Achievement/affiliation conflicts in gifted adolescents     

Maureen Neihart 《Roeper Review》2013,35(4):196-202

Achievement/affiliation conflicts arise for gifted students when they associate certain achievement attitudes or behaviors with betrayal of their social, gender, ethnic, or racial culture. Studies suggest that a good number of gifted students begin to struggle with these conflicts during early adolescence and that these conflicts are a contributing factor to academic underachievement, risk avoidance, and a long‐term reduction in aspirations and overall achievement. The essence of keeping motivation and achievement high among gifted young adults is not so much avoiding these conflicts, but developing the attitudes and skills needed to manage them as they arise. Interventions and supports should be aimed at anticipating and normalizing such conflicts as well as at direct instruction of specific coping strategies.  相似文献   

An Unfortunate Distraction: the real books debate, 10 years on     

Roger Beard  Maureen McKay 《Educational studies》1998,24(1):69-81

This paper re‐examines some aspects of the ‘real books‐reading scheme books’ debate which erupted into the British literacy education field a decade ago. It argues that the debate was not only over‐polarised but that it did not take appropriate account of a scholarly review of related research by Professor Jeanne Chall which had been published a few years earlier. Subsequent research has further supported Chall's arguments. The paper indicates how the use of reading scheme and real books can be reconciled in curriculum programmes which are sensitive to how learning needs change in the course of early literacy development. It also notes the related significance of some current developments in the field, such as the National Literacy Project and the Literacy Task Force.  相似文献   

A cross-cultural perspective of parental influence on female adolescents' achievement beliefs and behaviors in sport and school domains     

Bhalla JA  Weiss MR 《Research quarterly for exercise and sport》2010,81(4):494-505

Little is known about parental socialization processes for youth participants from different cultural backgrounds. The purpose of this study was to examine parental influence on self-perceptions, task values, and achievement behaviors among female adolescents from two cultures using Eccles' expectancy-value theory (Eccles et al., 1983). Twelve Anglo Canadian and nine East Indian female adolescents were interviewed about perceptions of parental influence on expectancy-value constructs for sport and academic domains. Inductive and deductive content analyses were performed to identify lower and higher order themes from interview responses. Similarities and differences in perceived parental influence emerged for girls of both cultural groups and in both domains. Our findings support links among expectancy-value constructs and highlight cultural variations in parental socialization of achievement cognitions and behaviors in multiple domains.  相似文献   

Does exposure to orthography affect children's spelling accuracy?     

Maureen Dixon  Zofia Kaminska 《Journal of Research in Reading》2007,30(2):184-197

It has previously been reported that exposure to visually presented correctly and incorrectly spelled words has a significant effect on subsequent spelling accuracy. Previous research investigating this process in skilled adult readers has shown very robust effects that encountering a misspelling has a detrimental effect on spelling accuracy whereas encountering a correct spelling has a beneficial effect. This effect is considered to be mediated via an implicit priming mechanism. In the current study, children with a mean age of 10 years were tested using a similar procedure to the experiments with adults but the results revealed a qualitatively different pattern. Children showed a significant beneficial effect following presentation of a correct spelling but no measurable effect of encountering a misspelling on subsequent spelling accuracy. The fact that children's spelling output was also found to be affected by depth of encoding at the point of presentation points towards an explanation of children using explicit rather than implicit processing of prior information.  相似文献   

Student perceptions of the situational,institutional, dispositional and epistemological barriers to persistence     

Maureen R. Garland 《Distance Education》1993,14(2):181-198

Ethnography was used to elucidate barriers to completion in natural resource sciences distance education. The aim was to increase understanding of those variables associated with persistence and withdrawal, particularly to discern better the role of disciplinary content in these phenomena. The courses provide exemplars of epistemological stances that are broadly relevant. Both withdrawal and persisting students experienced situational, institutional, dispositional and epistemological problems that posed barriers to completion. Elucidation of the epistemological problems makes it evident that course content itself cannot be ignored in any theoretical or practical consideration of distance education attrition.  相似文献   

Research Supervision: the value of collegiality     

Lewis Elton∗  Maureen Pope 《Cambridge Journal of Education》1989,19(3):267-276

  相似文献   

Responding to Traumatic Events on College Campuses: A Case Study and Assessment of Student Postdisaster Anxiety     

Maureen A. McCarthy  LuAnnette Butler 《Journal of College Counseling》2003,6(1):90-96

Campus communities can be severely affected by a disaster. It is, therefore, important for counselors to establish contingencies for these unexpected events. The authors present a case study outlining specific outcomes of a natural disaster. Results showed that levels of anxiety and irritability declined significantly over the course of an academic year following the event. The Conservation Resources model is used as a framework for addressing the effects of a disaster.  相似文献   

The Medical Information Working Party,Annual Report 1990     

Maureen Forrest 《Health information and libraries journal》1991,8(3):158-158

  相似文献   

Incompletely shown objects in children's books: one child's response     

Maureen Crago 《Children‘s Literature in Education》1979,10(3):151-157

  相似文献   

The peer influence process     

Maureen T. Hallinan 《Studies in Educational Evaluation》1981,7(3):285-306

  相似文献