High school identity climate and student identity development

This research investigated whether schools characterized by high school students as being rich in identity promoting features contribute to student identity development. A theoretical model posited that student perceptions of teachers as caring role models and their school as cultivating the whole student will foster student exploration and confidence about future identity development. Hypothesized mediators of these effects were student perceptions of a positive social climate, of experiencing meaningful studies and of affirmation of their agency and exploration. Participants were 2787 male and female students from the Jewish public-religious sector in Israel in 152 classes of 25 high schools. Results indicated that (a) schools with identity promoting features contribute to student identity development, (b) teachers as role models is a more potent variable than teacher caring in predicting student identity development and (c) experiencing meaningful studies is an especially important contributor to student exploration and identity confidence.     

Ego development and ethnic identity formation in rural American Indian adolescents

Ethnic identity development was assessed in the context of ego development in 12- to 15-year-old students from a Southeastern American Indian community. Self-protective was the modal level and was characterized by awareness of ethnic group membership but little exploration or self-reflection. Impulsive adolescents had the least developed ethnic identities and highest levels of interpersonal vulnerability. Conformist adolescents expressed positive feelings about ethnic group affiliation, described relationships as harmonious, but demonstrated moderate social anxiety. Postconformist adolescents had the highest levels of agency, social competence, and identity achievement, but also had high levels of psychological distress and family conflict. Adolescent identity strivings may be understood in context with the level and timing of psychosocial maturity, for which ego development appears a useful marker.     

Primary teacher identity,commitment and career in performative school cultures

The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in‐depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching. Themes in the data reveal changed commitments and professional identities. The teachers who had an initial vocational commitment and strong service ethic were the older teachers in the sample. While some of the younger teachers expressed vocationalism in the form of wanting ‘to make a difference’, they also stressed the importance of time compatibility for family‐friendly work and child care. In the ‘highs’ and ‘lows’ of school life a number of factors supported some of the teachers' initial commitments, thus, providing ‘satisfiers’ in their work. However, some factors impacted negatively on teacher commitment. The psychic rewards of teaching provided the main basis of commitment and professional work satisfaction. Teacher strategies in performative school cultures highlighted the impact and saliency of testing regimes. There was evidence, however, of teacher mediation of policy and their investment in a more creative professional identity in their involvement in nurturing programmes and creative projects. Whether the schools and teachers developed creative approaches to increase test scores or to ameliorate the worst effects of testing they demanded increased effort and commitment from the teachers. Teachers in the contemporary context, who had in many cases experienced a career in another occupation prior to teaching, seemed much more adept and realistic in both recognising and managing their range of parallel commitments and identities. They have become more strategic and political in defending their self‐identities. Some evidence suggests their priorities have been to hold on to their humanistic values and their self‐esteem, while adjusting their commitments.     

浅析当前硕士研究生的自我同一性状态

自我同一性是人格的核心,是个体成长的具有动力性的心理社会结构.当前,特殊的现实环境,使硕士研究生处于个体成熟的转折点上,其自我同一性状态呈现出发展阶段的延缓性、发展内容的不均衡性、发展过程的反复性、发展自身的终身性等特点.其根源在于个体探索经历的不足和社会转型的影响.     

Ego depletion negatively affects knowledge retrieval in secondary school students

In the present study, we tested the assumption that performance in a knowledge retrieval test would be lower in secondary school students with temporarily depleted self-control strength (n = 53) compared to secondary school students with temporarily available self-control strength (n = 56). After manipulating self-control strength, students were instructed to memorise the names and the functions of the human eye and to recall as many names and functions as possible following a one-min distraction task. The results supported our assumptions, as students with depleted self-control strength performed significantly worse in the knowledge retrieval task compared to students whose self-control strength had not been temporarily depleted. The results suggest that depleted self-control strength may negatively affect academic performance and hinder a successful academic career. The theoretical and practical implications of these findings are discussed.     

