Case Study of an Innovative Superintendent Succession Plan     

Joy J. Roger  L. Arthur Safer 《Clearing house (Menasha, Wis.)》2013,86(2):136-140

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The impact of support services on students’ test anxiety and/or their ability to submit assignments: a focus on vision impairment and intellectual disability     

Poulomee Datta  Joy Talukdar 《International Journal of Inclusive Education》2017,21(2):160-171

This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were conducted with 14 students with vision impairment and 9 students with intellectual disability, as well as a total of 10 parents and 8 teachers. The findings unfolded that the support services were found to influence positively the test anxiety experienced by students with vision impairment and/or their ability to submit assignments, but appeared to help students with intellectual disability to a much smaller extent. These findings have implications for mainstream teachers and school support staff working with students with vision impairment and those with intellectual disability, to determine what type and kind of support works for these students and helps them to alleviate their test anxieties.  相似文献   

Narrative elaboration and participation: two dimensions of maternal elicitation style     

Melzi G  Schick AR  Kennedy JL 《Child development》2011,82(4):1282-1296

This study investigated the narrative scaffolding styles of Spanish-speaking and English-speaking mothers as they engaged their preschool-aged children in family reminiscing and book sharing interactions. Specifically, the study examined the dimensions of narrative elaboration and participation in mothers' scaffolding styles across the 2 narrative tasks. Cluster analyses identified 2 styles of maternal scaffolding for each context, differing in the degree to which mothers elaborated, the manner in which they did so, and the extent to which they encouraged child participation. Findings highlight the importance of both narrative elaboration and narrative participation as defining dimensions of maternal scaffolding styles. Results are discussed in relation to variations in socialization practices and the role these practices might play in children's development.  相似文献   

Differences in the Fears of Elementary School Children in North and South America: A Cross-Cultural Comparison     

Joy J. Burnham  Lisa M. Hooper  Heather N. Ogorchock 《International journal for the advancement of counseling》2011,33(4):235-251

This study compared the fears of North American and South American children in Grades 2–5. Fears were assessed with English and Spanish versions of the American Fear Survey Schedule (FSSC-AM; Burnham 2005). Specific fears and several most common fears differed across the two countries. Overall, the South American children and the girls from both countries had significantly higher fear intensity scores than North American children and the boys. Fear intensity scores also differed significantly across racial backgrounds. Implications for counsellors and directions for future research are considered.  相似文献   

A commentary on “views of the future of UNESCO”     

Mary Joy Pigozzi 《International Journal of Educational Development》2011

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Faculty Use of Tablet PCs in Teacher Education and K-12 Settings     

Sue Byrd Steinweg  Sarah Carver Williams  Joy Neal Stapleton 《TechTrends》2010,54(3):54-61

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Cultural factors in decision-making about child physical abuse: identifying reporter characteristics influencing reporting tendencies     

Ibanez ES  Borrego J  Pemberton JR  Terao S 《Child abuse & neglect》2006,30(12):1365-1379

OBJECTIVE: This study examined cultural factors that may influence child physical abuse reporting. Relevant cultural factors such as the respondents' ethnic identity and corporal punishment acceptability were investigated as proximal variables of ethnicity that affect child physical abuse reporting tendencies. METHOD: Participants consisted of 378 Caucasian, Hispanic, and African American college students. Participants read 12 vignettes that varied the ethnicity of the child and described a parent using physical punishment with the child. Participants' level of ethnic identity and their acceptance of different discipline practices were also assessed. Data were analyzed using multiple regression procedures. RESULTS: The ethnicity of the respondent was a significant predictor of reporting tendencies for African American respondents only. For African Americans, higher levels of ethnic identity and acceptance of corporal punishment were significant mediators of reporting tendencies, which influenced the relationship between ethnicity and likelihood to report a child of the same ethnicity. CONCLUSION: The results of this study indicate that ethnic minorities may not share similar cultural values and may differ in their degree of adherence to certain cultural variables. These results demonstrate how cultural variables that influence reporting tendencies may not apply across ethnic groups. Therefore, specifying relevant cultural variables is essential to understanding the relationship between ethnicity and reporting tendencies.  相似文献   

Appropriate use of information at the secondary school level: Understanding and avoiding plagiarism     

Joy H. McGregor  Kirsty Williamson   《Library & information science research》2005,27(4):496-512

This study explores students' understanding of plagiarism and their information use practices. Based on earlier findings regarding students' orientation toward processes and the degree of plagiarism exhibited, it analyses four cases in a new Australian study of Year 11 students. The two students who plagiarized least are compared with the two who plagiarized most in an ancient history assignment. Those who plagiarized most were less engaged with their topics; remembered less about them a month later; demonstrated less interest in processes such as learning, seeking meaning, or understanding; and were less able to recognize plagiarism than did those who plagiarized least. Those who plagiarized least incorporated direct quotations more effectively, used fewer quotations, and synthesized information and ideas better than did the others. Learning experiences that emphasize student engagement and construction of knowledge through appropriate and effective information use should take precedence over attempts to detect plagiarism without providing alternatives.  相似文献   

Evaluating school counselors: The state of the art in Georgia     

Joy Anderson 《Journal of Personnel Evaluation in Education》1995,9(2):139-157

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Women in Pants: Manly Maidens,Cowgirls, and Other Renegades     

Joy Sperling 《Journal of American culture (Malden, Mass. : 2003)》2004,27(2):258-259

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