How flexible gender identities give young women advantages in China’s new economy     

Sung won Kim  Kari-Elle Brown  Vanessa L. Fong 《Gender and education》2018,30(8):982-1000

ABSTRACT

In this article, we examine how a cohort of urban youth born under China’s one-child policy have developed flexible gender identities through their childrearing aspirations and educational and occupational narratives, choices, and trajectories between 1999 and 2014. Drawing on surveys of 406 respondents conducted in 1999, 2012–2013, and 2013–2014, and interviews of 48 of those respondents in 2011–2014, we argue that our female research participants were more able to produce flexible gender identities than their male counterparts, and that China’s new market economy increasingly rewards youth who are flexible enough to adjust to rapidly changing circumstances, an approach more compatible with the flexible gender identities produced by young women than the more rigid gender identities produced by young men.  相似文献   

Characteristics of a cognitive tool that helps students learn diagnostic problem solving     

Jared A. Danielson  Eric M. Mills  Pamela J. Vermeer  Vanessa A. Preast  Karen M. Young  Mary M. Christopher  Jeanne W. George  R. Darren Wood  Holly S. Bender 《Educational technology research and development : ETR & D》2007,55(5):499-520

Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), Educational Technology Research and Development, 51(3), 63–81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly higher (p = .000 and .003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding to a questionnaire indicated that the dP’s gating and data synthesis activities aided learning. The dP’s feedback and requirement of completeness appear to aid learning most.  相似文献   

Thresholds of knowledge development in complex problem solving: a multiple-case study of advanced learners’ cognitive processes     

Treavor Bogard  Min Liu  Yueh-hui Vanessa Chiang 《Educational technology research and development : ETR & D》2013,61(3):465-503

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The Human Nervous System: A Framework for Teaching and the Teaching Brain     

Vanessa Rodriguez 《Mind, Brain, and Education》2013,7(1):2-12

The teaching brain is a new concept that mirrors the complex, dynamic, and context‐dependent nature of the learning brain. In this article, I use the structure of the human nervous system and its sensing, processing, and responding components as a framework for a re‐conceptualized teaching system. This teaching system is capable of responses on an instinctual level (e.g., spinal cord teaching) as well as higher order student‐centered teaching and even more complex teaching brain teaching. At the most complex level the teacher and student engage in a synchronistic teaching flow that achieves the optimal teaching and learning experience.  相似文献   

Competition for Viewers and Advertisers in a TV Oligopoly     

Hans Jarle Kind  Tore Nilssen  Lars S⊘rgard 《Journal of Media Economics》2013,26(3):211-233

Abstract

This study considers a model of a TV oligopoly where TV channels transmit advertising and viewers dislike such commercials. It is shown that advertisers make a lower profit the larger the number of TV channels. If TV channels are sufficiently close substitutes, there will be underprovision of advertising relative to social optimum. This study also finds that the more viewers dislike ads, the more likely it is that welfare is increasing in the number of advertising-financed TV channels. A publicly owned TV channel can partly correct market distortions, in some cases, by having a larger amount of advertising than private TV channels. It may even have advertising in cases where advertising is wasteful per se.  相似文献   

PREFERRED INFORMATION SOURCES OF HIGH SCHOOL STUDENTS FOR COMMUNITY COLLEGES AND UNIVERSITIES     

Brent Goff  Vanessa Patino  Gary Jackson 《Community College Journal of Research & Practice》2013,37(10):795-803

To effectively communicate with potential students, it is important to utilize their preferred information sources. Survey data were gathered from 716 high school students who planned to attend college. There were communication source differences based on race and intent to attend two-year vs. four-year institutions. Important information sources for potential community college and university students include media, social normative, and direct sources. Recruiting and marketing strategies are discussed.  相似文献   

When Dropping Out is Not a Permanent High School Outcome: Student Characteristics,Motivations, and Reenrollment Challenges     

Vanessa X. Barrat  BethAnn Berliner  Anthony B. Fong 《Journal of Education for Students Placed at Risk》2013,18(4):217-233