自我与自我发展的理论研究

自我是人类个体与动物相区别的本质特征,是人类个体行为的动力源泉。心理科学对自我的研究主要是两个方向：一是自我结构的研究,通过对自我结构要素的分析来认识自我的本质,并为自我的操作性研究指明方向;二是自我的发展研究,探索人类个体自我的发展进程及影响的主要因素,以期为儿童个体教育发展提供理论依据。     

Attachment and the child in school. Part I

Abstract

Using the framework of Attachment Theory and related research and the research and experience of the author, a particular pattern of behaviour is described which can be identified in the classroom. This pattern, known as the Anxious Resistant/Ambivalent Attachment Pattern, is described from a teaching and learning perspective and is illustrated with examples from educational practice. Possible opportunities for intervention are discussed aimed at facilitating change in the pupil and enhancing emotional well being and educational opportunity. This article will be followed by another (Part II) describing other patterns of attachment which have been identified, with the aim of extending the teacher's understanding of the meaning of pupil behaviour and increasing the resilience potential in the learning situation.     

Dances in migratory,community and school contexts: identity marks and folklorised presences

ABSTRACT

In this research, I analyse the practice of caporales dances in community and school contexts. I put forward some debates around the position of dances in the processes of education and identity definition. I delve into the identification of the caporales with Bolivian migration, poverty and contexts of discrimination. The references are centred on the teaching and performance of these dances in workshops and festivities held by organisations of Bolivian migrants in a town near the city of Buenos Aires. I continue with the analysis of the practices of this dance in school situations and its coexistence with current trends of nationalism in Argentine schools.     

Mobilising funds of identity in and out of school

Learning happens through participation in formal community events and informal community activities. However, learning activities that take place in and out of school are often not mutually recognised. Funds of knowledge projects foster new ways of exchanging learning experiences in and out of school. Funds of identity can be uncovered by teachers through the collection of artefacts, interests and practices that are valuable to children. Specifically, videos, photographs, self-portraits, bilingual texts, diaries or ‘shoeboxes of significant items’ are some of the resources that can be used to make a learner’s funds of identity more visible and tangible in the classroom. The main aim of this paper is to illustrate a number of resources and strategies that help to identify and mobilise funds of identity. These funds of identity are integral for educators in order to develop meaningful and contextualised lessons.     

Discrimination, ethnic identity, and academic outcomes of mexican immigrant children: the importance of school context

This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first‐ and second‐generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools’ promotion of multiculturalism and teachers’ attitudes about the value of diversity in predicting immigrant youth’s attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children’s perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance.     

Children's literature for the gifted elementary school child

Long range planning for the gifted should not be limited to our present education systems. Today's educational structures do not provide the best opportunities for these youngsters.     

道德认同危机与学校德育管理理念的变革

道德认同作为当今重要的社会心理现象已普遍引起多学科的关注。文章认为当代道德认同存在自我认同与社会认同的危机。自我认同危机主要表现在自我深层的危机,是主我对客我的危机;社会认同危机主要表现为道德失范的危机,是主我对他者的危机。文章对当代青少年道德认同的双重危机扭转作了思考,旨在为当前的思想教育工作提供理论上的指导。     

The Scottish school history curriculum and issues of national identity

ABSTRACT

The Scottish curriculum operates through broad guidelines that allow a good deal of freedom to shape the curriculum. This article reports the findings of an investigation into the attitudes towards, and knowledge of Scottish history of 16‐year‐old pupils in Scottish schools. The pupils’ responses to questions about aspects of Scotland's past revealed a very large degree of ignorance about important people, events, circumstances and dates as well as a number of misconceptions about major historical aspects. The content of the school history curriculum has an important part to play in the development of a sense of national identity. The findings are discussed at a time when there is a resurgent sense of national identity, with the people in Scotland recently voting in a referendum for the setting up of a Scottish parliament. The minimal place history occupies in the curriculum may partly explain the lack of pupils’ knowledge. There is a lack of detailed evidence on this issue, both within Scotland and from other nations. A major debate about what matters in Scotland's past is needed, for Scotland has avoided establishing a prescribed history curriculum: a well‐informed teaching profession has to make critical decisions about what to include.