New Systems Produced by Systemic Change     

Wendy Battino  Jo Clem  Renate N. Caine  Charles M. Reigeluth  Carrie Chapman  David J. Flinders  Larissa V. Malopinsky 《TechTrends》2006,50(2):51-56

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Assessing the self‐esteem of female undergraduate students: an issue of methodology     

Wendy M. Knightley  Denise M. Whitelock 《Educational studies》2007,33(2):217-231

For many students, embarking on higher education can pose particular threats and challenges, not only to academic identity, but also to fundamental, personal aspects of the self. This paper reports a methodological study that employed quantitative and qualitative research methods to explore the impact on the sense of self and self‐esteem of a group of female first‐year undergraduates. Results from a Self‐esteem inventory, a variation on Q Methodology, an Ideal‐self inventory and a semi‐structured interview revealed different but complementary aspects of the self and indicated that participants’ self‐esteem increased over the duration of the study, as recorded on all four measures. It is suggested that the most appropriate way of uncovering and understanding mediators of self‐esteem may be through a mixed‐method approach.  相似文献   

How Two- and Four-Year-Old Children Interpret Adjectives and Count Nouns   总被引：3，自引：0，他引：3  

D. Geoffrey Hall  Sandra R. Waxman  Wendy M. Hurwitz 《Child development》1993,64(6):1651-1664

We examined the role of object kind familiarity (i.e., knowledge of a count noun for an object) on preschoolers' sensitivity to the relation between a novel word's form class (adjective or count noun) and its reference (to a material kind-property or to an object kind). We used a forced-choice match-to-target task, in which children learned a word for one object (e.g., a metal cup), and then chose between 2 other objects. One was from the same object kind but a different material kind (with different related properties, such as color and texture; e.g., a white plastic cup); the other was from a different object kind but the same material kind (with the same related properties; e.g., a metal spoon). In Experiment 1, children learned either a count noun (e.g., "This is a zav") or an adjective (e.g., "This is a zav one"). Within each form class, we crossed the familiarity of the referent object kind (familiar and unfamiliar) with the age of the children (2- and 4-year-olds). The principal finding was that in interpreting an adjective, 4-year-olds were more likely to choose the object sharing material kind with the target if the target was familiar than if it was unfamiliar. No such familiarity effect was evident among 2-year-olds. In Experiment 2, we employed a more unambiguously adjectival frame (e.g., "This is a very zav-ish one"), and replicated the results of Experiment 1. We interpret the results in terms of 2 proposed word learning biases: one that learners initially expect any word applied to an unfamiliar object to refer to a (basic-level) kind of object, and a second that learners prefer words to contrast in meaning. We consider several interpretations of the observed age difference.  相似文献   

Write on or write off? An exploration of Asian international students’ approaches to essay writing at an Australian university     

Wendy Green 《高等教育研究与发展》2007,26(3):329-344

This paper investigates the approaches taken to essay writing by five Asian international students at an Australian university. Analysis of their in‐depth interviews reveals links between their perceptions of learning, their perceptions of essay writing, their motivation for completing the task, and their awareness of the structural conventions of the essay as a genre. These links are apparent, irrespective of whether the students were taking a deep or a surface approach to the task. In addition, analysis of the interviews shows that the students who were taking a deep approach to writing had developed high levels of cross‐cultural awareness, specifically in relation to the learning cultures, and the discursive structures of academic writing in Australia and their home country. Implications for the practice of teaching academic writing within the context of increasing cultural diversity in higher education are discussed.  相似文献   

The role of school psychology in preventing depression     

Keith C. Herman  Kenneth W. Merrell  Wendy M. Reinke  Carolyn M. Tucker 《Psychology in the schools》2004,41(7):763-775

To advance the role of school psychologists in mental health prevention and wellness activities, in this article we describe (a) a social ecological theory for guiding school‐based prevention research, (b) the role of schools in the development and prevention of depression, (c) a continuum of school‐based support for meeting the needs of children who are currently depressed for preventing future internalizing distress for all children, and (d) social and political factors that must be considered if lasting change is to occur. We conclude with specific considerations for school psychologists. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 763–775, 2004.  相似文献   

