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Young children show social preferences for resource-rich individuals, although few studies have explored the causes underlying such preferences. We evaluate the viability of one candidate cause: Children believe that resource wealth relates to behavior, such that they expect the resource rich to be more likely to materially benefit others (including themselves) than the resource poor. In Studies 1 and 2 (ages 4–10), American children from predominantly middle-income families (n = 94) and Indian children from lower income families (n = 30) predicted that the resource rich would be likelier to share with others than the resource poor. In Study 3, American children (n = 66) made similar predictions in an incentivized decision-making task. The possibility that children's expectations regarding giving contribute to prowealth preferences is discussed. 相似文献
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Allan Yarrow Jan Millwater Bill Foster 《Asia-Pacific Journal of Teacher Education》1996,24(2):197-212
The roles and responsibilities of university supervisors in the practicum have changed during the last ten years. Once, the routine tasks of observation and feedback of student teaching performance were the main responsibilities associated with visits to the school. Lecturers in this role also determined, with the school personnel, the assessment rating of the student teacher. Presently, there is considerable variation in the part played by university supervisors of the practicum. Against this background, this paper examines the actual and ideal characteristics of university supervisors from their own viewpoint and from the perspective of teacher supervisors, principals and student teachers. The reasons for the actual‐ideal discrepancies are discussed, and suggestions are made in relation to addressing the matter. 相似文献
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Yarrow Andrew 《British Journal of Sociology of Education》2015,36(5):651-668
Emotions have received increasing attention in educational circles in the last decade. Drawing on Bourdieu, feminist scholars use emotional capital to illustrate the ways gendered inequalities can compound the disadvantages of social class. This paper examines relationships within childcare services in Australia, showing how emotional capital functions as a resource for staff. Data from interviews with childcare staff illustrate key aspects of emotional capital, such as reflexivity, resilience and embodiment. Findings show that investing in emotional capital is the key to a long-lasting commitment to childcare work, and should be valued accordingly. 相似文献
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Darrell Dunham D. Barry Lumsden 《Community College Journal of Research & Practice》2013,37(3):269-274
This is the second in a three‐part series of papers concerning dissertation research. In this paper, the elements of quantitative dissertations are identified for analysis and subsequent discussion. Dissertation research should provide the researcher the opportunity to become another example of the generative, creative, and inventive capacity of mankind to be liberated for a period of time from the immediate in order to extend his or her own thoughts forward toward whatever future may be permitted. Dissertation research should provide the reader an opportunity to extend and expand his realm of thought apart from an imposed or artificial conformity to form. 相似文献
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Emily Yarrow 《British Educational Research Journal》2021,47(3):579-598
This article explores the role of gendered academic networks in the context of research evaluation, and women’s lived experiences of UK universities. Gendered power is conceptualised as an important aspect of inequality regimes, providing insight into how men maintain power and how power dynamics and informal networks function, characterised in this article as ‘the hustle’. A case study comprising 80 in-depth, semi-structured qualitative interviews was completed in a UK university. Acker’s theory of inequality regimes informed the central analytical framework, and Bradley’s resource-based theory of power was used to explore the power dynamics in the case study. The findings have resulted in the creation of a conceptual framework which theorises the hybridised nature of inequality, gendered power and organisational lived experience, in which inequality regimes and gendered power interact and are mutually reinforced through informal processes. This article argues, from the findings of the empirical research, that in the context of the neoliberal university, inequality regimes and gendered power interact, and are mutually reinforced through informal processes and networks—‘the hustle’. 相似文献
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20 3-month-old infants participated in a nonsocial contingency task immediately following a social interaction with their mothers. A measure of the time the dyads spent in a state of vocal turn-taking predicted individual differences in the infants' subsequent performance on the contingency task. These results parallel the social transfer effects we reported earlier in which the turn-taking dimension of social structure was experimentally manipulated to assess its effect on a subsequent nonsocial contingency task. 相似文献
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Grammar's place in English teaching seems to be constantly under review. This paper reflects on the status and methods of grammar teaching at the moment. In particular, it explores both the positive and negative impact of the Key Stage 3 Framework for Teaching English on teaching and learning. It goes on to analyse the writer's experiences of teaching grammar as a student teacher, and asks whether the methods we are using today are adequate for the needs of young writers. 相似文献
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Philip J. Dunham 《Learning & behavior》1978,6(2):174-180
In two experiments, gerbils that were punished for eating exhibited an increase in only the most probable of several ongoing alternative responses (running) during sessions when eating was suppressed. These results support previously suggested punishment and implicit avoidance rules for predicting the effects of response-contingent punishment in multiple-response baseline procedures. Most subjects also exhibited a decline in unpunished digging responses during punishment sessions. Neither this decline in the digging behavior nor the amount of increase in running behavior supported a quantitative constant proportion rule which predicts that each of the unpunished responses will increase to occupy a constant proportion of the time available to it. 相似文献