The development and predictors of a preference for strivers over naturals in the United States and China     

Xin Yang  Xin Zhao  Yarrow Dunham  Lin Bian 《Child development》2024,95(2):593-608

Across three pre-registered studies (n = 221 4–9-year olds, 51% female; 218 parents, 80% female; working- and middle-class backgrounds; data collected during 2019–2021) conducted in the United States (Studies 1–2; 74% White) and China (Study 3; 100% Asian), we document the emergence of a preference for “strivers.” Beginning at age 7, strivers (who work really hard) were favored over naturals (who are really smart) in both cultures (R² ranging .03–.11). We explored several lay beliefs surrounding this preference. Beliefs about outcomes and the controllability of effort predicted the striver preference: Children who expected strivers to be more successful than naturals and believed effort was more controllable than talent preferred strivers more. Implications of the striver preference in education and beyond are discussed.  相似文献   

Beliefs About Moral Obligation Structure Children's Social Category-Based Expectations     

Lisa Chalik  Yarrow Dunham 《Child development》2020,91(1):e108-e119

Young children view social category members as morally obligated toward one another, and expect these obligations to shape people's social behavior. The present work investigates how children specify which behaviors are constrained by social categories in this way. In two studies (N = 128), 4- and 5-year-old children predicted that morally positive behaviors would be directed toward in-group members, and that morally negative behaviors would be directed toward out-group members, but did not hold equally strong expectations about behaviors described as positive or negative for reasons irrelevant to morality. Thus, notions of morality are embedded within children's representations of social categories, such that when learning about novel moral norms, children immediately expect those obligations to uniquely hold within social groups.  相似文献   

‘We spend more time with the children than they do …’: education,care and the work of foreign domestic workers in Hong Kong     

Nicola Yelland  Yarrow Andrew  Mindy Blaise  Yee On Chan 《Globalisation, Societies & Education》2013,11(4):443-458

Despite the ongoing global financial crisis, there is an increasing deployment of migrant workers across the globe, and in Hong Kong the foreign domestic worker occupies a ubiquitous presence in the lives of many families. Seven domestic workers from Indonesia, the Philippines, and Thailand were interviewed to gain insight into their role in providing education and care for children in Hong Kong. This exploratory study focuses on the educational and care aspects of the work of foreign domestic workers. It considers the nature of their work and their relationship with the mother of the family. Findings reveal the difficulties of maintaining coordinated education and care of children in a culture where the dynamics of the unequal power relations are clearly demarcated. We raise new possibilities for interdisciplinary work to re-theorise the ways in which foreign domestic workers act as educators of young children and we call for new methodologies to enable their potential.  相似文献   

Beyond Civics and the 3 R's: Teaching Economics in the Schools     

Andrew L. Yarrow 《History of education quarterly》2008,48(3):397-431

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Recollections of childhood. A study of the retrospective method   总被引：3，自引：0，他引：3  

M R Yarrow  J D Campbell  R V Burton 《Monographs of the Society for Research in Child Development》1970,35(5):1-83

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On categories of behavior and control groups in multiple-response procedures     

Philip J. Dunham 《Learning & behavior》1979,7(2):273-274

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Resource Provision in Primary Schools—An Australian Perspective     

Allan Yarrow  Jan Millwater 《Educational Media International》2013,50(4):258-264

Abstract

This article gives an Australian perspective on resource provision in primary (elementary) schools. The overall current context is firstly outlined against the background of economic rationalism and devolution in schools. The conclusion reached is that primary schools regard themselves as a disadvantaged group in the area of resourcing, and supports the view that action should be taken to reverse this situation. A framework for conceptualizing resources as a partnership of human and non‐human factors with the supremacy of human resources is advanced. Finally, the notion of equality is explored and suggestions made for future developments, with a view to making resourcing more equitable in schools.  相似文献   

The performativity of sports statistics: towards a research agenda     

David Yarrow  Matthias Kranke 《Journal of Cultural Economy》2016,9(5):445-457

Statistical analysis has become increasingly integral to contemporary sports. Most existing studies, regardless of whether they endorse or criticise the growing influence of statistical analysis in professional sports, attribute agential capacities exclusively to humans. In this conceptual article, we challenge both what we call ‘instrumentalist’ and ‘romantic’ approaches by applying insights from the expanding literature on the performative effects of statistical models in economic markets to the area of sports. Rather than understanding statistics as mirrors of an objective reality, we conceptualise them as interventions in the analysis and conduct of sports. The use of sophisticated techniques for data collection and analysis by scouts, managers, referees and athletes has profound feedback effects on how these sports professionals come to understand their sport and seek to improve their performance. An interdisciplinary performative understanding of statistics allows for an unpacking of the socio-material mechanisms through which data-heavy analytical technologies shape processes of valuation, commercialisation and regulation in professional sports.  相似文献   

Learning to contribute: text connections in early childhood teacher education     

Aviva Dorfman  Christine Kenney  Jennifer Deesta Lee  Kathleen Dunham 《Journal of Early Childhood Teacher Education》2020,41(2):128-147

ABSTRACT

Face-to-face time with students in the early childhood college setting is at a premium and often flies by before we begin to scratch the surface of active learning. Building a community of learners is one of our main goals as instructors; therefore, we strive to set up active learning environments optimal for all students. This reflection on practice highlights the text connections learning strategy, describes how four early childhood education instructors use it, and analyzes its theoretical underpinnings to investigate how it helps students learn to contribute to the learning of all. Student examples and reflections from the instructors are included.  相似文献   

Social contingency effects on subsequent perceptual-cognitive tasks in young infants     

P Dunham  F Dunham  A Hurshman  T Alexander 《Child development》1989,60(6):1486-1496

3 experiments with 3-month-old infants compared the effects of contingent and noncontingent adult-infant social interactions on subsequent infant-controlled habituation and choice tasks. Infants who experienced a prior noncontingent social interaction tended to adopt response strategies that reduced the density of stimulation during these subsequent nonsocial tasks. The results are discussed in terms of their generality and the types of mechanisms that might mediate these transfer effects from social to nonsocial procedures.  相似文献