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Social characteristics, maternal behaviors, and the home environments of Caucasian adolescent and nonadolescent mothers were investigated in a sample of 50 primiparous low- and middle-class women and their 4-month-old infants. The mothers were interviewed about their child-care network and about stressful life events that may have occurred since the infant's birth. The HOME inventory was completed and videotapes of 2 hours of home observations were coded to assess maternal proximity, verbalizations, activity, and physical contact with the infant. Interview data indicated that adolescent mothers relied more frequently on other teenagers and other network members for help in child care than nonadolescent mothers. In addition, they also received more frequent support from their mothers and less frequent help from their partner's and partner's mother and siblings than nonadolescent mothers. During the home visit, they were less verbal with their infants and scored significantly lower on the Responsiveness and Maternal Involvement subscales as well as on the total HOME inventory; these results were replicated on subgroups matched for socioeconomic status, emphasizing the unique social context and parenting practices of teenage mothers. 相似文献
73.
This article explores the current state and new roles of physical education as liberal education (PELE) in higher education. Recently, there has been growing discontent with PELE due to program redundancy and lack of educational power in higher education. However, little attention has been given to how to reconstruct PELE in higher education. To investigate this matter, this article examines (a) the origins and rationale of liberal education; (b) similarities and differences between liberal education, general education, and liberal arts; and (c) connections between liberal education and physical education. To conclude, two challenges of PELE in higher education are presented. These issues need to be overcome to bring PELE authentically into the world of colleges and universities. 相似文献
74.
Yueming Jia Youn Joo Oh Bernadette Sibuma Frank LaBanca Mhora Lorentson 《Teacher Development》2016,20(2):229-252
A self-report scale that measures teachers’ confidence in teaching students about twenty-first century skills was developed and validated with pre-service and in-service teachers. First, 16 items were created to measure teaching confidence in six areas: information literacy, collaboration, communication, innovation and creativity, problem solving, and responsible citizenship. Then, the items were tested in two groups of pre-service teachers and two groups of in-service teachers respectively. Exploratory factor analyses and confirmatory factor analyses were conducted to examine the scale’s validity and reliability. The analyses identified a three-construct scale including innovation and problem solving, collaboration, and utility of technology for pre-service teachers and a one-dimension scale, cross-functional skills, for in-service teachers. This study suggests that different scales should be used to measure in-service teachers’ and pre-service teachers’ confidence in teaching twenty-first century skills. 相似文献
75.
This historical analysis examines the process of structuring the Korean elementary schooling under the Japanese colonial rule
for the period of 35 years, spanning from 1910 to 1945. Colonial education in Korea was used as an ideological device for
perpetuating the colonization of Korea. But Koreans resisted to such education policy persistently, unlike for the case of
other colonized countries in the same era. The majority of Koreans, including even a small number of pro-Japan people, irrespective
of their social class status, demanded the expansion of elementary education and further took initiatives to raise necessary
funds for it. Here we must realize that the aspiration of Koreans was incompatible with Japanese ruler’s intention. Korean
and Japanese had different ideologies and expectations of establishing Common Schools. Japan’s colonial education resulted
in unintended and unwanted consequences in Korea. 相似文献
76.
Yu Won Oh 《Mass Communication and Society》2019,22(4):423-446
This study examines the issue of who tends to speak out against the tide of opinions on an online discussion forum and which forum conditions facilitate an individual’s public expression of honest opinions. In response to the call for experimental research, this study employed simulated online forums to place participants in multifaceted hostile online discussion situations. The findings indicate that an individual’s race, issue involvement, issue knowledge, fear of isolation, and the revelation of identity influenced opinion expression online. In particular, fear of isolation, which has been pointed out as the main reason for silencing minority opinion holders, played an unexpected role as a motivator for frank expression of opinions online. 相似文献
77.
David C. Oh 《Critical Studies in Media Communication》2018,35(4):350-362
Better Late than Never is a remake of a Korean reality T.V. travel show, which aired on N.B.C. in August 2016. The show’s premise features four elder celebrity men – Henry Winkler, William Shatner, Terry Bradshaw, and George Foreman – with their mid-30s companion Jeff Dye as they travel through the “exotic” lands of East Asia. Through the use of two popular narrative tropes, the bromance and the Western journey for self-discovery in Asia, the show argues that the interaction with the Asian other is beneficial primarily in masculine self-discovery and masculine homosocial bonding. Borrowing from Steeves’s use of the hybrid encounter, I argue that B.L.T.N. positions the strange Asian other as valuable only as a reference for becoming reacquainted with the U.S. American self and emotionally connected to his fraternal companions. Thus, B.L.T.N. rejects hybridity and reinforces U.S. American masculinity through the reification of ideologically preferred contact with the other that is shallow and that benefits the Western traveler. 相似文献
78.
Kristen M. Kemple Ji Hyun Oh Daniella Porter 《Journal of Early Childhood Teacher Education》2013,34(3):250-265
Play is considered an important activity of the early childhood years. Research supports the contribution of play to children’s development, learning, and well-being. In spite of this, time for play is being pushed out in many early childhood programs by greater time allotted to formal instruction in narrow academic skills to be tested eventually by standardized tests. As a result, current preservice teachers are likely to see fewer examples of appropriate time and support for play in their field placements in early childhood settings. The purpose of this study was to document and analyze what happens when an experiential play lab is implemented in an early childhood teacher education program. This qualitative study includes multiple forms of data collection, including two forms of reflective writings and group discussions. After the workshop, preservice teachers made a greater number of references to play in their defense of developmentally appropriate practice, and the nature of their references to play increased in their focus on play process and on teacher roles in children’s play, as compared to prior to the lab. The results of this study of an experiential play intervention support its potential as a means of probing, documenting, and enriching students’ understanding of the importance of providing for and supporting play in classrooms for young children. 相似文献
79.
Youn Joo Oh Yueming Jia Mhora Lorentson Frank LaBanca 《Journal of Science Education and Technology》2013,22(5):780-790
The Educational and Career Interest scale, a self-report instrument measuring high school students’ educational and career interest in STEM, was developed and validated in two studies conducted during 2010 and 2011. Study 1 included data from 92 high school students, in which exploratory factor analysis (EFA) was conducted with an initial item pool of 20 items. EFA identified three factors: educational and career interest in science, educational and career interest in technology, and educational and career interest in mathematics. Study 2 utilized data from 658 students to revisit the three-factor model using confirmative factor analysis. The two studies provide strong evidence that the scale is both valid and reliable. 相似文献
80.
The purpose of this study was to develop an index to assess and evaluate the competitive advantage of a country’s human resource development system. Based on an extensive literature review, a theoretical model of a human resource development system at the national level (named National Human Resource Development: NHRD) was constructed. The model consists of four factors—supply conditions, demand conditions, environment, and supporting systems—and NHRD system competitiveness was measured by the cumulative sum of a country’s achievement in each of these four factors. The four factors were divided into 10 sub-categories, and 45 indicators were selected based on criteria such as relevance, international comparability, reliability, timeliness, and accessibility. Finally, by using the Analytic Hierarchy Process, the individual weights of the 45 indicators were calculated. In addition, the relationships between the NHRD competitiveness scores of OECD member countries and other relevant variables, including GDP per capita and the scores from other national competitiveness studies, were analyzed to examine the validity of the index. 相似文献