Global perspectives on higher education and lifelong learning     

Julia Preece 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):159-161

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Religious education in a multicultural Europe: children,parents and schools     

Julia Ipgrave 《British Journal of Religious Education》2014,36(3):353-355

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What is more important for fourth-grade primary school students for transforming their potential into achievement: the individual or the environmental box in multidimensional conceptions of giftedness?     

Heidrun Stoeger  Julia Steinbach  Stefanie Obergriesser  Benjamin Matthes 《High Ability Studies》2014,25(1):5-21

Multidimensional models of giftedness specify individual and environmental moderators or catalysts that help transform potential into achievement. However, these models do not state whether the importance of the ‘individual boxes’ and the ‘environmental boxes’ changes during this process. The present study examines whether, during the early stages of talent development, the ‘environmental boxes’ play a more important role than the ‘individual boxes.’ To answer this question, we analyzed individual moderators and environmental moderators of achievement for fourth-grade primary-school students (N?=?976). A cluster analysis that included intelligence, achievement, and two individual moderators (motivation and learning behavior) revealed three groups of students, two of which are of particular interest, as they both displayed high intelligence and achievement but differed in their motivation and learning behavior. Questionnaire data on family environment (filled out by parents, N?=?682) and school environment (filled out by teachers, N?=?47) supported the assumption that among young students an inauspicious set of individual moderators, in this case maladaptive motivation and learning behavior, can be compensated by a sufficiently propitious set of environmental moderators, in this case parents’ and teachers’ learning support, cultural capital within the family, and teachers’ commitment to support their students’ learning.  相似文献   

Correlates of problem recognition and intentions to change among caregivers of abused and neglected children     

Littell JH  Girvin H 《Child abuse & neglect》2006,30(12):1381-1399

OBJECTIVE: To identify individual, family, and caseworker characteristics associated with problem recognition (PR) and intentions to change (ITC) in a sample of caregivers who received in-home child welfare services following substantiated reports of child abuse or neglect. METHODS: Caregivers were interviewed at 4 weeks, 16 weeks, and 1 year after referral for in-home services. In these interviews, the University of Rhode Island Change Assessment scale assessed PR and ITC in relation to caregiving practices. Additional data were obtained from administrative records and surveys of in-home services caseworkers. We used growth models to identify caregiver, family, and caseworker characteristics associated with initial levels of PR and ITC, and with changes in PR and ITC over time. RESULTS: Contrary to expectations, there were no overall increases in PR and ITC during the first 4 months of in-home services. PR and ITC scores fluctuated over time, in relation to some external events, case characteristics, and caseworker characteristics; however, we were able to account for small portions of the variance in PR and ITC. Controlling for social desirability bias and other variables in the analysis, negative life events, lack of network support, and the severity of caregiver depression were associated with greater PR; housing problems were associated with lower PR. Caregiver depression and age were associated with ITC. Caregivers whose children had been removed from their homes showed significant increases in ITC in the first few months of in-home services. The duration of caseworkers' child welfare experience predicted increases in their clients' PR in the first 4 months and more frequent contacts with an experienced caseworker predicted small, but significant increases in ITC over time. CONCLUSIONS: PR and ITC are associated with somewhat different case characteristics and may be affected by caseworkers' experience.  相似文献   

Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support     

Stefani R. Relles  Julia C. Duncheon 《Innovative Higher Education》2018,43(3):217-231

This case study offers a qualitative perspective on a relationship between institutional structures and student outcomes. The data describe the conditions in 10 English remediation classrooms at one urban community college district. The study uses new literacies as a theoretical framework with which to understand how these conditions supported classroom-level teaching and learning. Findings suggest that classroom conditions undermined new literacies’ assumptions that college writing is a social practice. The authors discuss the implications of these findings for research to improve writing remediation policies.  相似文献   

Cultural stereotypes and professional self-socialisation in the transition from education to work     

Julia Orupabo 《Journal of Education & Work》2018,31(3):234-246

A key insight from studies of gender segregation is that the allocation of different groups to different positions in the labour market is strongly related to ascribed status. Shared gendered cultural beliefs generally portray men as more competent and of a higher status than women, and position some workers as more suited than others to perform different types of work and tasks. Yet, although much work has been done on status and gender segregation, this research tends to overlook the intersections of gender, race, and ethnicity. This study contributes to the literature by examining how skills and competence are valued in traditionally gender- segregated professions that have seen an increased influx of immigrants and ethnic minorities. Drawing on 66 qualitative interviews with Norwegian students, the study analyses, first, how gender, racial, and ethnic stereotyping of tasks and competencies affect the students’ aspirations in transition from education to work, and second, how the intersection between race, ethnicity, and gender plays out quite differently in different professions. Theoretically, I develop the concept of ‘professional self-socialisation’, which points to the process whereby individuals adapt and redefine their aspirations to the gendered, ethnic, and racial hierarchy of suitability within their profession.  相似文献   

To my graduates     

Julia Alvarez 《Academic Questions》1998,11(3):32-32

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How Adults’ Actions,Outcomes, and Testimony Affect Preschoolers’ Persistence     

Julia A. Leonard  Andrea Garcia  Laura E. Schulz 《Child development》2020,91(4):1254-1271

Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value.  相似文献   

Sharing electronically and accessibly in library-led instruction     

Julia Jankovic Dahm  Julia Grace Reese 《Journal of the Medical Library Association》2021,109(4):690

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19. dvs-Nachwuchsworkshop     

Julia Hapke 《Sportwissenschaft》2010,40(3):222-223

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