Truth, gender, and the SAT     

Joseph M. Horn 《Academic Questions》1989,3(1):35-39

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Attitudes of high school students toward science instructional procedures     

A. Joseph Santiesteban 《科学教学研究杂志》1976,13(2):171-175

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Child‐directed Dramatic Play as Identity Text in Northern Canadian Indigenous Kindergarten Classrooms     

Shelley Stagg Peterson  Laura Horton 《Literacy》2019,53(4):254-264

In this paper, an Anishnaabe educator and university researcher/former primary teacher make a case for viewing children's dramatic play as multimodal identity texts. Indigenous children in our research study take up an agentic role and construct positive identities in dramatic play, creating narratives that reflect Indigenous cultural practices, as well as some practices of mainstream Canadian society that may be imbued with colonising perspectives. We argue that the Indigenous Cultural classes and follow‐up dramatic play counter the marginalisation of Indigenous knowledge, culture and languages that has occurred with devastating effects on generations of Indigenous families. Our paper is based on video recordings of 4‐ and 5‐year‐old children's dramatic play that were analysed collectively by 12 Indigenous educators in terms of the Indigenous cultural meanings that children created in their play. We conclude with implications for non‐Indigenous teachers, arguing that a case can be made for including child‐led dramatic play in the literacy curriculum when dramatic play narratives are viewed as multimodal identity texts. These texts, which can involve multiple modes including print, draw from children's own cultural and linguistic knowledge and experience.  相似文献   

Gender Meanings in Grade Eight Students' Talk about Classroom Writing   总被引：2，自引：0，他引：2  

Shelley Peterson 《Gender and education》2002,14(4):351-366

This study examined the ways in which gender influences students' choices in their classroom writing. Data sources included the students' writing, small group conversations, classroom observations, and interviews with teachers. For the most part, students attempted to maintain a widely recognized gender order in their talk about girls' and boys' writing. The students' writing choices were constrained or extended by the range of discourses available to construct their gender and literate identities. The boys generally positioned themselves within powerful hegemonic masculine discourses. Some boys, however, wrote about relationships between male friends within competitive environments. Taking up the more powerful masculine discourses, some girls wrote about personal experiences playing team sports. Students made one boy aware that he had positioned himself as incompetent within the social order when he wrote about a gay character.  相似文献   

Criticality in international higher education research: a critical discourse analysis of higher education journals     

Chrystal A. George Mwangi  Sadaf Latafat  Shane Hammond  Suzan Kommers  Hanni S. Thoma  Joseph Berger  Gerardo Blanco-Ramirez 《Higher Education》2018,75(6):1091-1108

The current study utilizes the theory of planned behavior (Ajzen Organizational Behavior and Human Decision Processes, 50, 179–211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and increase beliefs that interactions with instructors would be beneficial in the future. Specifically, the model examines how teacher confirmation (Ellis 2000) influences students’ behavioral intention to communicate with instructors. Surveys were distributed to 343 college students (41.7% male and 58.1% female) in a basic communication course. Results were primarily consistent with the proposed model; teacher confirmation was significantly related to attitudes toward communicating with an instructor, subjective norms, and perceived behavioral control. Subjective norms and perceived behavioral control were also positively related to students’ behavioral intention to communicate with the instructor. However, results reveal attitudes toward communicating do not predict students’ behavioral intention to communicate with instructors. It is recommended that future models examine a more contemporary, hi-tech representation of attitude toward student-instructor interactions as it may produce a significant association with students’ behavioral intent to communicate with them. The study concludes with theoretical and practical implications to examine student classroom communication via the confirmation-interaction model and the theory of planned behavior.  相似文献   

A Longitudinal Study of Two Early Intervention Strategies: Project CARE   总被引：8，自引：0，他引：8  

Barbara Hanna Wasik  Craig T. Ramey  Donna M. Bryant  Joseph J. Sparling 《Child development》1990,61(6):1682-1696

65 families with children at risk for cognitive difficulties were randomly assigned at the time of the child's birth to 1 of 3 groups, 2 intervention and 1 control. For the most intensive intervention group, family education was combined with a center-based educational day-care program; the less intensive intervention group received the home-based family education program only. To assess the cognitive performance of children, The Bayley Scales of Infant Development were administered at 6, 12, and 18 months; the Stanford-Binet Intelligence Test at 24, 36, and 48 months; and the McCarthy Scales of Children's Abilities at 30, 42, and 54 months. On each test after the 6-month assessment, scores of children in the educational day-care plus family support group were greater than those in the other 2 groups. No cognitive intervention effects were obtained for the family education group. Group effects were not obtained for measures of either the quality of the home environment or parent attention.  相似文献   

Characteristics of male disciplinary students at a catholic university     

Joseph P. Bevilacqua  Arthur A. Dole 《Research in higher education》1975,3(1):19-27

This study examined selected measures of demographic, social, and academic characteristics for a male disciplinary population at Villanova University, to determine the usefulness of these variables in predicting membership in a disciplinary group from one graduating class to the next. The step wise multiple regression analysis showed that the predictability of these measures for this population was minimal.  相似文献   

Marcuse on Education: Social Critique and Social Control     

Joseph L. De Vitis 《Educational theory》1974,24(3):259-268

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Why do Chinese students cheat? Initial findings based on the self-reports of high school students in China     

Hoi Yan Cheung  Joseph Wu  Yansheng Huang 《The Australian Educational Researcher》2016,43(2):245-271

Academic dishonesty is recognised as a serious problem in Australia, and educators have been searching for ways to prevent its escalation. It is important to understand what factors influence cheating. This study used a sample of 446 grade 7 to 9 students, 160 from Macao and 286 from Zhuhai in China, to examine the personal and contextual aspects of academic dishonesty. The findings suggest that involvement and task orientation in the classroom environment (contextual aspects) and intrinsic value and utility value (personal aspects) are associated with students’ attitudes toward the acceptability of cheating and cheating behaviour in mathematics. Some suggestions for reducing academic dishonesty are included in the paper.  相似文献   

Bion and Schön: Psychoanalytic Perspectives on Reflection in Action     

Joseph Mintz 《British Journal of Educational Studies》2016,64(3):277-293

Schön’s concept of ‘reflection in action’, particularly when interpreted from a sociocultural perspective, is often used as frame with which to consider the relationship between theoretical and tacit knowledge in the work of teachers. This paper presents an alternative interpretative frame for Schön which makes use of the ideas of Wilfred Bion, perhaps the most influential psychoanalyst of the second half of the twentieth century. It is argued that it is the productive emotional struggle with uncertainty that lies within Schön’s moment, which ultimately leads to the teacher coming to a moment of decision about what the child might need in a particular situation. This (contingent) understanding arises from a dialectic intertwining of knowledge derived from intersubjective relationship and theoretical knowledge, for example, about typical and atypical development in children. Implications for professional practice particularly in relation to working with children with special educational needs are discussed.  相似文献