Latino Adolescents’ Ethnic Identity: Is There a Developmental Progression and Does Growth in Ethnic Identity Predict Growth in Self‐Esteem?     

Adriana J. Umaña-Taylor  Melinda A. Gonzales-Backen  Amy B. Guimond 《Child development》2009,80(2):391-405

The current longitudinal study of 323 Latino adolescents (50.5% male; M age = 15.31 years) examined whether ethnic identity exploration, resolution, and affirmation demonstrated significant growth over a 4-year period and whether growth in ethnic identity predicted growth in self-esteem. Findings from multiple-group latent growth curve models revealed that exploration, resolution, and affirmation all increased significantly from middle to late adolescence for Latina girls. For Latino boys, only affirmation increased significantly. Furthermore, only growth in exploration predicted growth in boys' and girls' self-esteem. This research indicates that patterns of growth in ethnic identity vary by adolescent sex. Furthermore, findings underscore the need to examine the unique contributions of each ethnic identity component, rather than using a composite ethnic identity score.  相似文献   

Perceptions About Parental Engagement Among Hispanic Immigrant Mothers of First Graders from Low-Income Backgrounds     

Samantha Berkule Johnson  Jenny Arevalo  Carolyn Brockmeyer Cates  Adriana Weisleder  Benard P. Dreyer  Alan L. Mendelsohn 《Early Childhood Education Journal》2016,44(5):445-452

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Perceived Discrimination and Ethnic Affirmation: Anglo Culture Orientation as a Moderator Among Mexican‐Origin Adolescent Mothers     

Chelsea L. Derlan  Adriana J. Umaña‐Taylor  Russell B. Toomey  Kimberly A. Updegraff  Laudan B. Jahromi  Lluliana I. Flores 《Child development》2014,85(4):1357-1365

This study examined whether Anglo culture orientation modified the association between adolescents' perceived ethnic discrimination and ethnic identity affirmation over time in a sample of Mexican‐origin adolescent mothers (N = 205, M_age = 16.24 years). Results indicated that perceived ethnic discrimination was significantly associated with decreases in ethnic identity affirmation over time for adolescents reporting high Anglo culture orientation, but no relation existed for adolescents reporting low Anglo culture orientation. Findings suggest that a person–environment mismatch (i.e., between adolescents' perceptions of their connection to Anglo culture and the messages they receive from others regarding that connection in terms of perceived ethnic discrimination) may be detrimental to adolescents' development of positive feelings about their ethnicity.  相似文献   

De Genève à Belo Horizonte,une histoire croisée: circulation,réception et réinterprétation d’un modèle européen des classes spéciales au Brésil des années 1930     

Regina Helena de Freitas Campos  Adriana Araújo Pereira Borges 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):195-212

L’organisation des classes homogènes selon le niveau de développement mental des élèves et celle des classes spéciales pour les enfants en retard scolaire eut lieu dans les écoles élémentaires de Belo Horizonte, au Brésil, pendant les années de 1930, dans le cadre d’une réforme du système d’éducation, à laquelle participèrent des spécialistes étrangers, et en spécial la psychologue russe Helena Antipoff (1892–1974). Le projet des classes spéciales alors établies et leurs transformations dans le contexte brésilien sont étudiés à partir de données documentaires publiées entre 1930 et 1940. Née en Russie, Antipoff a fait des études supérieures en France (1910–1911), comme stagiaire dans le laboratoire Binet-Simon, et à Genève (1912–1914), à l’Institut Jean-Jacques Rousseau, où elle exerça ultérieurement les fonctions d’assistante d’Édouard Claparède (1926–1929). Notre hypothèse est que les classes spéciales créées à Belo Horizonte le furent sur le modèle genevois, et constituèrent un important exemple de circulation et diffusion de connaissances au niveau international, ainsi que de construction de repères dans le domaine de l’éducation spéciale au Brésil. Ainsi, la division des classes par niveau intellectuel mesuré par des tests d’intelligence, l’idée de “l’école sur mesure” proposée par Claparède, le dialogue avec les méthodes suggérées par Alice Descouedres démontrent les relations avec le modèle genevois. En même temps, l’interprétation des résultats des tests comme manifestation d’une forme d’ “intelligence civilisée” et les adaptations des exercices d’orthopédie mentale pour développer cette intelligence demandée par l’école montrent les transformations du modèle dans le contexte brésilien.  相似文献   

Identification of histological threshold concepts in health sciences curricula: Students' perception     

