Beliefs and Achievement: A Study of Black, White, and Hispanic Children

School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education.     

Changes in the Perception of the Counselor: Self,Ideal Self,and Self as Judged by Peers

Thirty counseling practicum students' perceptions of self as counselor, ideal counselor, and self as counselor as perceived by other practicum students were measured by the semantic differential technique before and after the supervised practicum experience. Posttest perceptions of self as counselor, ideal counselor, and ratings by other practicum group members were significantly closer to the hypothetical model counselor than were the pretest ratings.     

The Assertion of Authority: Differences Between Teachers,Student-Teachers,and Mothers of Young Children

Abstract

In view of the lack of any clear available data, the incidence of underachievement at the high school level was determined. An underachiever was defined as a student with at least average intelligence whose achievement test placement is at least one standard error of estimate below expectancy. Subjects were 1,263 high school students in a suburban community. Correlation coefficients between the Otis and the National Educational Development Tests were computed and regression equations developed. The incidence of underachievement was 26 percent with the NEDT Composite Score as achievement criterion. The high proportion of students in an affluent community who underachieve is alarming.     

Cognitive Representations of Self, Family, and Peers in School-Age Children: Links with Social Competence and Sociometric Status

Attachment and social-cognitive theories of interpersonal relations have underscored the integral role that internalized cognitive representations may play as mediators of the link between family and peer relationships. 3 predictions consistent with this conceptualization received support in the present study of 161 7–12-year-old school children. In Part 1 of the study, significant connections were found among different components of cognitive representations, including social perceptions, interpersonal expectancies, and schematic organization and processing of social information. Moreover, generalization was found among children's representations across 3 interpersonal domains–that is, family, peer, and self. In Part 2, negative representations of self and others were found to be associated with increased social impairment, including dysfunctional social behavior and less positive status in the peer group. Implications of the findings for theories of interpersonal competence and interventions with socially impaired children are discussed.     

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners’ attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz’s(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.     

汉语重度听障儿童与其健听母亲语用交流行为之比较研究

在半结构语境中,通过采用国际上通用的儿童语言资料转换系统(CHIDES)、母子言语互动交流行为编码系统(INCA-A),以及CLAN数据分析程序对4-6岁汉语重度听障儿童与其健听母亲的语用交流行为进行比较研究,发现汉语重度听障儿童与其健听母亲的言语行为存在相互影响;汉语重度听障儿童与其健听母亲互动过程中形成了一套共同的主要言语行为类型,在言语倾向和言语变通水平上存在极其显著的差异。     

Obstacles Confronting Technology Initiatives as Seen Through the Experience of Science Teachers: A Comparative Study of Science Teachers' Beliefs,Planning, and Practice

There currently exists unparalleled discrepant growth between technological advancements and educators' understanding of appropriate classroom technology implemenation. The Tech Tools teacher enhancement program was designed to provide teachers with hardware and expertise with state-of-the-art science and math microcomputer technologies. This study was conducted as an examination of the implementation of current technologies in teacher education and school settings for the purpose of informing other science, mathematics, and technology reform efforts. For over two years researchers gathered data from surveys, interviews, and on site visits and observations explicating the 1) teacher knowledge and beliefs, 2) computer use for instruction, 3) hardward access, and 4) school support for technology use. Results revealed teachers given identical equipment and training implemented similar technologies in vastly different ways. Discrepancies in implementation of technology were best explained through the lenses of teachers' existing practice and beliefs about their school context. Recommendations are given regarding technology implementation, teacher education, and evaluation of technology initiatives.     

A Case Study of Teacher Beliefs on Students' Beliefs about Multiple Representations

The mathematics education community, in its call for reform, underscores the importance of mathematics instruction emphasizing the use of multiple representations in the presentation of concepts. The focus of the study was how teacher beliefs affect their ability to implement a multiple representations curriculum. The novice instructor's attitude remained neutral while the experienced instructor's attitude remained somewhat positive. Of the eight students in the study, six of them showed a more positive attitude towards technology use and multiple representations by the end of the semester. The students increased their calculator use in both classes, particularly in the experienced teacher's class. Implications for further research were that teacher training is essential if reform curricula are to be properly implemented.     

