共查询到20条相似文献,搜索用时 31 毫秒
1.
Daniel Memmert 《High Ability Studies》2006,17(1):101-115
A six‐month longitudinal study (N = 33) proved the influence of a diversified sport enrichment program on the development of creative thinking in team ball sports among gifted children. A contrast between a gifted control group and a non‐gifted treatment group showed that the creative performance of the gifted children significantly improved (partial η2 = .26). To explain this surprising short‐term effect, a second experiment chose the Inattentional Blindness paradigm to study the individual differences in the visual attention of gifted (n = 54) and non‐gifted children (n = 58). The results of the monitor‐task by Most et al. (2000) revealed significant differences between both samples in the ‘Near’ condition (delta = .37) but not in the ‘Very far’ condition. The results of both experiments are discussed in connection with further research. 相似文献
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Mark Cordano Stephanie Welcomer Robert Scherer Lorena Pradenas Victor Parada 《The Journal of environmental education》2013,44(4):224-238
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977), the theory of reasoned action (Ajzen & Fishbein, 1980), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999). Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior. 相似文献
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Stephen R. White George A. Maycock 《Community College Journal of Research & Practice》2013,37(5):321-329
This study examined 144 experienced community college teachers’ perceptions of teachable moments. Our proposition is that a teachable moment, rather than being an objective predetermined cause-and-effect pedagogy, is a highly subjective-reflective event or intuitive learning process that occurs at unanticipated moments. We believe that Jung's (1977) theory of synchronicity can shed new light on such teachable moments. Our survey found that about half of the teachers surveyed had beliefs consistent with Jung's theory of synchronicity. Teachers that felt comfortable dealing with the unexpected were most likely to experience teachable moments. Additional teacher attitudes and beliefs about teachable moments are explored. 相似文献
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George H. Sage 《Quest (Human Kinetics)》2013,65(3):313-315
The number of positive youth development (PYD) programs focusing on providing opportunities for optimal development has grown tremendously in recent years (Catalano, Berglund, Ryan, Lonczak, &; Hawkins, 2004). Larson and Walker (2010) assert that it is important to understand challenges program leaders face when implementing programs and strategies they use to overcome such challenges. However, little research or discussion in the literature has focused on the everyday challenges of implementing youth programs. Therefore, the purpose of this article is to present four case studies of programs implemented in four different countries designed to enhance the psychosocial development of underserved youth using the Teaching Personal and Social Responsibility Model and/or life skills framework. Each case study is presented with a forthright discussion of the challenges faced and the strategies implemented to overcome these challenges. In addition, we offer potential strategies for furthering collaboration with nongovernmental organizations, enhancing program implementation, and transferring program ownership. 相似文献
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The purpose of this study was to examine undergraduate and graduate student enrollments, course delivery modes, and curricular trends and issues of CTE programs. Based on findings from 139 program/department coordinators, results emphasized that although CTE programs within institutions of higher education have declined in number (Fletcher, Gordon, Asunda, &; Zirkle, 2015), student enrollments within those programs have remained steady compared to prior studies (Bruening et al., 2001; Lynch, 1990). Even so, CTE program/department administrators have articulated that declining student enrollment is a major challenge within their programs. Additionally, the development of online courses and the impact of state/national educational reform initiatives were identified as major curricular trends for CTE programs. Recommendations include the need for CTE faculty to embrace online instruction, and for programs to use broader nomenclature of CTE/Workforce Education, instead of names of more traditional subdisciplines within the field to remain more accessible and sustainable in the future. The condition of undergraduate and graduate CTE programs will likely impact the viability and sustainability of CTE teacher preparation programs, recruitment of a talented and diverse CTE teaching force, continuity of the U.S. teaching workforce, and ability of K–12 teachers to maintain high-quality CTE programs. 相似文献
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Daniel Vallée 《Educational Studies A Journal of the American Educational Studies Association》2017,53(3):285-314
