Disability and Popular Common Sense in India: Noun versus Adjective     

Mohd Shahid  Md. Shahid Raza  Md. Aftab Alam 《International Journal of Disability, Development & Education》2016,63(2):151-162

Reflecting through the Indian experiences, a brief attempt is made to explore how disability as a noun takes shape in popular common sense “call names” (adjectives) and how does the popular common sense legitimise and normalise the oppressive language and the oppressed reality of the persons with disabilities? In the Indian context, the contempt for persons with disabilities is writ large in the language used to address them. However, to be conscious of this contempt, one needs to be conscious of the hegemonic nature of the popular common sense which normalises an oppressive reality as a natural social reality. The discussion on disability and popular common sense in India through the framework of “noun vs. adjective” might be helpful in gauging the challenges to the disability rights movement and the socio-cultural specificities to be reckon with for any meaningful intervention in the field of disability.  相似文献   

Stress and Resources in Vocational Problem Solving     

Tobias Kärner  Nina Minkley  Andreas Rausch  Thomas Schley  Detlef Sembill 《Vocations and Learning》2018,11(3):365-398

By adapting the job demands-resources model of Demerouti et al. Journal of Applied Psychology, 86(3), 499–512, (2001) to vocational problem-solving situations, we aimed to investigate how, and to what extent, problem-solving demands and personal resources affect stress responses and task interest. Therefore, we used a problem-solving task from the business administration domain in a computer-based office simulation. We assigned 58 participants into two groups. The treatment group worked on the problem scenario, whereas the control group was instructed to inspect the computer-based scenario and to check the software’s usability without solving the problem. Problem-solving demands, perceived stress, task interest, cardiovascular parameters, and cortisol concentration were assessed before, during and after the task at several time points. The vocational problem-solving task was associated with perceived time pressure, uncertainty, mental effort, task difficulty, and perceived stress. In addition, we found higher heart rate and cortisol concentration and lower heart rate variability values in the treatment group (compared to the control group) at the end of the task. Furthermore, we found that content knowledge buffers the impact of problem-solving demands on stress responses and it maintains task interest under high mental effort. Overall, we found evidence that vocational problem-solving activities bear stress-evoking potential and personal resources may provide buffering and maintaining functions.  相似文献   

Citing as a sourcing practice: students’ citing self-selected online sources in their essays (Las citas como práctica del uso de las fuentes: las citas de fuentes en línea seleccionados por los estudiantes en sus trabajos)     

Carita Kiili  Eva W. Brante  Eija Räikkönen  Julie Coiro 《Infancia y Aprendizaje》2020,43(1):174-209

ABSTRACT

This study examined upper secondary school students’ citations of self-selected online sources in their essays. Students (n = 140) conducted online inquiry about either effects of social media on people’s quality of life (SM) or allowance of genetic manipulation of organisms (GMO). Students, working either individually or in pairs, explored online sources with the help of a graphic organizer, after which they composed their essays. To capture the quality of citations identified in the essays, they were evaluated in terms of accuracy and richness of source features. Further, regression analysis was used to examine the effect of topic, grade level and work mode on the number and quality of citations. Results showed that students seldom cited sources in their essays, and when they did, citations were mostly accurate but less often rich in source features. When writing about SM, students most frequently cited media sources, while sources with ideological, political or religious motives were frequently cited in GMO essays. Students’ grades and work modes predicted the number of citations and number of accurate citations.  相似文献   

Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics     

Tarja-Riitta Hurme  Tuire Palonen  Sanna Järvelä 《Metacognition and Learning》2006,1(2):181-200

The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.  相似文献   

Academic leadership in different disciplinary contexts     

Dr Jouni Kekäle 《Tertiary Education and Management》1995,1(1):36-37

Conclusions In university settings good leadership seems to depend, among other factors, on the culture of the department and the nature of academic work in the field involved. Consequently, it is important to find solutions valid for the department involved. The development work of academic leadership should be carried out in voluntary co-operation with the academic staff, starting with the analysis of the current leadership culture. The departments may also have to change their cultures somehow in the future because of the rapidly changing environment. The longer and the more successfully the ideas, assumptions, and values dealing with the leadership have been working, the more difficult these changes might prove to be (Schein 1985). This is a shortened version of the paper delivered at the 16th Annual EAIR Forum (Amsterdam 1994): the full text can be obtained from the author.  相似文献   

Parental Identity and Its Relation to Parenting and Psychological Functioning in Middle Age     

Päivi Fadjukoff  Lea Pulkkinen  Anna-Liisa Lyyra  Katja Kokko 《Parenting, science and practice》2016,16(2):87-107

