“Maybe That Helps Folks Feel Better About What They're Doing”: Examining Contradictions Between Educator Presumptions,Student Experiences,and Outcomes at an Alternative School     

Brianna L. Kennedy-Lewis  Douglas Whitaker  Olivia Soutullo 《Journal of Education for Students Placed at Risk》2016,21(4):230-245

The use of alternative schools as exclusionary discipline for students found guilty of committing behavioral infractions raises questions about the effectiveness of these schools in producing improved student outcomes. Educators' justifications for alternative placements are highly relevant, because decisions regarding placements are often subjective and based on ill-defined criteria. This mixed-methods study investigates educators' perceptions of one disciplinary alternative school in the Southeast and educators' justifications for its use. The study examines the district's alternative school students' outcome data and analyzes whether these data support educators' explanations for why they assign students to the alternative school. Findings show that educators often hold mixed beliefs about alternative schools, seeing them as both a punishment and as providing needed support and services. Students, however, do not demonstrate dramatically different academic or behavioral performance as a result of their placement, bringing into question educators' justifications for placing students in these schools.  相似文献   

Age-related changes in reading attitudes of young children: a cross-cultural study     

Olivia N. Saracho  C. Mitchell Dayton 《Journal of Research in Reading》1991,14(1):33-45

The Preschool Reading Attitudes Scale (PRAS) was administered to 2201 young children, from three to five years of age, in early childhood programs from several regions of the United States. The scale is categorized into four areas related to children's reading environment. School Reading Activities, Non-school Reading Activities, Library Reading Activities and General Reading Activities. A validation sample revealed highly significant differences at all age levels between students receiving positive and negative teacher ratings of reading attitudes. The basic design involved three factors, age, sex, and ethnicity, and an analysis of variance was applied to total scores and subscores. The results showed significant outcomes for age and ethnicity, in addition to an age X ethnicity interaction. The results suggest that there are significant attitudinal differences between three-year-olds as opposed to four- and five-year-olds as well as age dependent differences among the ethnic groups.  相似文献   

Counteracting Age Stereotypes: A Self-Awareness Manipulation     

Yiwei Chen  Olivia Pethtel  Xiaodong Ma 《Educational gerontology》2013,39(8):702-717

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Toward a theoretical framework for community EE     

Olivia Aguilar 《The Journal of environmental education》2018,49(3):207-227

Given the growing attention to community environmental education (CEE), this study develops a theoretical heuristic for this approach through a retroductive process by (1) examining theories appropriate for a CEE conceptual framework; (2) testing this framework in diverse contexts to determine its viability, and (3) reconceptualizing the framework. The framework hypothesizes that a community of practice focused on improving the conditions of local natural resources will exemplify transformative learning and empowerment if the community of practice is successful. Initial testing involved case studies of two groups from diverse contexts. Results indicated both groups organized as communities of practice. However, evidence showing improved local natural resources, transformative learning, and empowerment was lacking. Instead, there was evidence of enhanced agency and self-efficacy, requiring a reconceptualized framework.  相似文献   

Education for Sustainable Development in Ethnic Autonomous Areas of China: A Comparison of Two Curriculum Initiatives and Their Educational Implications     

Yishin KHOO 《Frontiers of Education in China》2015,10(2):201-225

This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development (ESD) in minority-populated ethnic autonomous areas in China. The two curriculum projects present distinctive discourses, conceptions, models, frameworks and scopes of ESD in the country. Nonetheless, there is a likelihood that the actual implementation of the curriculum initiatives, especially the enactment of the curriculum materials produced, might be thwarted due to structural and systemic educational constraints, an anthropocentric approach to sustainable development, poor teacher support and teacher training, omissions of the affective learning components in curricular contents, as well as loopholes and weaknesses in the development of the curriculum materials themselves.  相似文献   

