Queer Youth in Heterosexist Schools: Isolation,Prejudice and No Clear Supportive Policy Frameworks     

Olivia Murray 《Multicultural Perspectives》2013,15(4):215-219

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Writing and Publishing Qualitative Studies in Early Childhood Education     

Olivia N. Saracho 《Early Childhood Education Journal》2017,45(1):15-26

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Students’ Preference for Field Dependence‐Independence Teacher Characteristics     

Olivia N. Saracho 《教育心理学》1991,11(3-4):323-332

The study explored whether FI students would rank certain FI teachers’ characteristics as more important for success than would FD students. Similarly, it was examined whether FD students would rank certain FD teacher characteristics as more important for successful teaching than would FI students. The subjects consisted of 50 female teachers (25 FD and 25 FI) and their 844 5‐year‐old classroom children (422 females and 422 males) attending an all day early childhood program. The teachers and children were administered the appropriate form of the Embedded Figures Test to characterise them as more FD or FI. Students rated FDI teacher characteristics. A repeated measures multivariate analysis of variance (MANOVA) for the students’ preference for the FDI teacher characteristics was found to be significant by the Wilks’ Lambda Critierion. Significant univariate F ratios are discussed. Significant interactions were found for: (1) the teachers’ cognitive style and sex (p<0.01); (2) the teachers’ cognitive style, sex, and the FDI teacher characteristics (p<0.001); (3) the teachers’ cognitive style and the FDI teacher characteristics (p<0.001).  相似文献   

“On the Shoulders of Giants”: Exploring the Traditions of Early Childhood Education   总被引：1，自引：0，他引：1  

Bernard Spodek  Olivia N. Saracho 《Early Childhood Education Journal》2003,31(1):3-10

Early Childhood educators, in their pursuit of the new—the innovative—too often overlook the traditions of the field. As a result, they often miss the ideologial and value basis of early childhood education programs. Only by building on the past, and understanding the past, can we come to understand the practices of the present and seek better ways of working with young children.  相似文献   

The Relationship Between the Cognitive Styles and Play Behaviours of Preschool Children     

Olivia N. Saracho 《教育心理学》1995,15(4):405-415

Children's (n = 1276) cognitive style was identified and their play was observed and recorded. Reliability and validity estimates were obtained on the measures and procedures. A repeated measures multivariate analysis of variance indicated significant results relating to the children's cognitive style and their play according to age. Also four significant interactions were found: (1) age and play behaviours; (2) play behaviours and cognitive style; (3) age and cognitive style; and (4) age, cognitive style and play behaviours. Significant differences were demonstrated between field dependent (FD) and field independent (FI) 3‐ to 5‐year‐old children's play behaviours in the physical, block, manipulative and dramatic forms of play. Most FD children displayed more play behaviours than did FI children. These results suggest that the FD and FI cognitive styles are providing a differential effect on the play behaviours of 3‐, 4‐, and 5‐year‐old children.  相似文献   

‘Crossing’ the equals sign: insights into pre-service teachers’ understanding of linear equations     

Olivia Fitzmaurice  Niamh O’Meara  Patrick Johnson  Sean Lacey 《Asia-Pacific Journal of Teacher Education》2019,47(4):361-382

This paper reports on an exploratory study designed to determine and enhance the conceptual understanding of a group of pre-service mathematics teachers at one Irish university utilizing an established framework for understanding mathematics. 23 students on a one year Professional Diploma in Mathematics Education participated in the study, which involved the distribution of a pre- and post-test and engagement in a ten week intervention designed to enhance their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). The findings highlight that although there was an improvement in overall conceptual understanding across the entire cohort at the end of the intervention, within certain mathematical topics there was a statistically insignificant improvement and many deep-rooted issues remain. In this paper we focus on the pre-service teachers’ understanding of elementary algebra, in particular, how to solve a linear equation.  相似文献   

Challenging the Stereotypes of Mexican American Fathers     

Olivia N. Saracho  Bernard Spodek 《Early Childhood Education Journal》2007,35(3):223-231

This critical review presents studies of Mexican American fathers in the United Sates to provide researchers with an understanding of contemporary fatherhood. It describes the myths that cause methodological and conceptual problems in interpreting the results of studies on Mexican American fathers. Several common challenges and limitations in those studies are identified and discussed, such as conflicting cultural perceptions, traditional and contemporary perceptions, and social stereotyping of the Mexican American fathers’ family roles. This review also provides guidelines for future research and practical applications on Mexican American fathers’ involvement in their children’s education. In doing this, it contributes to an emerging understanding of the complexity of Mexican American fathering.  相似文献   

Availability of pre-admission information to prospective graduate students in speech-language pathology     

Mary Ellen Tekieli Koay  Norman J. Lass  Madaline Parrill  Danielle Naeser  Kelly Babin  Olivia Bayer 《Journal of Higher Education Policy & Management》2016,38(4):465-476

An extensive Internet search was conducted to obtain pre-admission information and acceptance statistics from 260 graduate programmes in speech-language pathology accredited by the American Speech-Language-Hearing Association (ASHA) in the United States. ASHA is the national professional, scientific and credentialing association for members and affiliates who are audiologists; speech-language pathologists; speech, language and hearing scientists; audiology and speech-language pathology support personnel and students. Data were collected for analysis from Internet websites of individual academic programmes and ASHA’s EdFind, an online directory for undergraduate and graduate programmes in communication sciences and disorders in the United States. Frequency counts were used to analyse the data. Since graduate programmes are not required by ASHA to report or publish entrance requirements, the information included on the individual websites and ASHA’s EdFind varies widely among the programmes with some information incomplete or not reported at all.  相似文献   

Open Disclosures: Learning,Creativity and the Passage of Mental (III) Health     

Olivia Sagan 《The International Journal of Art & Design Education》2009,28(1):107-116

This article describes an ongoing research project at the University of the Arts, London, which investigates the learning and creativity of a group of students with mental health difficulties. It discusses emerging findings on one theme, that of motivation. Employing a longitudinal biographic narrative methodology, this research, now entering its second year, has triggered questions regarding the resilience and fortitude of a group of practising, aspiring artists. This article sketches the theoretical background used to explore this resilience and motivation, and draws on the Kleinian concept of reparation as a way to understanding the narrativised yearning for learning and the urge to create.  相似文献   

Interpretation and Experience: Two Pedagogical Interventions Observed1     

Olivia Fialho  Sonia Zyngier  David Miall 《English in Education》2011,45(3):236-253

In light of the hard times in which literary education has been finding itself, this paper evaluates the merits of two instructional interventions. It describes an experiment which contrasts interpretive and experiential approaches to reading carried out with 17 Comparative Literature Canadian university students. Two different sets of pre‐reading and reading instructions were prepared. The group working under the control condition followed a set of ‘interpretive instructions’ while the one working under the experimental condition followed ‘experiential instructions’. Participants in both conditions completed four measures: three questionnaires and a response essay. Video‐recording of small group discussions also occurred. Intervention effects were evaluated statistically. No differences were found in any of the measurements except for story‐driven reading, in which the control group scored higher than the experimental one. This means that participants preferred to focus on the plot or story‐line and showed interest for action and compelling conclusions. The video recording, however, indicated higher voluntary participation in the experimental condition. As regards class assessment, the results were rather contradictory and unexpected, leading to the conclusion that interpretation and experiencing may not present us with an either‐or situation but may most productively be regarded as complementary. Ultimately, this study advances the debate on the need to examine instructional interventions in literature classes empirically.  相似文献