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Leanne Reinke 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,20(3):483-496
Globalisation is often viewed as a threat to cultural and linguistic diversity and therefore is a central concern of educational practices and policy. The present study challenges this common view by demonstrating that local communities can use global means to support and enhance their specific practices and policies. An historical exploration of education policy in Mexico reveals that there has been a continuing struggle by indigenous peoples to maintain locally relevant modes of teaching. Indigenous peoples have increasingly used technology to maintain their languages and local cultural practices. Such accentuation of the local in a global context is exemplified by the people of Chiapas: They live in subsistence-type communities, yet their recent education movements and appeals to international solidarity (such as in the Zapatista rebellion) have employed computer-aided technologies. 相似文献
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Christopher Ziguras Leanne Reinke Grant Mcburnie 《Globalisation, Societies & Education》2003,1(3):359-374
In this paper we explore the avowedly partisan stance of Australia regarding trade in education services, the government's enthusiastic approach to market liberalisation through GATS, and its response to the concerns of vocal critics including academic and student unions. Education is a major export enterprise for Australia, both onshore and offshore. Education is publicly referred to as an ‘industry’ as often as a ‘sector’, and institutions behave in an aggressively market‐oriented manner unthinkable two decades ago. While other major education exporters, including the EU, US and Canada, have showed flagging commitment to pursuing trade liberalisation in education due to opposition from the academic community and little pressure from the ‘industry’ for such an approach, Australia and New Zealand have come to represent the most ardent supporters of free trade in education. The Australian government's approach has involved making changes to its domestic education regulations to ensure they are consistent with market liberalisation, and facilitating the exploration of concerns through various international forums, including APEC, the WTO and OECD. Issues such as quality assurance, consumer protection, and public subsidies remain high on the list of matters for further debate. 相似文献
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Carolyn M. Tucker Rose A. Zayco Keith C. Herman Wendy M. Reinke Mark Trujillo Kirsten Carraway Cory Wallack Phyllis D. Ivery 《Psychology in the schools》2002,39(4):477-488
A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc. 相似文献
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Quietly, at least beyond the awareness of many psychologists, a relatively new technology based on school‐wide behavior management strategies has emerged in special education to answer the call to build healthy communities. The success of these strategies in changing the practices of school systems and creating positive school climates may offer insights for school psychologists interested in preventing mental disorders and promoting health on a broader scale. Spreading the influence of school‐wide behavior supports to ensure that all schools provide the nurturing environment needed to promote academic and life success for all children is an important and immediate goal. Beyond the school, the challenge will be to implement and evaluate the impact of positive behavior supports in other connected communities. The present article reviews the history and present state of school‐wide behavior supports and prevention research, limitations of current practice, and opportunities for integrating school‐wide programs with psychological science and practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 313–329, 2006. 相似文献
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Keith C. Herman Kenneth Wang Reid Trotter Wendy M. Reinke Nicholas Ialongo 《Child development》2013,84(5):1633-1650
This study examined the developmental trajectories of maladaptive perfectionism over a 7‐year period among African American youth living in an urban setting (N = 547). In particular, the study attempted to determine whether two maladaptive aspects of perfectionism (socially prescribed and self‐critical) changed over time and could be distinguished by variables in 6th and 12th grades (Mage at study entry [first grade] was 6.22 years [SD = 0.34]). Four classes best described the developmental trajectories on both measures of maladaptive perfectionism: high, low, increasing, and decreasing. Sixth‐ and 12th‐grade correlates, including measures of internalizing symptoms, mostly confirmed the distinctiveness of these classes. Parallel process analyses suggested that the two processes are complementary, yet distinct. Implications regarding the prevention of maladaptive perfectionism are discussed. 相似文献
6.
Keith C. Herman Caroline G. Hodgson Colleen L. Eddy Daniel R. Cohen Wendy M. Reinke Lori Burrell Elizabeth C. Mcfarlane Anne K. Duggan 《Child development》2020,91(2):e331-e344
The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e.g., baseline social avoidance, parenting stress, externalizing problems, and internalizing symptoms). Teacher-rated likeability in second grade negatively mediated the effect of academic competence on depressive symptoms. Implications for understanding the role of early academic skill deficits and social judgments on risk for depressive symptoms as well as recommendations for interventions and prevention strategies are discussed. 相似文献
7.
Stephan Michelle Register Jordan Reinke Luke Robinson Christine Pugalenthi Premkumar Pugalee David 《Educational Studies in Mathematics》2021,108(3):513-532
Educational Studies in Mathematics - The emergence of the COVID-19 pandemic has brought increased attention to the critical mathematical literacy of citizens in the United States and around the... 相似文献
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Ze Wang David Rohrer Chi-ching Chuang Mayo Fujiki Keith Herman Wendy Reinke 《Journal of Experimental Education》2015,83(1):24-50
This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items, (b) latent factor scores with continuous indicators, (c) latent factor scores with ordered categorical indicators using the mean- and variance-adjusted weighted least squares estimation method, (d) latent factor scores with ordered categorical indicators using the full information maximum likelihood estimation method, and (e) multidimensional graded response model using the Bock-Aitkin expectation-maximization estimation procedure. Measurement invariance between gender groups and between free/reduced-price lunch status groups was evaluated with the second, third, fourth, and fifth methods. Group mean differences based on the 5 methods were calculated and compared. 相似文献
10.
Kirsten Caraway Carolyn M. Tucker Wendy M. Reinke Charles Hall 《Psychology in the schools》2003,40(4):417-427
Lack of school engagement among adolescents in this country remains a problem that can have very serious consequences including increased risk for school dropout, substance use, teenage pregnancy, and criminal activity. Clearly, identification of psychological variables (self‐variables) of individuals that facilitate or hinder adolescents' levels of school engagement would contribute greatly to the understanding of how to increase adolescents' psychological well‐being and their achievement motivation and associated school engagement. The present study examined the degree of association of three specific self‐variables (self‐efficacy, goal orientation, and fear of failure) with school engagement for high school students. The results and implications for intervention and future research are addressed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 417–427, 2003. 相似文献