美丽“酷刑”     

Jesse Hunter  Arony 《英语辅导》2015,(5):1+14

你照镜子时,看到了什么?你看到了最满意的自己吗?大概不会。因为我们大多数人都会不自觉地盯着自己那再熟悉不过的缺点看,我们极度希望能改变自己——眉头的皱纹和鱼尾纹,或是双眼下皮箱似的的眼袋(我个人的难看之处)。但我是个男人。男人和女人在外貌方面所承受的日常压力是不一样的。不管是广告、同辈压力还是配偶或父母的善意提点,女人的形象常常受到攻  相似文献   

Supporting assessment autonomy: How one small school articulated the infrastructure needed to own and use student data     

Karen Hunter Quartz  Jarod Kawasaki  Daniel Sotelo  Kimberly Merino 《Journal of Educational Change》2014,15(2):125-152

This paper reports the results of an 18-month integrated, problem-solving research study of one new school’s efforts to create a K-12 system of student assessment data that reflects their innovative vision for personalized and student-centered instruction. Based on interview, observational, and documentary data, the authors report how teachers articulate, measure, and assess student core competencies, aligned with a common vision and supported by a technology interface designed to promote data use. Findings from this study add to the research literature on assessment and data use by articulating the necessary knowledge and supports teachers in new autonomous schools need to develop and formatively use student assessment data.  相似文献   

The Social Side of School: Why Teachers Need Social Psychology     

Hunter Gehlbach 《Educational Psychology Review》2010,22(3):349-362

Teaching and learning are fundamentally social enterprises. In attempting to understand, explain, and predict social behavior, social psychologists have amassed scores of empirically grounded, fundamental principles. Yet, many such principles have yet to be applied to classrooms despite the social nature of these settings. This article illustrates how infusing novel concepts from social psychology into teachers’ repertoires holds untapped potential to improve their pedagogy, ability to motivate students, and capacity to enrich students’ understanding of subject matter. This article first examines three domains of social psychology—social cognition, influence/persuasion, and interpersonal relations—and illustrates how applications of principles from each domain could benefit classrooms. Next, two exemplars are presented to demonstrate the efficacy of past interventions that are rooted in social psychological principles. Finally, pathways through which teacher educators can introduce new social psychological concepts and applications to teachers are explored.  相似文献   

Developing ‘good buggers’: global implications of the influence of culture on New Zealand club rugby coaches’ beliefs and practice     

Remy Hassanin  Angus Macfarlane 《Sport in Society》2018,21(8):1223-1235

Abstract

Despite recognition of how experience shapes sport coaches’ beliefs and practice empirical investigation into how this occurs is limited. This article redresses this gap in the literature by presenting the findings of a study that inquired into the influence of culture on three New Zealand rugby coaches’ beliefs and practice to identify the powerful influence of interaction between a ‘local’ traditional culture of club rugby in New Zealand shaped by the resilient ‘amateur ideal’, intensified by the perceived threat of professional rugby and the global culture of the sport industry to club rugby.  相似文献   

The Capricious Nature of Theory of Mind: Does Mental State Understanding Depend on the Characteristics of the Target?     

Seçil Gönültaş  Bilge Selçuk  Virginia Slaughter  John A. Hunter  Ted Ruffman 《Child development》2020,91(2):e280-e298

Using a between-groups design and random assignment, this study examined 214 Turkish children's (M = 11.66 years) mindreading and general reasoning about in-group members (Turks), similar out-group members (Syrians within Turkey) and dissimilar out-group members (Northern Europeans). Children heard four mindreading and four general reasoning stories with in-group or out-group members as targets. Whereas children's general reasoning about three groups was equivalent, accuracy of mental state inferences differed by target with more accurate mindreading of in-group targets compared to both sets of out-group targets. In this Turkish sample, mindreading of Syrian targets was the least accurate. Prejudice and perceived realistic threat predicted lower mindreading. These findings have important implications for understanding how similarity and intergroup processes play a role in children's mindreading.  相似文献