Achievement in Science as a Function of the Mobility—Fixity Dimension     

Mansoor Niaz  Grecia Saud De Nuñez  Sonia Rodriguez Rojas 《教育心理学》1994,14(3):283-290

The characteristic of field‐independent subjects to function consistently in a field‐independent fashion (i.e. fixity) and of others to vary more according to circumstances (i.e. mobility) has been referred to as the Mobility‐Fixity Dimension. This dimension, based on the theories of Werner, Witkin and Pascual‐Leone suggests, that field mobile students perform better than fixed students in science courses. The main objective of this study, based on high school students (mean age = 16.5 years; SD = 1.0) in Venezuela, was to test the following predictions. (1) Mobile students would obtain a better performance than fixed students on variables such as introductory high school mathematics, physics, chemistry, biology and earth science courses; and (2) among mobile students, those classified in the middle‐high range of the Group Embedded Figures Test (GEFT) and the Figural Intersection Test (FIT), would obtain a better performance as compared to those in the lower‐middle range. Results obtained, in general, provide support for the first prediction. The differences between the performances of mobile and fixed groups were, however, significant (p < 0.05) only for the biology and earth science courses. Students in one of the high mobility groups obtained a better performance (in all courses) than not only the corresponding low mobility group but also a fixed group with high scores on both the GEFT and FIT, which provides support for the second prediction. It is concluded that problem‐solving ability in science courses may be strengthened through the mediation of the Mobility‐Fixity Dimension.  相似文献   

A comparison of Hispanic and African-American sexually abused girls and their families.     

J A Shaw  J E Lewis  A Loeb  J Rosado  R A Rodriguez 《Child abuse & neglect》2001,25(10):1363-1379

OBJECTIVE: To study the differential effects of sexual abuse on Hispanic (HN) and African-American (AA) girls. METHOD: Sexually abused girls and their caretakers (N = 159), of which 52% (n = 82) were AA (mean age 9.8 years, SD = 3.4, R = 6-17) and 48% (n = 77) were HN (mean age 10.1 years, SD = 3.8, R = 6-18), were included in the study. The mother/caretaker was administered a demographic form, the Achenbach's Child Behavior Checklist (CBCL), and the Family Assessment Measure (FAM-P). The child completed the FAM-C and the Trauma Symptom Checklist for Children (TSCC). The clinician completed the Parental Reaction to Incest Disclosure Scale (PRIDS). RESULTS: HN girls were found to have a greater number of sexually abusive episodes and waited longer to disclose their abuse while AA girls were more likely to have experienced vaginal penetration. The perpetrators of HN girls were older and more likely to be fathers or stepfathers. The mothers/ caretakers of HN girls perceived their children as having significantly more aggressive behavior, anxiety/depression, somatic complaints, internalizing and externalizing behaviors, and had a higher total score on the CBCL than did AA girls. The HN girls were more likely to see their family as dysfunctional with confusion regarding family values and rules. HN mothers/caretakers perceived their families as more conflicted regarding adaptability and family controls. CONCLUSIONS: HN girls experienced more emotional and behavioral problems, and both HN girls and their mothers/caretakers perceived their families as more disturbed and dysfunctional.  相似文献   

Redefining Interdisciplinary Curriculum: A Journey of Collaboration and Change in Secondary Teacher Education     

Patricia Bullock  Valerie Park  Jennifer Snow  Encarna Rodriguez 《Interchange》2002,33(2):159-182

When beginning to teach a secondary education course focusing on interdisciplinary curriculum together, four women teacher educators determined changes we hoped to make for the following semester. For example, we took up the notions of difference, arts integration, and collaboration all under the umbrella of interdisciplinary curriculum. We were in search of a model of interdisciplinarity that could incorporate our understanding of education and our teaching interests. We designed this model in order to guide our students into identifying themselves as educators rather than purely content-area specialists.Similarly, we saw this course as an opportunity to encourage collaborative practices. We could model team-teaching as our students planned interdisciplinary units together. Likewise, we could demonstrate to our students that transcending their own disciplines allows for more powerful teaching and learning. We saw redefining interdisciplinary curriculum as a route to encourage preservice teachers to teach for social justice and to show teaching's potential as a collaborative profession.This article narrates how we experienced the changes of crossing disciplines, co-teaching sections of the course, exploring arts integration, and providing practical experiences in four different voices. We use our varied voices as we hope the reader may then come to better understand our individual experiences as well as our collaborative journey. While we encountered several roadblocks on our travels, we also found that we offered opportunities for creating new knowledge among ourselves and our students.  相似文献   

Large-Scale RDA Enrichment of Legacy Data at the University of Houston System Libraries     

Annie Wu  Richard Guajardo  Stephanie Rodriguez 《Cataloging & classification quarterly》2016,54(3):159-178

  相似文献   

Wavelet-based deconvolution of ultrasonic signals in nondestructive evaluation   总被引：1，自引：0，他引：1  

