Association between attitudes of filial responsibility and parent caregiving behavior     

Marines Aires  Duane Mocellin  Fernanda Laís Fengler Dal Pizzol  Carla Cristiane Becker Kottwitz Bierhals  Neena L. Chappell  Eliane Pinheiro de Morais 《Educational gerontology》2019,45(3):191-200

Objective: To analyze the association between attitudes of filial responsibility and adult child caregivers’ behaviors in the Southern Region of Brazil.

Methods: Cross-sectional study with 100 child caregivers of older adults. The data were collected through an interview using the protocol of filial responsibility adapted and validated to Brazilian Portuguese. Filial Expectation and Filial Piety scales evaluated the attitudes of filial responsibility. Caring behaviors assessed were: instrumental support, emotional, financial support, and companionship. The variables that presented p< .20 value in the bivariate analysis were inserted into a multivariate Poisson regression model.

Results: Financial and emotional support behaviors were significantly associated with filial piety (p = .050 and p = .001, respectively) and filial expectation (p = .013 and p = .023, respectively). Providing companionship was associated with filial piety (p = .015).

Conclusion: Attitudes of filial responsibility are associated with some but not all caregiving behaviors. Brazilians caring for older parents show more similarities to Chinese than to Canadian caregivers. Furthermore, filial responsibility and caregiving behaviors are strongly affected by Brazilian social and cultural norms. Reasons are discussed.  相似文献   

营造有利于我国高等职业教育发展的法制环境   总被引：2，自引：0，他引：2  

黄文德 《扬州大学学报(高教研究版)》2002,6(1):52-55

作为高等教育重要组成部分的高等职业教育，由于发展起步迟，历史短，相应的法制建设还未跟上，还存在着法制建设尚不健全，司法执法不够严格，社会各界及人民群众关于职业教育的法制观念不强等问题。因此，必须积极营造有利于我国高等职业教育发展的法制环境，建立健全高等职业教育方面的法律法规体系，使高等职业教育走上健康，快速发展的轨道。  相似文献   

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration     

Cho Kwong Charlie Lam  Cuong Huu Hoang  Ricky Wai Kiu Lau  Basil Cahusac de Caux  Yang Chen  Qiao Qian Tan 《Studies in Continuing Education》2019,41(1):111-128

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.  相似文献   

Nonverbatim captioning in Dutch television programs: a text linguistic approach     

Schilperoord J  de Groot V  van Son N 《Journal of deaf studies and deaf education》2005,10(4):402-416

In the Netherlands, as in most other European countries, closed captions for the deaf summarize texts rather than render them verbatim. Caption editors argue that in this way television viewers have enough time to both read the text and watch the program. They also claim that the meaning of the original message is properly conveyed. However, many deaf people demand verbatim subtitles so that they have full access to all original information. They claim that vital information is withheld from them as a result of the summarizing process. Linguistic research was conducted in order (a) to identify the type of information that is left out of captioned texts and (b) to determine the effects of nonverbatim captioning on the meaning of the text. The differences between spoken and captioned texts were analyzed on the basis of on a model of coherence relations in discourse. One prominent finding is that summarizing affects coherence relations, making them less explicit and altering the implied meaning.  相似文献   

A sociocultural perspective on mediated activity in third grade science     

John M. Reveles  Gregory J. Kelly  Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.  相似文献   

The relative impact of school‐wide positive behavior support on teachers’ perceptions of student behavior across schools,teachers, and students     

Albert W. Wienen  Inge Reijnders  Marleen H. van Aggelen  Elske H. Bos  Laura Batstra  Peter de Jonge 《Psychology in the schools》2019,56(2):232-241

School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools.  相似文献   

THIRD WORLD POSTGRADUATE STUDENTS IN A EUROPEAN UNIVERSITY—A CASE STUDY FROM NEWCASTLE UPON TYNE     

Chris de Winter Hebron 《Higher Education in Europe》1984,9(1):54-62

  相似文献   

The relation between prior knowledge and students' collaborative discovery learning processes   总被引：1，自引：0，他引：1  

Hannie Gijlers  Ton de Jong 《科学教学研究杂志》2005,42(3):264-282

  相似文献   

The linguistic construction of expert identity in professor–student discussions of science     

Alandeom W. Oliveira  Troy D. Sadler  Daniel F. Suslak 《Cultural Studies of Science Education》2007,2(1):119-150

This study examines how participation in a verbal exchange during an inquiry-based classroom activity allows three college students and their science instructor to use linguistic signs (choices of words, grammatical structures, discursive structures, prosody and poetic discourse) to construct authority and expertise. Our work explores linguistic and interactional processes of identification (the dynamic construction and transaction of expert identity) and examines how discursive strategies adopted by the professor at different moments of the verbal exchange influence the students’ subsequent discursive practices and perceptions of authority. We adopt a dialogic, socio-constructivist perspective on identity, viewing personal identities as being partially constructed via interactional positioning. Our findings reveal that the attainment of expertise involves two different types of language-mediated processes: the transmission of a professional vision or intension and the emergence of a perception of agency among students. The former is centered on referential-denotative meanings of speech (elicitation of standard account and operational definition) while the latter requires effective use of pragmatic–performative functions of speech (non-evaluative and more than minimal recipient practices). Consideration is given to the need for science instructors to be able to utilize pragmatic functions of language strategically to encourage students to position themselves within the identity of science expertise.  相似文献   

兼并收购的商誉会计规范研究     

何俊德  张蕾 《华中科技大学学报(社会科学版)》2001,15(2):81-84,101

经济生活中越来越多的企业并购活动给商誉会计理论和实践带来一系列需要研究的新问题，并购时会计处理方法的两种选择直接决定商誉的确认和计量，使用不同的方法确定目标企业价值对商誉会计有不同的影响，对企业并购中的负商誉发生的原因与内涵进行了分析，同时建议对企业的自创商誉进行确认，给出了一种新的确认自创商誉的会计计量方法。  相似文献