How European American and Taiwanese Mothers Talk to Their Children About Learning     

Jin Li  Heidi Fung  Roger Bakeman  Katharine Rae  Wanchun Wei 《Child development》2014,85(3):1206-1221

Little cross‐cultural research exists on parental socialization of children's learning beliefs. The current study compared 218 conversations between European American and Taiwanese mothers and children (6–10 years) about good and poor learning. The findings support well‐documented cultural differences in learning beliefs. European Americans mentioned mental activities and positive affect more, whereas Taiwanese mentioned learning virtues and negative affect more. Mothers, especially European American, reciprocated their children's talk about mental activities, learning virtues, and negative affect. Children, especially Taiwanese, reciprocated their mother's talk about positive affect. Mothers invoked more mental activities and positive affect when discussing good learning, but more learning virtues and negative affect when discussing poor learning. These findings reveal a source of cultural differences in beliefs and potential enculturation.  相似文献   

Opportunities to Explore for Gifted STEM Students in Korea: From Admissions Criteria to Curriculum     

Kyong Mi Choi 《理论付诸实践》2014,53(1):25-32

The admission process and curriculum for gifted students are crucial because they provide opportunities to explore (OTE) for gifted science, technology, engineering, and mathematics (STEM) students. Korean specialized STEM schools, science academies (SAs) and science high schools (SHSs), claim that their screening process and curricula are based on their educational philosophy and goals. This article examines how SAs and SHSs make efforts to offer OTE in STEM disciplines by controlling the admission process and curriculum. It is found that SAs have enough flexibility in providing OTE that emphasize creativity. SHSs, however, are limited in providing such OTE and instead value high achievement more.  相似文献   

Surviving girlhood. Building positive relationships,attitudes and self-esteem to prevent teenage girl bullying     

Tina Rae 《Educational Psychology in Practice》2014,30(1):106-107

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Do Teachers’ Instructional Practices Moderate Equity in Mathematical and Scientific Literacy?: an Investigation of the PISA 2012 and 2015     

Jihyun Hwang  Kyong Mi Choi  Yejun Bae  Dong Hoon Shin 《International Journal of Science and Mathematics Education》2018,16(1):25-45

Many efforts have been made to reach educational equity, especially to reduce mathematics and science achievement gaps by students’ socioeconomic status. Across countries, educators strive to reform traditional teacher-centered instructional approaches to more student-centered/inquiry-based instruction to improve equity in education. In this context, this study examines whether relationships between socioeconomic status and scientific or mathematical literacy are moderated by student-centered instruction. Ten countries covering a wide range of achievement levels as well as equity in education are selected for an international comparison. A linear regression analysis is applied to student achievement, equity, and frequency of student-centered instruction data from the PISA 2012 and PISA 2015. We find mixed results: As student-centered instruction is offered more frequently, the gap in mathematical and scientific literacy between low and high socioeconomic status is generally narrowed or maintained. In most countries, students’ mathematical and scientific literacy scores are expected to decrease across all socioeconomic status as student-centered instruction is given more frequently. The findings necessitate further scrutiny of how teachers implement student-centered instruction in various educational systems. This further research need to consider the complexity of implementation related to sociological and pedagogical aspects.  相似文献   

Emotional and Cognitive Coping in Relationship Dissolution     

Elizabeth R. Wrape  Sharon Rae Jenkins  Jennifer L. Callahan  Rachel B. Nowlin 《Journal of College Counseling》2016,19(2):110-123

Dissolution of a romantic relationship can adversely affect functioning among college students and represents one primary reason for seeking campus counseling. This study examined the associations among common coping strategies and distress following relationship dissolution. Avoidance and repetitive negative thinking (RNT) were significantly associated with distress, and gender was found to moderate the relationship between RNT and distress. Findings suggest that college counselors should consider emotional coping strategies following relationship dissolutions.  相似文献   

Who succeeds? II. Perceptions of graduates and inactive students of a nontraditional bachelor of arts degree program     

Barbara P. Losty  Debra Rae Kreilick 《Innovative Higher Education》1982,6(4):258-267