This article discusses how student disengagement is conceptualized by English-speaking youth attending English urban public schools in Montreal, Quebec. School dropout is theorized as being a culminating event in a process of school disengagement (Rumberger, 2011). Using 2 qualitative methods (maps and interviews) in a grounded theory approach (Charmaz, 2014), a theory of disengagement is presented and supported by existing literature in student engagement and school dropout. Student disengagement is framed from a socio-ecological perspective (Lawson &; Lawson, 2013) in a move away from its predominant conceptualization as an individual trait. In doing so, we highlight some issues of urban education in Montreal, addressing such themes as inequity, low-income status, experiences of failure and the pass/fail paradigm, the elementary/secondary school transition, normativity, and, finally, the public/private distinction in schooling. 相似文献
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Juan F. Carrillo 《Equity & Excellence in Education》2016,49(2):157-169
Primarily drawing from the Mestiz@ Theory of Intelligences (Carrillo, 2013), this article examines how working class Latino male college students in North Carolina navigate multiple cultural worlds and excel academically. This work addresses current gaps in the literature that largely fail to unpack the experiences of academically successful Latin@ college students in the southeastern U.S. and also informs current work on males of color in schools, a topic that, in this region, is largely devoid of any research focus. Moreover, this study provides implications for teacher preparation and for extending current research that focuses on low-income youth of color. 相似文献
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Patrick B. Bell Meredith A. Summerville Bonnie K. Nastasi Julie Patterson Elizabeth Earnshaw 《Journal of educational and psychological consultation》2015,25(2-3):72-89
School psychology has recently reconceptualized its service provision model to include multitiered systems of academic and psychosocial promotion, prevention, and intervention. The availability of evidence-based programs and advances in school consultation theory accompany the paradigm shift of the field. Despite these advances, implementing multitiered systems of support into school settings is teeming with challenges and often results in program abandonment. One often cited reason for such failures is the inattention to local priorities and culture. This article discusses the use of the participatory culture-specific intervention model (Nastasi, Moore, & Varjas, 2004) to build comprehensive systems of support in an elementary school in New Orleans. Co-authored by both researcher-consultants and school administrators, the article highlights the research, consultation, intervention, and collaborative decision-making activities over a 4-year period in a continuing university–school partnership. The discussion focuses on the process, challenges, and successes in consulting to build multitiered systems of support. 相似文献
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To find out if children could make functions before age 4, 73 children aged 1 to 4 were encouraged to imitate the use of a lever to make a beanbag fly up. Functions are mental relationships that preoperational children can make between 2 things at a time in a unidirectional way (Piaget, Grize, Szeminska, &; Bang, 1968/1977). The child's construction of the following 3 functions was hypothesized and confirmed: (a) As a function of being pushed down, the up end of the board (the lever) goes down; (b) as a function of this descent, the down end of the board goes up; and (c) as a function of this ascent of the board, the beanbag flies up. Three developmental levels were found, and educational implications are discussed. 相似文献
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Through the use of in-depth interviews, this study investigated how gifted high-school students scoring high on at least one measure of perfectionism (self-oriented, socially prescribed, or other-oriented) perceived their perfectionism as developing. Findings suggested support for three family history models outlined by Flett, Hewitt, Oliver, and Macdonald (2002). Lack of challenge in their early academic experiences was also indicated as an influence. Findings are discussed within the context of the current literature on perfectionism in gifted students, and avenues for future research are suggested. 相似文献
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Guy Trainin Kathleen M. Wilson Malinda Murphy-Yagil Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006; Calfee &; Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters. 相似文献
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Anish Dave 《Technical Communication Quarterly》2015,24(3):258-286
I explore the role of categories as rhetorical barriers in organizations responding to crisis (Veil, 2011). I analyze some problematic categories of the Department of Homeland Security (DHS) and the Federal Emergency Management Agency (FEMA) and the categories’ impact on the organizations’ response to Hurricane Katrina. My analysis shows that unintended and perverse consequences (Giddens, 1984, 1987) reversed the power of a key legitimated category (Orlikowski, 1995; Giddens, 1984) and exposed a set of reified categories (Giddens, 1984). 相似文献
