A profile of motivation,self-perception,and achievement in black urban elementary students     

Gregory J. Marchant 《The Urban Review》1991,23(2):83-99

The purpose of this study was to develop a profile of a sample of black urban elementary students based on motivational tendencies, self-perceptions, and achievement. The article explores the intrinsic motivation and self-perceptions of these students and seeks to find relationships among these qualities and academic achievement and attendance. The results of the study present a profile that reflects a lack of social acceptance of vocabulary skills and a lack of social acceptance of preferring challenging work. Perception of scholastic competence was related to behavioral conduct but not to global self-worth. The results supported previous research indicating that some black students perceive schooling and academic success as inconsistent with their racial-cultural goals. Implications for urban schools are presented.This is a revised version of a paper presented in April 1990 at the annual meeting of the American Educational Research Association, Boston, MA.  相似文献   

Study techniques differentially influence the delayed judgment-of-learning accuracy of adolescent children and college-aged adults     

Gregory I. Hughes  Holly A. Taylor  Ayanna K. Thomas 《Metacognition and Learning》2018,13(2):109-126

The ways in which adult learners study information influences their judgment-of-learning (JOL) accuracy (e.g., Koriat et al. Journal of Experimental Psychology: General, 131(2), 147-162, 2002). The present study extends this investigation to adolescent children to determine whether developing learners’ metacognitive monitoring is similarly influenced by different study techniques. In two experiments, we examined JOL accuracy in adolescent children (ages 11 to 12) and college-aged adults. Across both experiments, we employed a standard delayed-JOL paradigm in which three groups of participants, differing in type of study technique, encoded weakly-related word pairs. One group studied the word pairs twice (study practice). A second group studied with the instruction to generate a word that linked the two members of the word pair together (elaborative encoding). The final group studied word pairs and then took an immediate cued-recall test with feedback (retrieval practice). In children and adults, retrieval practice led to better JOL accuracy as compared to study practice. Children differed from adults in how elaborative encoding influenced JOL accuracy. For adults, elaborative encoding resulted in better JOL accuracy than study practice; however, for children, JOL accuracy did not differ between the two groups. Our results suggest that encoding processes influence delayed-JOL accuracy in both age-groups.  相似文献   

A lesson in blue     

Gregory L. Smith 《Early Childhood Education Journal》1984,11(4):41-41

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Associations of child sexual and physical abuse with obesity and depression in middle-aged women     

Rohde P  Ichikawa L  Simon GE  Ludman EJ  Linde JA  Jeffery RW  Operskalski BH 《Child abuse & neglect》2008,32(9):878-887

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Epidemiology of child homicide in Jefferson County, Alabama     

Lyman JM  McGwin G  Malone DE  Taylor AJ  Brissie RM  Davis G  Rue LW 《Child abuse & neglect》2003,27(9):1063-1073

OBJECTIVE: The purpose of this study was to present the epidemiology of homicide among children younger than 6 years of age in Jefferson County, Alabama. This study focused on obtaining great detail on homicides and suspicious deaths occurring within a fixed population. METHODS: For purposes of this study, cases included Jefferson County deaths attributed to "homicide" or that were "undetermined" as noted in the coroner files among children younger than 6 years of age who were born and died between January 1, 1988 and December, 31, 1998. Victim and offender characteristics were obtained from the Jefferson County Coroner/Medical Examiner Office records. Environmental factors and circumstances surrounding the death were noted as well. RESULTS: The 53 study subjects were mainly female (55%), Black (69%), younger than 2 years of age (85%), had single mothers (38%), and a history of abuse (53%). Offenders were more likely to be male (64%), Black (73%), and a parent of the victim (53%). Homicides primarily resulted from an angry impulse (61%), with hands the most common weapon (61%). CONCLUSIONS: The majority of deaths in this study occurred among children younger than age 2, with a high proportion of fatalities among Black children of unmarried mothers. The offender most often knew the victim, with half of all homicides and two-thirds of all infant homicides involving a parent. More than half of the homicides resulted from an angry impulse, while the most common scenario for deaths with undetermined intent involved the caretaker finding the child unresponsive.  相似文献   

