Vocational Interests and Career Efficacy Expectations in Relation to Occupational Sex-Typing Beliefs for Eighth Grade Students     

Peter Y. Ji  Richard T. Lapan  Kevin Tate 《Journal of Career Development》2004,31(2):143-154

Following the recommendations of Lent, Brown and Hackett's Social Cognitive Career Theory (2000), we measured eighth grade boys' and girls' perception of the proportion of men and women employed in occupations and their level of interest and self-efficacy for those occupations. Results indicated that eighth grade boys and girls expressed stronger career interest in and higher self-efficacy for those occupations that they rated as employing more of their own gender. The study highlights how career practitioners can work with adolescents to widen their perceived range of occupational choices.  相似文献   

Science related attitudes amongst Victorian catholic primary school teachers     

Peter T. White 《Research in Science Education》1982,12(1):97-101

Conclusion This study is preliminary in nature, and the instrument will require some modification to reduce its length and to further increase the reliability of the attitude scale. None-the-less, in addition to replicating some important aspects of previous studies, and introducing a measurement of primary school teachers' science related attitudes, it does provide valuable data prior to the introduction of the new course guides. When used in conjunction with the findings of a similar survey which is to be conducted in 1983, these data will help to assess the impact of the introductory phase of the course in Victorian Schools.  相似文献   

Racial Inequality in Critical Thinking Skills: The Role of Academic and Diversity Experiences     

Josipa Roksa  Teniell L. Trolian  Ernest T. Pascarella  Cindy A. Kilgo  Charles Blaich  Kathleen S. Wise 《Research in higher education》2017,58(2):119-140

While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical thinking. Using data from the Wabash National Study of Liberal Arts Education, we find substantial inequality in the development of critical thinking skills over four years of college between African American and White students. The results indicate that these inequities are not related to students’ academic experiences in college but are substantially related to their experiences with diversity. These findings have important implications for understanding racial inequality in higher education and considering strategies for addressing observed disparities.  相似文献   

Effects of psycholinguistic instruction on spelling performance     

Christopher T. Arra  P.G. Aaron 《Psychology in the schools》2001,38(4):357-363

Two studies were conducted in which phonology‐based instructional strategies designed for improving spelling skills of elementary school children were compared against instruction strategies that relied only on visual exposure of words. The first study involved a total of 93 children. Of these, 46 were instructed by drawing their attention to the psycholinguistic nature of their spelling errors. The remaining 47 children in the comparison group were shown the correct version of all the words. In study II 15 children were placed in a treatment group and were taught phoneme awareness, and 15 children were placed in a comparison group and were exposed to printed words only. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the visual training groups. Further, these gains were retained after a period of 2 weeks. © 2001 John Wiley & Sons, Inc.  相似文献   

A multilevel analysis of diverse learners playing life science video games: Interactions between game content,learning disability status,reading proficiency,and gender     

Maya Israel  Shuai Wang  Matthew T. Marino 《科学教学研究杂志》2016,53(2):324-345

  相似文献   

Child Readers and the Worlds of the Picture Book     

Adela Baird  Janet Laugharne  Eva Maagerø  Elise Seip Tønnessen 《Children‘s Literature in Education》2016,47(1):1-17

Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives.  相似文献   

Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes          下载免费PDF全文

Joyce J. Endendijk  Marleen G. Groeneveld  Lotte D. van der Pol  Sheila R. van Berkel  Elizabeth T. Hallers‐Haalboom  Marian J. Bakermans‐Kranenburg  Judi Mesman 《Child development》2017,88(1):299-316

This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression.  相似文献   

A fresh approach to child protection practice and legislation in Australia     

T Carney 《Child abuse & neglect》1989,13(1):29-39

This paper outlines some of the findings and approaches of the Victorian Review. It assesses a stylized "orthodox model" of child welfare law and practice, a model which remains in many Australian jurisdictions and which has its popularity in Britain, Canada, and the United States. It concludes that serious consideration should be given to rebuilding and strengthening these arrangements. This entails emphasis on utilizing laws to serve an educative function and facilitating access by children and families to preventive and support services. It argues that a broad concept of neglect should be adopted and that the "welfare orientation" of the Children's Court requires reconsideration, because the capacity of courts to resolve entrenched structural problems of society has been overrated. Welfare practice, and specifically a community approach to welfare, should shape the primary response to protection of children; judicial involvement should be a last resort.  相似文献   

Transfer of facilitation in the rat     

T. L. Davidson  Robert A. Rescorla 《Learning & behavior》1986,14(4):380-386

In two experiments, rats solved two concurrent discrimination problems in which one stimulus (i.e., a facilitator) signaled the reinforcement of another stimulus (i.e., a target). Then a transfer test assessed the capacity of facilitators trained in one problem to promote responding to targets trained in the other. Experiment 1 found that a facilitator promoted as much responding to such a transfer target as to the target with which it was originally trained. Transfer was not obtained with a pseudofacilitator that was uninformative, in training, about the reinforcement of its target. Experiment 2 manipulated the stimulus modality of the targets and facilitators. Its results indicated that transfer performance was not due to generalization between training and transfer targets or facilitators. These results parallel those from comparable autoshaping paradigms with pigeons, and they agree with the view that facilitators promote responding by lowering the threshold for activation of the US representation.  相似文献   

Interpretations of colposcopic photographs: evidence for competence in assessing sexual abuse?   总被引：1，自引：0，他引：1  

R M Brayden  W A Altemeier  T Yeager  D Muram 《Child abuse & neglect》1991,15(1-2):69-76

Accurate assessment of physical findings for child sexual abuse is medically and legally important. This study evaluated (1) interobserver reliability of clinicians rating colposcopic photographs, and (2) correlates of reliable interpretations. Seventy physicians and two nurse practitioners, divided by professional levels, assessed colposcopic photographs and completed a questionnaire. Ratings by a professional with extensive experience in this field were used as an accuracy standard. Leaders in the field of child sexual abuse assessment made significantly more "accurate" assessments than pediatricians, pediatric and family practice residents, and intern physicians. Leaders made fewer "inaccurate" interpretations than interns. Predictors of agreement with standard assessments, although weak, were knowledge of female perineal anatomy and professional level. Total number of sexual abuse examinations conducted and knowledge of sexually transmitted diseases as acquired by children were not significant predictors of accurate assessment. The findings are interpreted as to their potential relevance to actual sexual abuse evaluations of children.  相似文献