Nice and kind,smart and funny: what children like and want to emulate in their teachers   总被引：1，自引：1，他引：0  

Merryn Hutchings  Bruce Carrington  Becky Francis  Christine Skelton  Barbara Read  Ian Hall 《牛津教育评论》2013,39(2):135-157

In many western countries, government statements about the need to recruit more men to primary teaching are frequently supported by references to the importance of male teachers as role models for boys. The suggestion is that boys will both achieve better and behave better when taught by male teachers, because they will identify with them and want to emulate their behaviour. However, this has not been supported by research evidence. This paper draws on data from an ESRC‐funded project involving interviews with 307 7–8 year old children in England (half taught by male and half by female teachers). Focusing on gender, it analyses children’s responses about their relationships with their teachers and about figures that they would like to emulate (both in school and outside).  相似文献   

EDUCATIONAL PROGRAMMING FOR MIDLIFE ADULTS WITH PARENT‐CARING RESPONSIBILITIES     

Betty J. McMahon  Barbara D. Ames 《Educational gerontology》2013,39(5-6):377-387

A major issue facing today's families is aging family members. Three factors compound this dilemma. First, the aging population is increasing both numerically and proportionally. Second, the middle generation, the traditional caretaking generation, is becoming older and fewer in number. Third, women are increasingly participating in the labor force. This research explored the use of adult education programming in addressing the needs of the midlife caretaking generation.

The nonrandom sample consisted of 50 midlife offspring residing in three central lower Michigan counties. As part of a one‐to‐one interview, respondents were asked to indicate preferences for content and mode of instruction for topics related to adult child/aging parent relationships. Thirteen of the most frequently mentioned areas of concern and need were selected from current gerontological literature. If participants desired further information in the content area, one of six methods of instruction also were selected.

The primary variable which distinguished those with high and low interest in information was age. The younger the age of the respondent, the more requests for information. Information related to the aging process was of greatest concern. Instructional methods that allowed personal interaction were selected for content areas of a personal nature. Conversely, independent methods were selected for informational material. Implications for educational gerontologists are explored.  相似文献   

CONSUMER INFORMATION FOR OLDER LEARNERS: A FRAMEWORK FOR PROGRAM DEVELOPMENT     

Barbara D. Ames  C. E. Kennedy 《Educational gerontology》2013,39(4):317-325

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Using Proactivity,Time Discounting,and the Theory of Planned Behavior to Identify Predictors of Retirement Planning     

Barbara Griffin  David Loe  Beryl Hesketh 《Educational gerontology》2013,39(12):877-889

This study developed and tested a model to identify the predictors of retirement planning based on an extension of the theory of planned behavior ([TPB], Ajzen, 1991 Ajzen , I. ( 1991 ). The theory of planned behavior . Organizational Behavior and Human Decision Processes , 50 ( 2 ), 179 – 211 .[Crossref], [Web of Science ®] , [Google Scholar]) that included individual differences in proactivity and time discounting. The results showed that personal attitudes, sense of control, social influence, and stable traits have a significant influence on the extent to which late-career workers are engaged in retirement planning over and above the effect of demographic variables. However, some gender differences in the prediction of retirement planning were identified that have important implications for the design of programs and interventions to encourage planning.  相似文献   

A Review of “Beyond the Pale: Reading Theology from the Margins”     

Barbara A. Fears 《Religious education (Chicago, Ill.)》2013,108(5):549-550

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Out of the Depths Have I Cried: Aesthetic Opposition at the Gateway to Auschwitz     

Barbara B. Javore 《Religious education (Chicago, Ill.)》2013,108(4):409-419

Terezin, the gateway to Auschwitz, a town commandeered by the Nazis to serve as a “model” relocation camp to demonstrate the Third Reich's generosity and kindness toward the Jews, was an elaborate hoax. In an environment where truth was twisted beyond recognition, artists, writers, actors, and musicians used their work to revive the spirits of the condemned and to leave a legacy of truth in the face of an insidious lie. The arts became the foundation for a “curriculum” that shaped the lives of the inmates surviving in hell.  相似文献   

How do Teachers Teach Memory Skill?     

Barbara E. Moely  Silvia S. Hart  Kevin Santulli  Linda Leal  Terry Johnson  Nirmala Rao 《教育心理学家》2013,48(1-2):55-71

Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed.  相似文献   

Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training interventions     

Barbara L. McCombs 《教育心理学家》2013,48(4):199-218

Continuing intrinsic motivation to learn is the result of actively generating and implementing a variety of metacognitive, cognitive, and affective processes and skills. An understanding of these processes, skills, and their interrelationships forms a basis for the design of an effective motivational skills training program. This article advances a generative process model of continuing motivation in which the central role of perceived self‐efficacy and personal control are explicated. Support for this model from current theories of learning and motivation is presented, along with implications for specific skills training interventions. It is argued that the functional purpose of motivational skills training is to promote perceptions of self‐efficacy and personal control that underlie the ability to take positive self‐control and change negative attitudes and orientations toward learning. For students with motivational deficiencies, this training is a necessary precursor to their active engagement in the learning process and execution of appropriate learning strategies and skills.  相似文献   

Multicultural apprenticeships in teacher education     

Barbara L. Seidl  Gumiko Monobe  Matthew D. Conley  Lisandra Pedraza Burgos  Herminia Janet Rivera  Chiharu H. Uchida 《Teaching Education》2013,24(3):294-309

The purpose of this paper is to explore the theoretical structure of what we call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within our own work in an Early Childhood Education Masters in Education program and our commitments to preparing teachers to support diverse populations of children. Three different multicultural apprenticeships are used to provide concrete examples of the characteristics of this approach to preparing teachers for diverse classrooms.  相似文献   

Mapping Changes in Science Teachers’ Content Knowledge: Concept Maps and Authentic Professional Development     

Barbara?A.?GreeneEmail author  Ian?A.?Lubin  Janis?L.?Slater  Susan?E.?Walden 《Journal of Science Education and Technology》2013,22(3):287-299

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with two cohorts of teachers to assess changes in science teacher knowledge. In study 1, 34 teachers developed pre- and post-concept maps in one of the nine different content areas. A repeated measures analysis of six quantitative scores showed statistically significant increases in knowledge representation. Quantitative and qualitative scoring methods indicate that concept maps are effective for assessing teacher knowledge gains from professional development. Study 2 replicated the results with 24 teachers and provided further information about how knowledge changes.  相似文献