Resolution of a Regression Paradox in Pretest-Posttest Designs     

Gregory P. Samsa 《Journal of Educational Measurement》1992,29(4):321-328

Regression to the mean (RTM) of individuals is the tendency for extreme individuals to become less extreme on remeasurement; RTM of group means describes this same tendency among group means. Under the classical test model, in pretest-posttest designs where subjects are selected on the basis of extreme values at the pretest, RTM of group means will always occur for the attribute used to select extreme subjects. For other attributes, however, RTM of group means requires a positive correlation between that attribute's measurement error and the measurement error of the attribute used in the selection. Thus, while all attributes will evidence RTM of individuals, extreme groups do not always regress to the mean. RTM depends most fundamentally on the magnitude of the pretest measurement error.  相似文献   

Many Ways of Knowing: Creating classroom cultures in London's East End     

Eve Gregory 《Changing English: An International Journal of English Teaching》2002,9(1):23-33

Throughout the twentieth and into the twenty-first century we have been led to believe that there is an inevitable link between poverty and early literacy and learning difficulties, and since the end of World War II, poverty has been translated into notions of cognitive or linguistic deficit. Teachers have turned to 'experts', often academics or those responsible for official education reports, for solutions. Each decade has brought a different group of experts, often vigorously denouncing the last. This paper argues that teachers and the public have been hoodwinked into believing that answers for success lie with any particular methods, materials or even parental involvement programmes. Rather than turning to 'experts', readers are invited to listen to the voices of successful learners across the last century in London's East End, as they reflect upon what really mattered for them during those early years in school.  相似文献   

Cooperative learning in computer-based instruction   总被引：1，自引：0，他引：1  

S. Del Marie Rysavy SSND  Gregory C. Sales 《Educational technology research and development : ETR & D》1991,39(2):70-79

High equipment and materials costs, limited access to computers for instruction in many schools, and the success of cooperative learning strategies in traditional classroom instruction have prompted researchers to examine the potential of cooperative computer-based instruction (CBI). In this article, recent research on cooperative CBI is reviewed and findings related to achievement, patterns of study, social interchange, motivation, and gender are discussed. In addition, guidelines on the implementation of cooperative CBI that have been gleaned from the literature are presented.This paper was prepared with partial support from MECC/University of Minnesota Center for Study of Educational Technology, and presented at the AECT Annual Convention, January 31–February 4, 1990, Anaheim, CA.  相似文献   

The changing demography of academic staff at higher education institutions (HEIs) in South Africa     

Gregory D. Breetzke  David W. Hedding 《Higher Education》2018,76(1):145-161

In this work, we contribute to the debate on the transformation of higher education institutions (HEIs) in post-apartheid South Africa by examining the changing demography of academic staff bodies at 25 South African HEIs from 2005 to 2015. We use empirical data to provide initial insights into the changing racial profiles of academic staff bodies across age, gender and rank and then summarise our findings into a transformation ‘scorecard’ which provides an indication of how all racial groups in the country are performing in terms of their representation in higher education. Initial results indicate that most academics in South Africa are middle-aged (between 35 and 54) but an ageing trend is evident, particularly among white academics. In terms of gender, males marginally outnumber females, although we estimate an equitable distribution to be attained within the next 5 years. Significantly, the data indicate that there is an upwards trajectory of black African academics across all rankings from 2005 to 2015 and a concomitant downward trajectory of white academics across all rankings. Both Indian and coloured academics most closely represent their national population representation. Our transformation ‘scorecard’ indicates that the demography of academic staff at higher education institutions in South Africa is changing and will continue to change in the future, particularly within the next 20 years if current trends continue.  相似文献   

一名美国地质学家对中国地球科学和教育的思考     

Gregory A Davis 《中国地质教育》2006,15(1):1-5

本文是格瑞高利·艾伦·戴维斯在中国地质大学(北京)为他举办的70华诞生日庆祝会上的讲话,由马文璞教授翻译整理而成。文章在充分肯定中国地质学在政府的支持下取得长足进步的同时,也对中国地学教育、科研状况提出中肯的批评和友好的建议。  相似文献