A questionnaire was returned by 241 (79%) graduates and 75 (31%) of the inactive students of a nontraditional BA degree program. A profile of each type of adult learner was presented and differences between the profiles in age and ethnic affiliation are discussed. The two groups did not differ in primary reason for seeking a degree or a nontraditional program, but graduates gave more reasons in each case. Graduates were more likely to perceive dispositional, communication, and program variables as assets. Inactive students were more likely to perceive time to study and cost of courses as problems. Results are compared to the concept of educational barriers.Dr. Losty is Associate Dean of the Faculty at Stephens College, Columbia, Missouri. She has served as Associate Director and Director of Stephens College Without Walls. Ms. Kreilick is a graduate of Stephens College.  相似文献   

Childbirth educators, doulas, nurses, and women respond to the six care practices for normal birth          下载免费PDF全文

Curl M  Davies R  Lothian S  Pascali-Bonaro D  Scaer RM  Walsh A 《The Journal of perinatal education》2004,13(2):42-50

This collection of commentaries by childbirth educators, doulas, a labor and delivery nurse, and a woman preparing for the birth of her second baby provide an overall response to all six of Lamaze International's care practice papers that promote normal birth: Labor Begins on Its Own; Freedom of Movement throughout Labor; Continuous Labor Support; No Routine Interventions; Non-Supine (e.g., Upright or Side-Lying) Positions for Birth; and No Separation of Mother and Baby with Unlimited Opportunity for Breastfeeding. Strategies for using the position papers to facilitate learning in childbirth classes and for helping expectant parents access and understand research are presented. The commentaries describe the value of the position papers as a catalyst for professional growth, a foundation for creating change, a way to encourage reflection among professionals and women planning for the births of their babies, and an inspiration for everyone who advocates normal birth.  相似文献   

Early development among dual language learners: The roles of language use at home,maternal immigration,country of origin,and socio-demographic variables     

Adam Winsler  Margaret R. Burchinal  Hsiao-Chuan Tien  Ellen Peisner-Feinberg  Linda Espinosa  Dina C. Castro  Doré R. LaForett  Yoon Kyong Kim  Jessica De Feyter 《Early childhood research quarterly》2014

Using nationally representative data from the ECLS-B, we examined children's outcomes and growth from 9 to 65 months as a function of language used in the home at 24 months (English only n = 7300; English and another language n = 1500; other language only n = 400). We also examined whether demographic variables moderated the effects of DLL status in predicting child outcomes. Results revealed substantial variation within the DLL population within and across language groups in immigration status, heritage country, child outcomes, and family socioeconomic risk. DLL status was associated with differential outcomes, gains over time, and processes in complex ways. Maternal birth outside of the U.S., child gender, and parental education moderated relations between home language and child outcomes. Use of the heritage language at home served as a protective factor for children of immigrant families for a few outcomes. Gender and parental education were more strongly associated with child outcomes among English-speaking households than among DLLs.  相似文献   

Legacy Reference Education: Learning from Each Other     

Loriene Roy  Greg Argo  Rae Berg 《The Reference Librarian》2014,55(3):247-251

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Cognitive Diagnostic Multistage Testing by Partitioning Hierarchically Structured Attributes     

Rae Yeong Kim  Yun Joo Yoo 《Journal of Educational Measurement》2023,60(1):126-147

In cognitive diagnostic models (CDMs), a set of fine-grained attributes is required to characterize complex problem solving and provide detailed diagnostic information about an examinee. However, it is challenging to ensure reliable estimation and control computational complexity when The test aims to identify the examinee's attribute profile in a large-scale map of attributes. To address this problem, this study proposes a cognitive diagnostic multistage testing by partitioning hierarchically structured attributes (CD-MST-PH) as a multistage testing for CDM. In CD-MST-PH, multiple testlets can be constructed based on separate attribute groups before testing occurs, which retains the advantages of multistage testing over fully adaptive testing or the on-the-fly approach. Moreover, testlets are offered sequentially and adaptively, thus improving test accuracy and efficiency. An item information measure is proposed to compute the discrimination power of an item for each attribute, and a module assembly method is presented to construct modules anchored at each separate attribute group. Several module selection indices for CD-MST-PH are also proposed by modifying the item selection indices used in cognitive diagnostic computerized adaptive testing. The results of simulation study show that CD-MST-PH can improve test accuracy and efficiency relative to the conventional test without adaptive stages.  相似文献