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Julia R. Johnson 《Equity & Excellence in Education》2013,46(2):145-153
Abstract The multiracial people's movement in the United States has expanded significantly in the last 10 years (Douglass, 2003). Historically, community-based education programs have supported social movements in the United States (Collins &; Yeskel, 2000; Sarachild, 1974/1978), yet little has been written about how educational programs might serve the social and political movements of mixed-race people. This case study describes two community-based multiracial education programs by and for mixed-race people and suggests ways that each supports multiracial community organizing. The conclusion offers recommendations for shaping future multiracial education programs for multiracial people. 相似文献
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kihana miraya ross Na’ilah Suad Nasir Jarvis R. Givens Maxine McKinney de Royston Sepehr Vakil Tia C. Madkins 《Equity & Excellence in Education》2016,49(1):85-99
ABSTRACTThis article examines the teaching philosophies of Black male teachers of Black male students in manhood development classes in a district-wide program in Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory of their racial-educational understandings. We utilize Gramsci's (1971) theory of the organic intellectual, Mills’ (1997) and Leonardo's (2013) theories of the subperson and substudent, and Dumas’ (2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity. 相似文献
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《Clearing house (Menasha, Wis.)》2012,85(6):210-223
AbstractMuch debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching. 相似文献
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《Journal of Further & Higher Education》2012,36(3):371-381
The PhD viva has been described as mysterious (Burnham 1994; Morley et al. 2002), unpredictable (Rugg & Petre 2004) and potentially frightening for students (Delamont et al. 2004), with its form and duration a function of the predilections of individual examiners as well as a function of differences across disciplines. Despite its myriad manifestations, the PhD viva voce (live voice), as oral examination of the doctoral thesis, constitutes the final ‘test’ of the PhD endeavour. In the UK, this is a private event, though in some countries such as Belgium and the Netherlands, for example, the viva is conducted in a public arena (Delamont et al. 2004). Although there is no standard or prescribed format, students across all disciplines can expect to defend their thesis through a process involving questioning, clarification and discussion of key elements. This critical commentary discusses a number of issues that inform the preparation of students, focusing on the role of the internal and external examiner, the viva voce process, guidance for students and some practical suggestions for supervisors and students, particularly the value of full role-play in building students’ confidence. The extent to which the doctoral viva, in its current ‘secret’ form, can be seen as a fully accountable and independently rigorous process is taken up in the conclusion that highlights the phenomenon of ‘cosy’ reciprocal examining arrangements, the spectre of litigation when things go wrong and the need to consider a fundamental review of both the purpose and conduct of the viva. 相似文献
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Saskia de Graaff Anna M.T. Bosman Fred Hasselman Ludo Verhoeven 《Scientific Studies of Reading》2013,17(4):318-333
Systematic-phonics instruction appears to be more effective than nonsystematic phonics instruction for teaching reading (Ehri, Nunes, Stahl, & Willows, 2001). In the present study, a systematic phonics approach was directly compared with a nonsystematic phonics approach for kindergarten children. Both approaches were delivered using computer programs teaching the same Dutch grapheme–phoneme correspondences. Both phonics-trained groups progressed to the same extent on productive letter-sound knowledge compared to the control group. However, on measures of phonemic awareness, spelling, and reading, the systematic phonics group made more progress than the nonsystematic phonics group and the control group. 相似文献
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Joy Howard 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):553-568
Drawing from a 14-month ethnographic study at an elementary school in the US South, I examine the role that the gifted and talented (GT) program played in racial socialization at the school. I use the principle of Whiteness as property (Harris, 1995) to analyze space as curriculum, the physical and social spaces of a school that structure how particular student bodies are positioned in relation to power and privilege. I argue that the segregated GT structure perpetuates racial inequities that young children are taught to accept and emulate. I conclude with implications for practice and future studies about the role of GT in racial socialization. 相似文献