Longitudinal study of self-regulation, positive parenting, and adjustment problems among physically abused children     

Kim-Spoon J  Haskett ME  Longo GS  Nice R 《Child abuse & neglect》2012,36(2):95-107

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The impact of school choice and public policy on segregation: Evidence from Chile   总被引：1，自引：0，他引：1  

Gregory Elacqua 《International Journal of Educational Development》2012

Advocates argue that vouchers can make improved educational opportunity available to disadvantaged students. Critics contend that vouchers increase the risk of stratification. Researchers have found that Chile's voucher program has lead to increased socioeconomic school segregation. What has been overlooked, however, is segregation between schools within a sector and variation within private for-profit and non-profit school sectors. I find that public schools are more likely to serve disadvantaged students than private voucher schools. I also find that disadvantaged students are more segregated among private voucher schools than among public schools. While between and within sector segregation levels vary across private voucher school types, the differences are not always consistent with theory. The data also suggest that policies can either mitigate or exacerbate the stratifying effects of educational vouchers.  相似文献   

Comparison to what end? Maximizing the potential of comparative education research     

Gregory P. Fairbrother 《比较教育学》2005,41(1):5-24

This article attends to comparative education scholars’ calls for more dialogue on the contribution of theory to comparative education research. It first presents the results of a review of a small sample of articles from comparative education related journals that elicited the purposes of their comparative research strategies in terms of exploration, explanation, argument, prediction, recommendation, and theory development. The article then discusses perspectives on the potential for the use of theory to contribute to richer explanations of educational phenomena. Finally, it demonstrates how a comparative study of political socialization in Hong Kong and Mainland China led to the development of explanatory concepts of critical thinking and the application and reconceptualization of the theory of resistance to explain the formation of students’ attitudes towards the nation.  相似文献   

Metacognitive ability from a theory-of-mind perspective: a cross-cultural study of students with and without hearing loss     

al-Hilawani YA  Easterbrooks SR  Marchant GJ 《American annals of the deaf》2002,147(4):38-47

Theory of Mind (see, e.g., Bartsch & Estes, 1996) is a concept that can help educators understand how students think about their state of mind and that of others involved in various life situations. To examine the impact of culture and the impact of hearing loss on metacognition as explained by Theory of Mind, two samples of students with and without hearing losses who were from two different cultures were compared on their ability to choose pictures representing their perspectives on specific life situations. The two groups did not differ in their metacognitive interpretations of the experiences when they were from the same culture, although students from different cultures did differ, indicating that culture may have a greater impact on metacognition as explained by Theory of Mind than hearing loss. Data collected in the present study affirmed previous research showing that students with hearing losses could make metacognitive decisions about life situations just as ably as their hearing peers from the same culture.  相似文献   

Clues to Reversing the School-to-Prison Pipeline: Portrait of a Scholar     

Hamer  Lynne  Johnson  Gregory D. 《The Urban Review》2021,53(1):76-106

The Urban Review - The purpose of this article is to make an overlooked source of knowledge accessible to school teachers and administrators in order to challenge the prevalent discourse of...  相似文献   

Schooling's Relative Nonautonomy: Technocratically Subordinated Schooling and Desublimated Education     

Matthew J. Hayden  William Gregory Harman 《Educational theory》2021,71(1):75-94

Education's autonomy cannot be found in schooling. For a theory of education to also adequately support education's autonomy, it must decouple itself from schooling since schooling is a technology of efficiency and acculturation that serves technocratic interests that strip autonomy from education. Using Christer Fritzell's examination of relative autonomy of schools, Matthew Hayden and William Gregory Harman will show that the ideological domination of schooling by technocratic interests structurally and functionally subordinates schooling. This subordination takes the form of technocratic operationalization of education concepts and schooling practices, resulting in the desublimation of learning. Hayden and Harman conclude that resublimation is required in order to restore the possibility of education's autonomy in schooling.  相似文献   

Predictors of Attitudes Toward Seeking Counseling Among International Students     

Noboru Komiya  Gregory T. Eells 《Journal of College Counseling》2001,4(2):153-160

This study investigated predictors of international students' attitudes toward seeking counseling. One hundred twenty‐one international students responded to mailed questionnaires. Results indicate that being female, having greater openness to emotions, and having had prior counseling experience were significant predictors of more open attitudes toward seeking counseling.  相似文献   

The effect of local labor market conditions in the 1990s on the likelihood of community college students’ persistence and attainment     

Gregory S. Kienzl  Mariana Alfonso  Tatiana Melguizo 《Research in higher education》2007,48(7):751-774

This study analyzes the influence of local labor market conditions on the year-to-year persistence and attainment decisions of a sample of traditional-aged students who attended community colleges during the 1990s. The findings suggest that the enrollment and attainment decisions of these first-time community college students were not made purely as a response to changes in tuition costs, but rather the result of a more interconnected process whereby changes in tuition, local labor market conditions, and the relative change in both are considered. For those who are sensitive to these relative costs, the likelihood of dropping out is increased. Of those who remained enrolled, the evidence suggests that an increase in tuition appears to provide an incentive or extra motivation to finish a degree, especially an associate’s degree. This finding does not support the raising of in-state tuition to improve student outcomes; rather it draws attention to the complexity involved in student persistence and attainment decision-making.  相似文献   

Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability   总被引：2，自引：0，他引：2  

Raymond B. Miller  Barbara A. Greene  Gregory P. Montalvo  Bhuvaneswari Ravindran  Joe D. Nichols 《Contemporary educational psychology》1996,21(4):388-422

Engagement in academic work was viewed from a multiple goals perspective. Two studies were conducted in which high school math students completed an instrument measuring five goals students might have for doing academic work (learning goals, performance goals, obtaining future consequences, pleasing the teacher, and pleasing the family), perceived math ability, self-regulatory activities, strategies (deep or shallow) used when studying for math, and the amount of effort and persistence expended on the class. Factor analysis indicated that the five goals scales and the perceived ability scale represented unique factors. The correlations among the variables revealed theoretically consistent interrelationships. Multiple regression analyses indicated that various goals (e.g., learning goals, obtaining future consequences, and pleasing the teacher), perceived ability, and some interactions accounted for significant amounts of variance in the task engagement measures (self-regulation, strategy use, effort, and persistence) and achievement. Results are discussed in relation to current theory and their practical implications.  相似文献   

Mindfulness as a Prerequisite to Effective Leadership; Exploring the Constructs that Foster Productive Use of Feedback for Professional Learning     

Danette V. Day  Jess L. Gregory 《Interchange》2017,48(4):363-375

This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator’s ability to use feedback for learning. A leader’s commitment to creating spaces for meaningful use of all types of feedback promotes a school climate that encourages risk taking in learning. Mindfulness, the cultivation of the ability to pay attention to the present moment non-judgmentally, is a prerequisite skill to the effective delivery and use of feedback to promote professional learning. The development of mindfulness requires practice of a method and the continual application of mindfulness to remain open to learning from feedback.  相似文献