Young Adults’ Trait Affection Given and Received as Functions of Hofstede’s Dimensions of Cultures and National Origin     

Daniel H. Mansson  František Marko  Katarína Bachratá  Zuzana Danišková  Jaroslava Gajdošíková Zeleiová  Vladimír Janiš 《Journal of Intercultural Communication Research》2016,45(5):404-418

Based on the work conducted by trait psychologists, this cross-cultural investigation sought to examine young adults’ trait affection given and trait affection received in the U.S., Russia, and Slovakia as functions of (a) Hofstede’s four primary dimensions of national cultures (i.e. masculinity–femininity, individualism–collectivism, uncertainty avoidance, and power distance), and (b) national origin. Undergraduate students (N = 558) from the U.S. (n = 214), Russia (n = 169), and Slovakia (n = 210) completed a questionnaire in their native languages. The results of regression analyses and analyses of variances supported the notion that the four dimensions of national cultures influence people’s trait-like attributes and therefore also result in significant differences among the three countries examined in this investigation.  相似文献   

Do Counselor Education Programs Promote Wellness in Their Students?     

Leila F. Roach  Mark E. Young 《Counselor Education & Supervision》2007,47(1):29-45

It is widely accepted that counselor impairment presents a problem in the counseling profession (M. E. Young & G. W. Lambie, 2007). Wellness as a unifying philosophy in counselor education may be a way to prevent impairment and burnout in students and professionals. Although counselor educators strive to promote a wellness philosophy in students, their efforts may be largely unsuccessful. This study examines the influence of counselor education programs on counselor wellness by investigating broad trends in levels of wellness among students at 3 points in their training and offers insights into the influence of wellness in the training of today's counselors.  相似文献   

Development of SFON in Ecuadorian Kindergartners     

Gina Bojorque  Joke Torbeyns  Minna Hannula-Sormunen  Daniël Van Nijlen  Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2017,32(3):449-462

This study explored the development of Ecuadorian Kindergartners’ spontaneous focusing on numerosity (SFON) during the kindergarten year, as well as the contribution of early numerical abilities to this development. One hundred Kindergartners coming from ten classrooms received two SFON tasks, one at the beginning and one at the end of the school year, and an early numerical abilities achievement test at the beginning of the school year. Results first demonstrated limited SFON development during the kindergarten year, with inter-individual differences and intra-individual stability of children’s SFON tendency. Second, both children’s SFON tendency and their early numerical abilities at the start of the kindergarten year were predictively related to their SFON tendency at the end of the year. Our results do not only add to our theoretical understanding of SFON in young children, but also inform educational policy and practices in the domain of early mathematics education in Ecuador, as they provide building blocks for optimizing the educational goals and curricula for kindergarten mathematics.  相似文献   

Helping Teachers Grow: Toward Theory and Practice of an “Emergent Curriculum” Model of Staff Development     

David A. Riley  Mary A. Roach 《Early Childhood Education Journal》2006,33(5):363-370

A model of developmentally appropriate practice in helping teachers grow is described. The model derives from a consideration of the psychological processes by which adults learn, and our desire to teach adults by the same methods we hope they will use in teaching children. The model includes a sequence of six kinds of interactions that the teacher trainer engages in with the teacher, from building trust to eliciting self-exploration. The concrete actions we take to create these kinds of interactions are described. This model of professional development was applied by a statewide project to increase the quality of child care in 150 classrooms serving primarily children from low-income families. Initial evaluations suggest it is working as hoped.  相似文献   

Intellectual Humility and Morality as Consultee-Centered Consultation Epistemologies     

Stephen D. Truscott  Moriah A. Kearney  Don E. Davis  Andrew T. Roach 《Journal of educational and psychological consultation》2017,27(1):126-142

ABSTRACT

Little research examines how epistemological constructs affect the consultation process in schools. We consider how the epistemological constructs of (a) intellectual humility and (b) moral foundations may moderate the effectiveness of consultee-centered consultation. We define the constructs and provide examples of their potential influences on consultee-centered consultation. Then we provide four areas of investigation for future research on the epistemologies of school-based consultation.  相似文献   

Everyday reading aloud     

Helen Roach 《Communication quarterly》2013,61(2):22-24

When one says a certain individual fits a stereotype, he usually means that the person possesses a cluster of traits common to a specific category of individuals. One rarely bothers to inquire why the stereotype wields so much authority over our thinking. This paper proposes that the power of the stereotype resides in the enthymeme.  相似文献   

Emily Dickinson: A Hearing     

Helen Roach 《College Teaching》2013,61(3)

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The Listening Room at Brooklyn College     

Helen Roach 《College Teaching》2013,61(4):174-177

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Teaching assistant communication apprehension,willingness to communicate,and state communication anxiety in the classroom     

K. David Roach 《Communication Research Reports》2013,30(2):130-140

This study investigated the nature of teaching assistant communication apprehension in the university classroom. Teaching assistants were given a survey assessing their general level of communication apprehension and their general willingness to communicate. Additionally, teaching assistant state anxiety specifically associated with teaching in the classroom was assessed. Analyses revealed significant negative correlations between teaching assistant communication apprehension and teaching experience, training in content, and training in teaching. Teaching assistant willingness to communicate was positively correlated with teaching experience and training in content. Teaching assistant state anxiety in the classroom was negatively correlated with training in content and training in teaching.  相似文献   

Effects of graduate teaching assistant attire on student learning,misbehaviors, and ratings of instruction     

K. David Roach 《Communication quarterly》2013,61(3):125-141

This study examined the influence of teaching assistant attire in the university classroom. Significant relationships were found between instructor attire and student cognitive learning, affective learning, and ratings of instruction. Analysis of variance indicated significant differences in these variables by levels of teaching assistant dress. Significant negative relationship was found between instructor attire and student likelihood of misbehavior. Analysis of variance revealed that student misbehaviors were less likely for teaching assistants with high professional dress.  相似文献