Attribution‐based strategies for initiating and terminating friendships     

Leslie A. Baxter  Jeff Philpott 《Communication quarterly》2013,61(3):217-224

Research in attribution theory has almost exclusively focused on the perception process to the neglect of studying how communicators incorporate attribution‐based information in their message behavior. This study derived a typology of attribution‐based strategies from Kelley's attribution cube and Jones' ingratiation tactics to assess respondent strategies for initiating and for terminating same‐sex friendships. Respondents were 191 persons drawn from fifth grade, high school, college, and post‐college groups. Results of the study included: 1) distinctiveness information was disproportionately employed in the strategy repertoires to the neglect of consistency‐based and consensus‐based information; 2) respondents had greater variety in types of strategies for their initiation repertoires as opposed to their termination repertoires; 3) repertoire variety for both initiation and termination increased from childhood through adolescence.  相似文献   

High School Students’ Understanding of the Human Body System     

Orit Ben-Zvi Assaraf  Jeff Dodick  Jaklin Tripto 《Research in Science Education》2013,43(1):33-56

In this study, 120 tenth-grade students from 8 schools were examined to determine the extent of their ability to perceive the human body as a system after completing the first stage in their biology curriculum - “The human body, emphasizing homeostasis”. The students’ systems thinking was analyzed according to the STH thinking model, which roughly divides it into three main levels that are arranged “pyramid” style, in an ascending order of difficulty: 1. Analysis of system components—the ability to identify the components and processes existing in the human body system; 2. Synthesis of system components—ability to identify dynamic relations within the system; 3. Implementation—ability to generalize and identify patterns in the system, and to identify its hidden dimensions. The students in this study proved largely incapable of achieving systems thinking beyond the primary STH level of identifying components. An overwhelming majority if their responses corresponded to this level of the STH model, further indicating a pronounced favoring of structure over process, and of larger, macro elements over microscopic ones.  相似文献   

In Tribute to Bill     

Edward J. Downing 《Peabody Journal of Education》2013,88(4):395-398

In 2013, the Boston Public Schools (BPS) adopted the Home-Based Student Assignment Policy (HBSAP), which replaced elementary and middle-school choice within three large geographic zones with an algorithm that generates a choice basket of schools for each address based on proximity to the student’s home and a guarantee that all baskets will include at least four schools in the top two state test-score quartiles of BPS. Adoption of HBSAP broke a long political stalemate. BPS invited broad public participation in the process but also shaped the agenda to favor what middle-class neighborhood participants wanted. The process obscured the zero-sum politics of student assignment by permitting current students and their younger siblings to continue in their schools after adoption of HBSAP and because the algorithm does not produce winners and losers as obviously as geographically defined student assignment policies do. BPS has not produced a comprehensive evaluation of HBSAP’s effects, but early evidence suggests that it is making enclave schools more white.  相似文献   

The political economy of growing a rural university in the USA using online education: an examination of incentives for educational imperialism and academic capitalism     

Jeff Zacharakis  Mary Tolar  Royce Ann Collins 《International Journal of Lifelong Education》2013,32(4):440-454

Rural colleges and universities in the USA struggle to recruit new students, as their geographic region is depopulating and costs to attend classes on campus are increasing. Online education using the Internet is rapidly expanding as an effective growth strategy to reach new groups of students. In this paper, we take the position that online education is a form of cultural imperialism and academic capitalism where curriculum developers and professors are motivated to enroll new students in order to maintain the credibility and strength of their programmes and host institutions. We argue that it is not our intent to be educational imperialists or capitalists. Rather these are unintended consequences of our actions. This argument is supported by political economy theory in that we are marketing a technical rational form of online education without awareness of its long-term cultural, economic or political ramifications. Even though we pride ourselves on developing a high-quality programme that in our eyes meet the needs of our students, understanding the political economy of online education is essential if our programme that has access to the global market is to go beyond the individual needs of students and address social, cultural and political needs. We conclude that one way out of this malaise is to understand our role as instructors and course designers as a first step towards understanding the intended and unintended consequences of online education.  相似文献   

Entry to the Skilled Trades in Australia: the role of family background and school achievement     

