Holloway  Sira Park  Michele Jonas  Janine Bempechat  Jin Li 《Journal of Latinos & Education》2014,13(4):262-277

Relatively little research has examined the ways in which immigrant Latino parents can effectively support their adolescent children’s schooling. To address this gap, we conducted in-depth interviews with 32 Mexican-heritage 9th graders. Students identified parents’ advice giving as the most salient form of involvement. Parental advice emphasized the importance of persisting in school, avoiding hardship as experienced by parents, and exhibiting social competence in relationships with peers and teachers. Parental advice giving was transmitted most effectively in the context of parent–child closeness. The findings form a basis for fostering effective and sustainable parent–school partnerships.  相似文献   

It’s something that I feel like writing,instead of writing because I’m being told to: elementary boys’ experiences writing and performing poetry     

Lisa K. Hawkins  Janine L. Certo 《Pedagogies: An International Journal》2014,9(3):196-215

Poetry is one of the most feared and least understood literary genres in our public schools. Boys, in particular, are frequently perceived to be resistant to poetry instruction; a view that often stems from a limited vision of what poetry is and a misread of masculinity. Nevertheless, the study of poetry provides many benefits in the journey to becoming a competent and expressive writer. In this study, the writing practices of 20 fourth- and fifth-grade boys in a low socioeconomic US urban school were investigated as they engaged in the writing and performance of poetry across a 4-week poetic genre study. Audio-recordings of interview responses, video-recordings of poetry performances, drafts of participants’ original poems, and other relevant classroom artifacts were analysed using interpretive analytic methods to identify themes in and across data sources. Analyses revealed that it was possible to create an environment in which these elementary-aged boys were willing (and sometimes even eager) to engage with poetry. This engagement with and enjoyment of poetry appeared to originate from several sources. First, through the freedom and choice afforded by poetry, participants were able to give voice to those experiences, thoughts, and feelings that were important to them. Second, through the use of mentor texts and role models of visiting poets, participants appropriated and transformed the voices around them to create poems which arguably incorporated some sophisticated language and literary devices. Third, through poetry performance, participants found a space in which their voices could be heard and valued.  相似文献   

Personality Type and Clinical Supervision Interventions     

Janine M. Bernard  Tamara L. Clingerman  Dennis D. Gilbride 《Counselor Education & Supervision》2011,50(3):154-170

In this study, the authors investigated personality type of supervisors and supervisees and interventions chosen by supervisors for 78 supervisory dyads from 9 different counselor education programs. Gender effects were also investigated. Results indicated that interventions were not influenced by supervisor personality type as measured by the Revised NEO (Neuroticism, Extraversion, Openness to New Experiences) Personality Inventory (NEO PI‐R; Costa & McCrae, 1992a), nor were they influenced by similarity or dissimilarity of supervisory dyads by type or gender. Rather, most supervision interventions were Intuitive or Perceiving as measured by the Focus of Supervision Form. One exception was when supervisees scored high on Openness on the NEO PI‐R, which resulted in supervisors choosing Judging interventions.  相似文献   

Language skills,mathematical thinking,and achievement motivation in children with ADHD,disruptive behavior disorders,and normal controls     

Janine Gut  Carmen Heckmann  Christine Sandra Meyer  Marc Schmid  Alexander Grob 《Learning and individual differences》2012,22(3):375-379

Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association between achievement motivation and school performance may be stronger in children with ADHD than in typically developing children. Therefore, the present study investigated associations between achievement motivation and performance on language skills and mathematical thinking in children with ADHD (n = 23; M = 9.4 years, SD = 1.1 years; 78% boys) and two matched control groups, i.e., a clinical control group (children with related disruptive behavior disorders; DBD), and a non-clinical control group (NC). Results confirmed stronger associations between achievement motivation and performance on receptive language and mathematical thinking in children with ADHD than in NC. Specifically, performance of children with ADHD was equal to NC for highly motivated ADHD children. These results underscore the importance of achievement motivation as a more essential key factor in the performance of children with ADHD as compared to typically developing children.  相似文献   

Foot strike patterns of recreational and sub-elite runners in a long-distance road race     

Peter Larson  Erin Higgins  Justin Kaminski  Tamara Decker  Janine Preble  Daniela Lyons 《Journal of sports sciences》2013,31(15):1665-1673