Children’s Beliefs about Learning and Physical Difficulties

Beliefs about learning and physical difficulties were explored in 50 younger children (M = 5.6, SD = 1.0 years) and 50 older children (M = 9.5, SD = 1.1 years). Participants were asked why they thought some children had learning or physical difficulties and whether children with these difficulties would always have them. The majority of older children were able to generate one or more ideas about the causes of learning and physical difficulties, but 58% of the younger children did not know the causes of learning difficulties and 42% did not know the causes of physical difficulties. Younger and older children thought that learning difficulties could be overcome with increased effort on the part of parents, teachers, and child, whereas physical difficulties were believed to be beyond anyone’s control. Results suggest that some aspects of children’s knowledge about causes and outcomes of learning and physical difficulties are limited. Research is needed to determine whether beliefs and misconceptions about learning and physical difficulties are associated with the quantity and quality of interpersonal interactions, and to determine the sources of children’s information as well as the accuracy of these sources.     

An Evolution of Mathematical Beliefs: A Case Study of Three Pre-K Teachers

This case study involved examination of the evolution of mathematical beliefs of three prekindergarten teachers. The researcher followed three teachers at one school in west Alabama over the course of 6 months as they implemented a new mathematics curriculum in their pre-K classrooms. Interviews were conducted prior to implementation and at the end of the school year. Classroom observations were done throughout the implementation process. Three themes emerged from the data (a) math resources for the pre-K classroom, (b) pushing beyond—thinking mathematically, and (c) instructional strategies used the pre-K classroom. These themes revealed how all of the teachers' perceptions of early childhood mathematics curriculum and instruction evolved during the course of the study. These findings have implications for early childhood teacher education programs and professional development.     

Beliefs and Attitudes of Primary School Teachers in Mumbai,India Towards Children Who Stutter

Beliefs and attitudes of teachers in Mumbai, India, towards children who stutter were investigated using questionnaires and semi-structured interviews. Questionnaires were completed by 58 teachers, four of whom were subsequently interviewed. Results from the questionnaires showed that teachers believed that a child’s environment influenced stuttering and that children who stuttered had the potential to overcome the condition. They did not agree that children who stuttered were quiet and shy. Two global themes emerged from the interviews. These were teachers’ philosophies about stuttering, and their perceived roles in supporting children who stutter. All teachers reported limited experience of children who stutter, but their responses indicated a desire to do their best to support such children in the classroom. Stuttering was, however, considered to be less important to teachers’ working lives than dyslexia.     

Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children

This study explored infield prekindergarten teachers’ attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers’ previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward science. The sample consisted of 112 prekindergarten teachers. Findings suggest prekindergarten teachers may be more comfortable with conducting and integrating science activities and understanding the benefits of science for young children’s global development than previously thought. However, teachers continue to indicate feelings of inadequacy and anxiety toward their own science knowledge and ability to support children’s scientific learning. Future research should examine additional methods of assessing science teaching in prekindergarten classrooms, such as direct observation, as well as the impact of professional development on attitudes, beliefs, and practices of prekindergarten teachers when teaching science.     