John Ainley  Jeff Clancy 《Research in Science & Technological Education》2013,31(2):145-159

This paper reports an analysis of factors associated with entry to skilled trades through the Australian apprenticeship system. It is based on data collected from a sample of nearly 2500 17‐year‐old males in 1978. The results suggest that:

(a) young males whose fathers were tradesmen were more likely to participate in apprenticeship training than other young males;

(b) apprentices had relatively higher achievement on numerical tests than on verbal tests;

(c) the sons of migrants from non‐English speaking countries were less involved in apprenticeship than other 17‐year‐old males; and

(d) young males who had attended private secondary schools were less likely to be involved in apprenticeship training than those who had attended public schools.

It was found that whether a person's father was a tradesman was a better predictor of participation in apprenticeship than the social prestige of the father's occupation.  相似文献   

Connections between learning experience,study behaviour and academic performance: a longitudinal study     

H. K. Ning  Kevin Downing 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):457-468

Background:?Whilst past studies have established the joint influence of student learning experience and study behaviour on academic achievement, few attempts have been made to determine their causal ordering in a longitudinal framework.

Purpose:?This study explored the reciprocal relationship between learning experience and study behaviour, and examined their relative impact on university students' academic performance.

Sample:?Participants were 396 undergraduate students from a university in Hong Kong (191 men, 205 women).

Design and methods:?Students' learning experience and study behaviour were evaluated using the Course Experience Questionnaire (CEQ) and the Learning and Study Strategies Inventory (LASSI). A two-wave cross-lagged structural model was constructed to examine the reciprocal effects between learning experience and study behaviour measured over a 12-month period.

Results and conclusions:?The findings showed that after controlling for previous academic achievement, student learning experience measured at Time 1 exerted significant influence on study behaviour measured at Time 2, and study behaviour measured at Time 1 also exerted significant impact on learning experience at Time 2. Both constructs were significantly predictive of current academic performance.

Conclusions:?Results from this study outlined linkages between learning experience and study behaviour in influencing academic achievement. As the current study is based on students from a single university, further studies with different student populations are recommended. The implications of fostering motivation and enhancing university learning experience are discussed.  相似文献   

Gifted Students From Low-Education Backgrounds     

Melinda M. Gibbons  Taylor K. Pelchar  Jeff L. Cochran 《Roeper Review》2013,35(2):114-122

Gifted children from low-education backgrounds often experience barriers to educational and career success. This article reviews the growing body of literature regarding gifted students from low-education backgrounds and the related literature on the challenges and characteristics of first-generation college students. A mother and daughter interview provides a contextual example of the issues identified in the literature review. Implications for educators and practitioners are suggested, including ways in which elementary and middle schools can proactively address the issues facing low-education background students in gifted programs.  相似文献   

Learning about Genes and Evolution through Formal and Informal Education     

Jeff Thomas 《Studies in Science Education》2013,49(1):59-92

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Education, Social Interaction, and Material Co-presence: Against Virtual Pedagogical Reality     

Jeff Noonan  Mireille Coral 《Interchange》2013,44(1-2):31-43

A crucial role of the educator, we contend, is to motivate students to want to feel the pain that all cognitive growth requires. This challenge, we will suggest, makes a certain form of conflict essential to the pedagogical relationship, a conflict which requires copresence in shared physical space. If we are correct, then on-line contexts are not conducive to education. Virtual environments permit the exchange of useful (and useless) information, but the absence of genuine, felt human contact limits their educational value, even when they provide highly mediated social interactions.  相似文献   

Leadership Perception     

Thomas P. Bradley  Jeff M. Allen  Scott Hamilton  Scott K. Filgo 《Performance Improvement Quarterly》2006,19(1):7-23

Multirater feedback, often called 360‐degree feedback, is a popular development and assessment tool, especially for organizational leaders. Raters from different organizational levels, including subordinates, boss, peers, and self, rate the leader's performance. However, there seldom is strong agreement across rater groups. This study used the data from a commercially available 360‐degree leader development feedback instrument and a second‐order confirmatory factor analysis model to try to explain the differences in ratings between the groups. Rather than an explanation of the differences, what was found were two second‐order factors that may be the underlying elements that all raters consider when observing leader performance.  相似文献