Abstract

Although the biomechanical properties of the various types of running foot strike (rearfoot, midfoot, and forefoot) have been studied extensively in the laboratory, only a few studies have attempted to quantify the frequency of running foot strike variants among runners in competitive road races. We classified the left and right foot strike patterns of 936 distance runners, most of whom would be considered of recreational or sub-elite ability, at the 10 km point of a half-marathon/marathon road race. We classified 88.9% of runners at the 10 km point as rearfoot strikers, 3.4% as midfoot strikers, 1.8% as forefoot strikers, and 5.9% of runners exhibited discrete foot strike asymmetry. Rearfoot striking was more common among our sample of mostly recreational distance runners than has been previously reported for samples of faster runners. We also compared foot strike patterns of 286 individual marathon runners between the 10 km and 32 km race locations and observed increased frequency of rearfoot striking at 32 km. A large percentage of runners switched from midfoot and forefoot foot strikes at 10 km to rearfoot strikes at 32 km. The frequency of discrete foot strike asymmetry declined from the 10 km to the 32 km location. Among marathon runners, we found no significant relationship between foot strike patterns and race times.  相似文献   

The relative relationship between education and workplace task discretion: an international comparative perspective     

Ashley Pullman  Janine Jongbloed 《Journal of Education & Work》2019,32(1):66-84

Through analyses of Programme for the International Assessment of Adult Competencies (PIAAC) data, the following study considers the direct and indirect association between education and workplace task discretion in 30 countries. By focusing on cross-national comparison, it considers the ways in which these findings are dependent on both the overall level and the range of task discretion across occupational sectors within a country. Theoretically, individual-agency and critical-institutional hypotheses are compared, two perspectives that provide divergent explanations for the indirect association between education and task discretion. The findings partially support both perspectives and there is strong evidence of a relative relationship between education and task discretion. That is, in country contexts where overall levels of task discretion are higher and more equal, education operates less strongly as a stratifying force. The originality of this approach showcases empirically how the association between education and task discretion is context dependent and theoretically how individual-agency and critical-institutional perspectives both contribute to understanding this relationship.  相似文献   

Centers for disease control and the epidemiology of violence     

Janine Jason 《Child abuse & neglect》1984,8(3):279-283

Violence is a major cause of morbidity and mortality in the United States. The Center for Health Promotion and Education, the Centers for Disease Control (CDC) has begun to apply epidemiologic techniques to study the problems of child abuse, child homicide, homicide, and suicide. CDC's involvement in these areas has evolved in association with significant shifts in emphasis in public health policy and planning, from areas of acute and infectious diseases to areas of chronic diseases and premature mortality. We have recently addressed the problems of reporting biases and definitional variability in regard to child abuse and have characterized child homicide in the United States. We are currently epedemiologically investigating the underrecording of child homicide in this country. Our future work will include delineation and evaluation of programs to prevent violence toward children and examination of the relationship between intrafamilial violence and extrafamilial, noncrime related violence.  相似文献   

Teachers’ and students’ perceptions of assessments: A review and a study into the ability and accuracy of estimating the difficulty levels of assessment items     

Gerard van de Watering  Janine van der Rijt 《Educational Research Review》2006,1(2):133-147

In today's higher education, high quality assessments play an important role. Little is known, however, about the degree to which assessments are correctly aimed at the students’ levels of competence in relation to the defined learning goals. This article reviews previous research into teachers’ and students’ perceptions of item difficulty. It focuses on the item difficulty of assessments and students’ and teachers’ abilities to estimate item difficulty correctly. The review indicates that teachers tend to overestimate the difficulty of easy items and underestimate the difficulty of difficult items. Students seem to be better estimators of item difficulty. The accuracy of the estimates can be improved by: the information the estimators or teachers have about the target group and their earlier assessment results; defining the target group before the estimation process; the possibility of having discussions about the defined target group of students and their corresponding standards during the estimation process; and by the amount of training in item construction and estimating. In the subsequent study, the ability and accuracy of teachers and students to estimate the difficulty levels of assessment items was examined. In higher education, results show that teachers are able to estimate the difficulty levels correctly for only a small proportion of the assessment items. They overestimate the difficulty level of most of the assessment items. Students, on the other hand, underestimate their own performances. In addition, the relationships between the students’ perceptions of the difficulty levels of the assessment items and their performances on the assessments were investigated. Results provide evidence that the students who performed best on the assessments underestimated their performances the most. Several explanations are discussed and suggestions for additional research are offered.  相似文献   

Clinical Assessment of Dissociative Identity Disorder Among College Counseling Clients     

Benjamin Levy  Janine E. Swanson 《Journal of College Counseling》2008,11(1):73-86

College counseling professionals address a wide range of complex student mental health concerns. Among these, accurately identifying client presentations of dissociative identity disorder (DID) can be especially challenging because students with DID sometimes present as if they are experiencing another problem, such as a mood, anxiety, or psychotic disorder. This article reviews DID diagnostic criteria, introduces assessment strategies for use during intake and subsequent counseling sessions, and presents case illustrations.  相似文献