论初任教师自我成长的策略

初任教师所处的专业发展阶段是教师专业发展的一个关键时期,在教育现实中经常面临教师角色认同、自我效能感提升和教育实践中诸多问题的挑战。初任教师应该正确面对,始终将自己视为学习者,通过教育反思、利用多种教育资源、调整精神状态等策略积极进行自我成长。     

Hard-of-Hearing Adolescents and Identity Construction: Influences of School Experiences, Peers, and Teachers

This qualitative study explored the identity construction of seven adolescents who attended special classes for hard-of-hearing (HH) students for part or all of their elementary school years. Results of open-ended group interviews and written questionnaires indicated that the students strongly identified as HH people. School experiences and interactions with teachers and HH peers appeared to be major influences on this choice. The findings support the position that a HH identity may exist separate from the culturally Deaf identity. The findings also suggest that HH students need to connect with other HH individuals whether or not they assimilate into the hearing world or decide to participate in both the hearing and Deaf worlds.     

海峡两岸中学体育教师资格证获取的对比研究

运用文献资料法、访谈法、对比分析法对海峡两岸的中学体育教师资格证获取进行对比分析。结果表明：中国大陆师范类与非师范类在教师资格证获取上存在差异,而台湾地区的体育教师资格准入的标准是统一的;海峡两岸的教师资格准入最大的区别在于非师范类教师资格证的获取;中国大陆现行的教师资格证制度并未突出各个学科的特点。     

不同教育背景母亲在亲子会话中词汇运用的差异比较

为探讨不同教育背景的母亲在母子会话中词汇运用水平的差异,本研究对40对母子在自发会话时母亲的词汇运用水平进行了研究,其中40位母亲具有不同的教育背景,其子女年龄分别在18个月、24个月、30个月、36个月四个年龄段。结果表明:在词汇的整体运用水平上,高教育背景母亲的词汇运用水平高于低教育背景母亲,且在基本词汇频次和丰富性等方面呈显著差异;在影响关系上,高教育背景母亲的母子双方词汇运用水平相关程度较高,二者多数为显著或极其显著,而低教育背景母子双方词汇运用水平相关程度低,甚至出现负相关,显示高教育背景母亲对儿童指向言语更为敏感。但研究结果同时显示:两类母亲在运用词汇时均对儿童词汇的年龄发展规律不敏感,因此两类母亲对儿童指向言语的年龄变化的敏感度都不高。     

Female Preservice Teachers and Mathematics: Anxiety,Beliefs, and Stereotypes

The purpose of the current study was to examine if preservice teachers’ (PSTs) mathematics anxiety decreased and if their beliefs and stereotypes changed after they completed their early childhood mathematics methods course. It was hypothesized that by using and modeling concrete materials or manipulatives (Thompson, 1992; Vinson, 2001) and placing a greater emphasis on conceptual understanding (Bursal & Paznokas, 2006), two strategies identified as reducing PSTs’ mathematics anxiety, negative beliefs, and stereotypes that are associated with math anxiety, would diminish. Thirty preservice teachers, all female, participated in this study. Using a qualitative research approach, measures included midcourse evaluations, a draw-a-mathematician task (Mewborn & Cross 2007), the Abbreviated Math Anxiety Scale (Hopko, Mahadevan, Bare, & Hunt, 2003), and anecdotal notes. Although we were encouraged that the math anxiety experienced by our preservice teachers slightly decreased by the end of the semester, it was discouraging to find minimal change of beliefs and stereotypes of mathematicians. This confirms that many preservice teachers enter teacher education programs with well-established images of how to do school, along with entrenched beliefs about mathematics and their ability to do math (Vacc & Bright 1999) and these beliefs are very difficult to change.     

大学生英语听力学习观念调查与分析

试以225名非英语专业大学生为对象,调查分析了大学生对英语听力学习所持有的观念,以及这些观念对于大学英语听力教学的启示:教师应区分对待正确的听力学习观念和不利于听力学习的观念,同时应根据学生的观念采取相应的教学措施。     

非英语专业学生语言学习观念的调查与探析

学习观念影响课程设置与教学决策。通过调查非英语专业学生的英语学习观念探讨相应的教学技巧。研究结果表明,建立在语言学习观念基础上实施的教学方案调整强调了“以学习者为中心”的教学理念,提高了教学效率,发挥了教师作为“课程发展者”的作用。