Miguel A. Martin-Piedra  Salvador Saavedra-Casado  Antonio Santisteban-Espejo  Fernando Campos  Jesus Chato-Astrain  Oscar Dario Garcia-Garcia  David Sanchez-Porras  Juan de Dios Luna del Castillo  Ismael Angel Rodriguez  Antonio Campos 《Anatomical sciences education》2023,16(1):171-182

Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula.  相似文献   

Patología general de la evaluación educativa     

Miguel Angel Santos 《Infancia y Aprendizaje》2013,36(41):143-158

Resumen

El autor plantea en este artículo los problemas que entrañan los procesos de la evaluación institucional educativa en sus diversos niveles (evaluación del alumno, de los Centros, de los programas y Reformas…) y desde diferentes perspectivas (ideológica, política, ética, didáctica, técnica…). Analiza diversas disfunciones y desenfoques de la evaluación escolar, tanto por atrofia como por hipertrofia de algunos de sus elementos, como por la desvirtuación de su práctica y de su significado.  相似文献   

Analyzing false memories in children with associative lists specific for their age     

Carneiro P  Albuquerque P  Fernandez A  Esteves F 《Child development》2007,78(4):1171-1185

Two experiments attempted to resolve previous contradictory findings concerning developmental trends in false memories within the Deese-Roediger-McDermott (DRM) paradigm by using an improved methodology--constructing age-appropriate associative lists. The research also extended the DRM paradigm to preschoolers. Experiment 1 (N=320) included children in three age groups (preschoolers of 3-4 years, second-graders of 7-8 years, and preadolescents of 11-12 years) and adults, and Experiment 2 (N=64) examined preschoolers and preadolescents. Age-appropriate lists increased false recall. Although preschoolers had fewer false memories than the other age groups, they showed considerable levels of false recall when tested with age-appropriate materials. Results were discussed in terms of fuzzy-trace, source-monitoring, and activation frameworks.  相似文献   

Mexican-Origin Youth's Cultural Orientations and Values: Do Older Sisters and Brothers Matter?     

Sue A. Rodríguez De Jesús  Kimberly A. Updegraff  Adriana J. Umaña-Taylor  Susan M. McHale  Katharine H. Zeiders 《Child development》2019,90(6):e675-e687

Family is an important context for cultural development, but little is known about the contributions of siblings. This study investigated whether older siblings’ cultural orientations and familism values predicted changes in younger siblings’ cultural orientations and familism values across 2 years and tested sibling characteristics and younger siblings’ modeling as moderators. Participants were 246 Mexican-origin younger (M_age = 17.72; SD = 0.57) and older siblings (M_age = 20.65; SD = 1.57) and their parents. Findings revealed that older siblings’ Anglo orientations and familism values interacted with younger siblings’ modeling: When younger siblings reported high modeling, older siblings’ Anglo orientations and values predicted increases in younger siblings’ Anglo orientations and values. Discussion highlights the importance of siblings in cultural socialization.  相似文献   

The preparation of highly motivated and professionally competent teachers in initial teacher education     

Sylvia Y.F. Tang  Angel K.Y. Wong  May M.H. Cheng 《师资教育杂志》2015,41(2):128-144

Education systems around the world need to recruit highly motivated individuals to become teachers and prepare professionally competent teacher education graduates to take up these broadened and deepened roles and responsibilities with a deep and lasting engagement to the profession. This article reports on a mixed-methods study that examines types of teaching motivation in relation to various facets of professional competence and planned engagement in future teaching. One hundred and thirty-two student teachers of a postgraduate diploma in education programme participated in the quantitative survey of whom seven were interviewed. The quantitative data analysis shows the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence, with ‘intrinsic–multifaceted and stimulating job nature’ as the most distinctive type of teaching motivation. To complement the quantitative findings, the qualitative data analysis reveals two professional orientations of the ‘intrinsic–altruistic motivation constellation’, namely (1) student-centred orientation and (2) subject-centred orientation. In addition, three types of professional development aspirations are identified: ‘classroom engaged careerists’, ‘highly engaged persisters’ and ‘pessimists’. The study provides insights into the design of appropriate ITE practices to support professional learning in the light of student teachers’ motivations. It also suggests the importance of matching career opportunities and beginning teachers’ professional development aspirations and supporting ‘pessimists’ in the face of the stringent job market.  相似文献   

Sobre «Psicología de la instrucción,razonamiento y conocimientos específicos»     

Angel Riviere 《Infancia y Aprendizaje》2013,36(59-60):31-33

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