A Factor Analysis of Preschool Children's Play Strategies and Cognitive Style     

Olivia N. Saracho 《教育心理学》1999,19(2):165-180

ABSTRACT The social behaviours of 2400 3‐, 4and 5‐year old children attending an early childhood programme were observed, recorded, and analysed, and their cognitive style assessed. Factors underlying the play of preschool children based on their cognitive style were identified. Sex and age were considered in these social factors. ThePlay Rating Scale was used to record young children's behaviours in four different forms of play (physical, block, manipulative, dramatic); while theGoodenough‐Harris Drawing Test was used to determine the children's cognitive style. Factor analysis indicated two dimensions of play behaviours for each group of children. These factors had strong loadings with a range of items. The factors indicated that field‐dependent children participated more in social play activities, whereas field‐independent children engaged more in nonsocial play activities. The study suggests practical and research implications in promoting educational play using the children's cognitive style.  相似文献   

Principal components analysis to characterise fatigue-related changes in technique: Application to double under jump rope     

Olivia Bruce  Kimberly Moull 《Journal of sports sciences》2017,35(13):1300-1309

The upper extremities play an important role in managing the rope-turning technique required to perform continuous double unders. However, acute adaptions in this technique may occur as a jumper fatigues. The purpose of this study was to examine how turning technique is adapted with fatigue. Three-dimensional kinematic data of the upper extremity were collected from 10 trained athletes as they performed consecutive double unders to volitional fatigue. Time series wrist, elbow and shoulder joint angles were calculated where joint angle waveforms representing 10 unique trials from the beginning (“fresh”) and end (“fatigued”) of the continuous jumping protocol for all participants were analysed using principal component analysis. Participants reported stopping due to cardiovascular and shoulder muscular fatigue. From a kinematics perspective, with fatigue athletes used a more internally rotated range of motion at the shoulder, which we believe prompted a series of more distal adaptions in order to maintain rope turning, preserving consecutive double under performance. The presence of a maladaptive adaptation at the shoulder may increase the risk of developing shoulder injuries. Coaches should consider helping jumpers develop appropriate shoulder muscle endurance such that they can continue to maximise their training and proficiency, while protecting against potential fatigue-related maladaptation.  相似文献   

Patriotism and National Education: Perceptions of trainee teachers in Singapore     

Chee Keng John Wang  Angeline Khoo  Chor Boon Goh  Steven Tan  S. Gopinathan 《Asia Pacific Journal of Education》2006,26(1):51-64

The effective teaching of national education requires from the teacher a sense of commitment and personal conviction. The teacher has to demonstrate confidence in what is said and taught in class and, more importantly, through his or her personal values and convictions. In other words, the teacher is required to be patriotic. This paper examines the different types of patriotism among trainee teachers in Singapore, and how these types of patriotism influence their perceptions of citizenship values, the importance of national education, and the extent to which national education is viewed as government propaganda. The results revealed four homogenous clusters that differed significantly in terms of their perceptions.  相似文献   

Writing and Publishing Qualitative Studies in Early Childhood Education     

Olivia N. Saracho 《Early Childhood Education Journal》2017,45(1):15-26

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Students’ Preference for Field Dependence‐Independence Teacher Characteristics     

Olivia N. Saracho 《教育心理学》1991,11(3-4):323-332

The study explored whether FI students would rank certain FI teachers’ characteristics as more important for success than would FD students. Similarly, it was examined whether FD students would rank certain FD teacher characteristics as more important for successful teaching than would FI students. The subjects consisted of 50 female teachers (25 FD and 25 FI) and their 844 5‐year‐old classroom children (422 females and 422 males) attending an all day early childhood program. The teachers and children were administered the appropriate form of the Embedded Figures Test to characterise them as more FD or FI. Students rated FDI teacher characteristics. A repeated measures multivariate analysis of variance (MANOVA) for the students’ preference for the FDI teacher characteristics was found to be significant by the Wilks’ Lambda Critierion. Significant univariate F ratios are discussed. Significant interactions were found for: (1) the teachers’ cognitive style and sex (p<0.01); (2) the teachers’ cognitive style, sex, and the FDI teacher characteristics (p<0.001); (3) the teachers’ cognitive style and the FDI teacher characteristics (p<0.001).  相似文献