OROZCO Rubén 《浙江大学学报(A卷英文版)》2006,7(10):1748-1756

INTRODUCTION Deconvolution of ultrasonic signals is defined as the solution of the inverse problem of convolving an input signal, known as the system function h(n), with a medium reflectivity function x(n) and can be rep- resented by y(n)=h(n)*x(n) η(n), (1) where y(n) is the measured signal, * denotes the convolution operation and η(n) is the additive noise. Recovering x(n) from the observation y(n) leads to improving the appearance and the axial resolution of the RF-signals by removin…  相似文献   

Postwar abandoned children: psychology and pedagogy at the service of the Franco Regime     

Amparo Gomez Rodriguez 《Paedagogica Historica: International Journal of the History of Education》2019,55(3):470-492

ABSTRACT

This article explores the political, religious, and ideological backdrop to psychology and pedagogy under Franco’s dictatorship. To this end, it analyses the important research carried out between 1940 and 1944 by the psychologist and pedagogue José J. Jover y Piquer into the intelligence, mentality, and moral judgement of a large number of abandoned and vulnerable postwar children. The article demonstrates how, although the approach adopted by Piquer was a scientific one – with the usual aims, techniques, and methods – the research contents were subordinated to ideological and religious considerations and aimed to determine the extent to which these children could be re-educated and integrated into the new regime. Thus, psychology became the scientific packaging for studies that were eminently ideological and politically subservient, turning pedagogy into a key instrument of the biopolitics aimed at building Franco’s New Spain.  相似文献   

“They Let You Back in the Country?”: Racialized Inequity and the Miseducation of Latinx Undocumented Students in the New Latino South     

Rodriguez  Sophia 《The Urban Review》2021,53(4):565-590

The Urban Review - This 3-year multi-site critical ethnography in a focal state in the New Latino South provides insight into the everyday experiences of racism, racialization, and racial...  相似文献   

Does blended instruction enhance English language learning in developing countries? Evidence from Mexico     

Di Xu  Danny Glick  Fernando Rodriguez  Bianca Cung  Qiujie Li  Mark Warschauer 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):211-227

Despite steady investment in English language education made by developing countries over the past few decades, results continue to be constrained by lack of high-quality instructors and language learning resources. Thus, using technology in language instruction has increasingly been recognized as a potential approach for addressing these constraints. This study uses administrative data from a large public university in Mexico to examine the impact of a technology-enhanced blended program on students' English course grades and course completion rates. Specifically, we focus on a campus-wide policy change in all compulsory English language courses that replaces half of the traditional face-to-face class time with an interactive online learning environment developed by a leading technology-mediated English language learning and assessment provider. Our results suggest that, compared to traditional face-to-face instruction, blended learning had a significant, positive impact on students' course grades and course completion rates. In addition, the enrollment-teacher ratio increased after replacing half of the face-to-face instructional time with online learning, suggesting that blended learning environments hold promise for providing high-quality and cost-effective language instruction.  相似文献   

Attributions and discipline history as predictors of child abuse potential and future discipline practices     

Rodriguez CM  Price BL 《Child abuse & neglect》2004,28(8):845-861

OBJECTIVES: We attempted to identify factors that can be applied in primary and secondary prevention programs and expand the understanding of why those who were not abused may engage in abusive behavior. The purpose of this research was to explore how young adults' attributions of whether they deserved their childhood discipline, as well as their abuse history, relate to physical child abuse potential and their discipline plans for their future children. METHOD: A sample of 140 non-parent college students were asked to report on their discipline history, perceptions of that discipline, child abuse potential, and expected discipline practices. An age range of 18-20 was targeted for multiple reasons, including the suitability of these young adults for primary and secondary prevention programs. RESULTS: Analyses revealed that both physical child abuse potential and future discipline practices were independently predicted by respondents' belief that they deserved their discipline in conjunction with the harshness of their childhood discipline. DISCUSSION: These results suggest that the attributions of self-blame held by young adults about their discipline experiences are significant for increasing physical abuse potential regardless of whether the individual reports a history of abuse.  相似文献   

The Educational Journeys of Students of Color Across the Educational Pipeline: A Pedagogy of Storytelling or a Struggle for Freedom?     

Louie F. Rodriguez 《Diaspora, Indigenous, and Minority Education》2018,12(4):214-229

Social inequality as evident through poverty, racism, and irrelevant social and educational policies and practices have created consistent disparities on most educational achievement and attainment outcomes for historically marginalized students, and students of color specifically. These ongoing inequalities and injustices require policy, practical, and pedagogical changes across the educational pipeline. The work of the people on the ground needs to be intentional when exploring ways to creatively and courageously engage with students of color inside and outside the classroom. This paper describes, conceptualizes, and applies a pedagogical practice called Educational Journeys/Caminos Educativos, which is built on a grounded, context-specific, and culturally relevant set of processes that helps students, educators, leaders, policy makers, and other stakeholders to co-create a series of pedagogical approaches that facilitate opportunities for educators to heal, build, and thrive with historically marginalized students, particularly minoritized, immigrant, and undocumented youth. The goal of this paper is to propose pedagogical processes that allow these populations, and the educators who serve them, to imagine a new social condition for and with students of color across the educational pipeline as a gesture toward equity and social justice. The author suggests that the pedagogy of Educational Journeys is more than storytelling; it’s about a struggle for freedom—past, present, and future.  相似文献