Collaborative research in contexts of inequality: the role of social reflexivity     

Brenda Leibowitz  Vivienne Bozalek  Jean Farmer  James Garraway  Nicoline Herman  Jeff Jawitz  Wendy McMillan  Gita Mistri  Clever Ndebele  Vuyisile Nkonki  Lynn Quinn  Susan van Schalkwyk  Jo-Anne Vorster  Chris Winberg 《Higher Education》2017,74(1):65-80

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.  相似文献   

Internal and External Barriers, Cognitive Style, and the Career Development Variables of Focus and Indecision   总被引：3，自引：0，他引：3  

Peter A. Creed  Wendy Patton  Dee Bartrum 《Journal of Career Development》2004,30(4):277-294

One hundred and thirty final year high school students were administered scales tapping optimism/pessimism, self-esteem, external career barriers, career decision-making self-efficacy, career focus and career indecision. It was hypothesised, first, that cognitive style (optimism/pessimism) would predict both internal (self-esteem) and external career-related barriers, second, that internal barriers would interact with external barriers and impact on career decision-making self-efficacy, and third, the previously mentioned variables would subsequently predict career focus and career indecision. Results demonstrated that cognitive style was influential in determining the perception of internal barriers (for females and males) and external barriers (females only). Internal and external barriers, along with optimistic/pessimistic cognitive style, were found to predict career decision-making self-efficacy (in males, but not in females). There was no evidence that internal and external barriers interacted to predict career decision-making self-efficacy. Last, it was found that career decision-making self-efficacy, internal and external barriers, and optimistic/pessimistic cognitive style were able to predict career focus (males and females) and career indecision (males only). Results are discussed in the context of Carver and Scheier's (1981) control theory.  相似文献   

Students' perceptions about science: The impact of transition from primary to secondary school     

Wendy Speering  Léonie Rennie 《Research in Science Education》1996,26(3):283-298

As students move through school, attitudes to school in general, and science in particular, become less positive. This paper reports on a longitudinal study which mapped, from the students' point of view, the transition between primary and secondary school in Western Australia. The study focused on the subject of science, and used both quantitative and qualitative methods. During the transition, there is a considerable change in the organisation of the school, the curriculum and the teacherstudent relationship. Students in this study, especially the girls, were generally disenchanted with the teaching strategies used in their secondary science classrooms, and regretted the loss of the close teacher-student relationship of their primary school years. Their perceptions were that science in secondary school was not what they had expected, and this experience may have long term implications for their subject and career choices.  相似文献   

Some Sex‐Related Differences in the Correlates of Subject Preference in the Middle Tears of Secondary Education     

Wendy Keys  M. B. Ormerod 《Educational studies》1977,3(2):111-116

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Gender Differences for Optimism, Self-esteem, Expectations and Goals in Predicting Career Planning and Exploration in Adolescents     

Wendy Patton  Dee A. Bartrum  Peter A. Creed 《International Journal for Educational and Vocational Guidance》2004,4(2-3):193-209

An Australian sample (N=467) of high school students was administered scales tapping optimism, self-esteem, career expectations, career goals, career planning and career exploration. The study tested a career mediational model based on social cognitive career theory (SCCT) and cognitive–motivational–relational theory (CMR). It was hypothesized that the stable person inputs of optimism and self-esteem would predict career planning and career exploration through the variables of career expectations and career goals differentially for young males and females. For males, optimism and self-esteem influenced career expectations, sequentially predicting career goals, career planning and career exploration. A different pathway was identified for females, with optimism directly influencing career goals, which subsequently predicted career planning and career exploration. Self-esteem predicted career expectations, which then directly influenced career planning and career exploration by bypassing career goals. Results are discussed in the context of SCCT and CMR.  相似文献