Objective. This article focuses on identity as a parent in relation to parenting and psychological functioning in middle age. Design. Drawn from the Jyväskylä Longitudinal Study of Personality and Social Development, 162 participants (53% females) with children (age 36), represented the Finnish age-cohort born in 1959. Parental identity was assessed at ages 36, 42, and 50. Results. In both women and men, parental identity achievement increased from age 36 to 42 and remained stable to 50. The level of parental identity achievement was higher in women than in men. Achievement was typical for women and foreclosure for men. Participants’ education, occupational status, and number of offspring were not related to parental identity status. As expected, parental identity achievement was associated with authoritative (indicated by higher nurturance and parental knowledge about the child’s activities) parenting style. No significant associations emerged between parental identity foreclosure and restrictiveness as an indicator of authoritarian parenting style. The diffused men outscored others in parental stress. Achieved parental identity was related to generativity in both genders and to higher psychological and social well-being in men. Conclusions. At present, many parenting programs are targeted to young parents. This study highlighted the importance of a later parenting phase at around age 40, when for many, the children are approaching puberty. Therefore, parenting programs and support should also be designed for middle-aged parents. Specifically men may need additional support for their active consideration and engagement in the fathering role.  相似文献   

From in-service teacher development to school improvement: factors of learning transfer in teacher education     

Benjamin Dreer  Julia Dietrich  Bärbel Kracke 《Teacher Development》2017,21(2):208-224

In-service teacher development programs are perceived as a common way to foster school improvement. Nevertheless, program evaluation to date ends with the assessment of acquired knowledge, skills, and motivation, frequently disregarding the actual learning transfer and its conditions. This study aimed to investigate how individual and situational factors interact and contribute to learning transfer in an in-service teacher development program. We tested a transfer model derived from human resources development research. One hundred and twenty-nine teachers aged 25–62 years (87% female), participating in an in-service development program, were surveyed three times during the program. Results of path analyses suggest that not only especially individual factors are critical for learning transfer in the context of school improvement, but also that program and environmental factors have important effects. They moderated the effects of the individual factors.  相似文献   

Unified Krylov-Bogoliubov-Mitropolskii method under a critical condition     

M Shamsul Alam 《Journal of The Franklin Institute》2004,341(6):533-542

A modified and compact form of Krylov-Bogoliubov-Mitropolskii (KBM) unified method is extended to obtain approximate solution of an nth order, n=2,3,…, ordinary differential equation with small nonlinearities when unperturbed equation has some repeated real eigenvalues. The existing unified method is used when the eigenvalues are distinct whether they are purely imaginary or complex or real. The new form is presented generalizing all the previous formulae derived individually for second-, third- and fourth-order equations to obtain undamped, damped, over-damped and critically damped solutions. Therefore, all types of oscillatory and non-oscillatory solutions are determined by suitable substitution of the eigenvalues in a general result. The formulation of the method is very simple and the determination of the solution is easy. The method is illustrated by an example of a fourth-order equation when unperturbed equation has two real and equal eigenvalues. The solution agrees with a numerical solution nicely. Moreover, this solution is useful when the differences between conjugate eigenvalues (real or complex) are small. Thus the method is a complement of the existing modified and compact form of KBM method.  相似文献   

Between Structure and Subjectivity: Life-histories and Lifelong Learning     

Antikainen  Ari 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):215-234

International Review of Education - This article deals with lifelong learning in the perspective of individual life-histories. The author examines examples of learning experiences which have shaped...  相似文献   

Perceived employability and ability self among Finnish university students     

Räty  Hannu  Hytti  Ulla  Kasanen  Kati  Komulainen  Katri  Siivonen  Päivi  Kozlinska  Inna 《European Journal of Psychology of Education - EJPE》2020,35(4):975-993

Employability is an increasing concern for university students. Our survey set out to examine university students’ perceptions of their employability and the ways in which these perceptions relate to positions that subsequently connect students to working life: students’ self-representational position or “ability self”, and students’ life-historical positions such as chosen field of study, phase of degree and working life experience. The participants comprised a sample of students (N = 1819) from two Finnish universities, representing diverse fields of study. It was found that apart from the field of study, the perceived proximity to graduation and working life was associated with the perception of employability. Furthermore, a set of self-attributed capabilities was associated with students’ perceptions of employability, particularly extroversion, ambitious competitiveness, mental strength and the desired characteristics of a good employee; however, the attribution of academic skills showed opposing effects. It was concluded that both self-representational and live-historical positions are part of the construction of students’ optimism regarding their employability.

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