The customary perception is that students who drop out vanish from school enrollment rosters for good. This is an incomplete picture of the complex dropout story; dropping out is not necessarily a permanent high school outcome. Following the enrollment and course history of a district cohort of first-time 9th graders, this article documents the cohort's dropout, reenrollment, and graduation outcomes. One-third of dropouts reenrolled in district high schools, and older students and students behind in course credits were less likely to reenroll than other dropouts. Interviews with district administrators, high school principals, and reenrollees examined student motivations for reenrolling and challenges districts face when dropouts reenroll. Dropouts return primarily because of limited employment opportunities and efforts of school leaders to facilitate their return. Yet reenrollment created district challenges related to funding, accountability, and getting students who had dropped out on track to graduate.  相似文献   

How parents help children with homework in China: Narratives across the life span     

Sungwon Kim  Vanessa L. Fong 《Asia Pacific Education Review》2013,14(4):581-592

This study examines how ten young adults in Dalian City, Liaoning Province, China, perceived how their parents helped them with homework during their childhood and adolescence. Between 2011 and 2012, we interviewed five men and five women from Dalian who had first been recruited in 1999 from a college prep high school, a vocational high school, and a junior high school as part of a longitudinal study of Chinese singleton children. In this sample, most parents had not finished high school but expected their children to finish college. Parents’ lack of ability to directly assist their children in their schoolwork at home (and thus promote their children’s skills) was compensated for by involvement strategies that often tapped into their children’s motivation. Our study illustrated how several strategies that have not been reported in the Western scholarship on parental involvement (i.e., reasoning about the importance of education, watching children study, and offering food, criticizing, and blaming) can map onto the skill and motivation development model Western researchers have developed, while highlighting the previously understudied salience of these particular strategies, especially for parents who do not have enough education to teach the skills their children need for upward mobility.  相似文献   

The relationship between functional potential and field performance in elite female wheelchair basketball players     

Yves C Vanlandewijck  Christina Evaggelinou  Daniel J Daly  Joeri Verellen  Siska Van Houtte  Vanessa Aspeslagh 《Journal of sports sciences》2013,31(7):668-675

The functional classification system for wheelchair basketball is based on an analysis of the players' functional resources through field-testing and game observation. Under this system, players are assigned a score of 1 to 4.5. The aim of this study was to determine if the wheelchair basketball player classification system reflects the existing differences in performance of elite female players. During the World Championship for Wheelchair Basketball in Sydney 1998, eight teams were videotaped for three 40-min games for a total of 120?min per team. Fifty-nine female players (Class I [1 and 1.5 points] n?=?12; Class II [2 and 2.5 points] n?=?20; Class III [3 and 3.5 points] n?=?13; Class IV [4 and 4.5 points] n?=?14) were retained for a detailed performance analysis by means of the Comprehensive Basketball Grading System (CBGS). Two-way analysis of variance showed high point players to perform better compared with low point players for the majority of variables determining the quality of game performance. A lack of significant differences between two adjacent classes was explained on the basis of the methodological approach, the class–position relationship in this sample, and the performance level of women's wheelchair basketball. We conclude that the performance of elite female wheelchair basketball players is dependent on functional ability.  相似文献   

Developing Attitudes towards Science Measures     

Per Kind  Karen Jones 《International Journal of Science Education》2013,35(7):871-893

In this study, we describe the development of measures used to examine pupils’ attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science, science outside of school, importance of science, self‐concept in science, and future participation in science. In developing these measures, criticisms of previous attitude studies in science education were noted. In particular, care was taken over the definition of each of the attitude constructs, and also ensuring that each of the constructs was unidimensional. Following an initial piloting process, pupils aged 11–14 from five secondary schools throughout England completed questionnaires containing the attitude measures. These questionnaires were completed twice by pupils in these schools, with a gap of four weeks between the first and second measurements. Altogether, 932 pupils completed the first questionnaire and 668 pupils completed the second one. Factor analysis carried out on the resulting data confirmed the unidimensionality of the separate attitude constructs. Also, it was found that three of the constructs—learning science in school, science outside of school, and future participation in science—loaded on one general attitude towards science factor. Further analysis showed that all the measures showed high internal reliability (Cronbach’s α > 0.7). A particular strength of the approach used in this study was that it allowed for attitude measures to be built up step‐by‐step, therefore allowing for the future consideration of other relevant constructs.  相似文献