How European American and Taiwanese Mothers Talk to Their Children About Learning

Little cross‐cultural research exists on parental socialization of children's learning beliefs. The current study compared 218 conversations between European American and Taiwanese mothers and children (6–10 years) about good and poor learning. The findings support well‐documented cultural differences in learning beliefs. European Americans mentioned mental activities and positive affect more, whereas Taiwanese mentioned learning virtues and negative affect more. Mothers, especially European American, reciprocated their children's talk about mental activities, learning virtues, and negative affect. Children, especially Taiwanese, reciprocated their mother's talk about positive affect. Mothers invoked more mental activities and positive affect when discussing good learning, but more learning virtues and negative affect when discussing poor learning. These findings reveal a source of cultural differences in beliefs and potential enculturation.     

Shared Reading by Cambodian Mothers and Children Learning English as a Second Language: Reciprocal Gains

Subjects were five Cambodian mother‐child pairs. Three mothers (Group One) had received one year's schooling, and two (Group Two) had had no schooling in Cambodia; all children were participating in regular primary school class reading programs and receiving individual help from an ESL teacher. Group One was introduced to Shared Reading in a multiple baseline across‐subjects design, while an AB design was used for Group Two. Probes were taken of mothers and children reading individually from unseen books at the same level as those used in Shared Reading. During the Shared Reading program the Group One mothers and children markedly increased their rate of progress through book levels as did the Group Two children, but the Group Two mothers did not, although there was some evidence of minor progress in word recognition. Results are discussed in terms of the importance of the interactive social context for acquiring literacy skills.     

Support Needs of Expectant Mothers and Fathers: A Qualitative Study

The aim of this study was to describe expectant mothers’ and fathers’ perceived needs of support during pregnancy. Twenty-two women and 10 men were interviewed in four focus groups and 13 individual interviews. Systematic text condensation was performed to analyze the data. Parents described not only a broad spectrum of social support needs but also needs of psychological and physical support. They also requested to share their experiences with others. The foci of care and parents’ needs of support are more harmonized with medical support than with psychological and emotional support. Mothers’ needs were predominately addressed in the health services, but fathers often felt “invisible.” Antenatal services may need to offer more customized individual support and emphasize peer support in groups; the challenge is to involve both parents through communication and encouragement so they can support each other.     

A Mothers Thoughts on Bullying,Failure and One Special Needs Child

In Hong Kong the secondary school curriculum has long been criticized for its heavy emphasis on academic performance and examination-oriented approaches to subject learning. As a consequence, pupils in Hong Kong only possess knowledge and skills that could carry them through examinations. They lack qualities and dispositions as well as related skills and understandings which will help them to make sense of this complicated society. It is noted that time has come for a reflection of the secondary curriculum and this article argues for the introduction of Personal and Social Education in secondary schools in Hong Kong which can bring relevance, breath, and balance to the curriculum from three aspects – aims of education, change in society, and nature of work.     

Perceived Discrimination and Ethnic Affirmation: Anglo Culture Orientation as a Moderator Among Mexican‐Origin Adolescent Mothers

This study examined whether Anglo culture orientation modified the association between adolescents' perceived ethnic discrimination and ethnic identity affirmation over time in a sample of Mexican‐origin adolescent mothers (N = 205, M_age = 16.24 years). Results indicated that perceived ethnic discrimination was significantly associated with decreases in ethnic identity affirmation over time for adolescents reporting high Anglo culture orientation, but no relation existed for adolescents reporting low Anglo culture orientation. Findings suggest that a person–environment mismatch (i.e., between adolescents' perceptions of their connection to Anglo culture and the messages they receive from others regarding that connection in terms of perceived ethnic discrimination) may be detrimental to adolescents' development of positive feelings about their ethnicity.     

Perceived Classroom Control,Self-Regulated Learning Strategies,and Academic Achievement

Relations between perceived classroom control, self-regulation strategies and academic achievement were investigated in a sample of 302 sixth grade students. Four distinct perceived classroom control styles were determined, based on the balance between teacher and student control over learning. It was hypothesised that student mathematics achievement would be contingent on the combined effects of teacher and student control: it would be highest when both teacher and student control is high, and would be lowest when both of them are low. Student adoption of self-regulated learning strategies would be linked to the net effect of student control: they would be highest when student control is high and teacher control is low, and would be lowest when teacher control is high and student control is low. The data tended to support these hypotheses, indicating that both achievement and self-regulation strategies were contingent on classroom processes.     

Perceived and Measured Needs Levels of Counselor Education Students

Because the counseling profession places high value on counselors possessing accurate self-awareness, this study investigated the differences and relationships between counselor education students' self-perceived and measured needs levels. A sample of 107 counselor students estimated their needs levels and then completed the Personality Research Form (PRF). Significant differences between their perceived and measured needs levels were found for 10 of the 14 PRF scales. Wide variations were evident in both perceived and measured needs levels. Significant correlations between perceived and measured needs levels percentiles for all 14 scales indicated consistency in over or under estimation of needs levels. Age and number of quarter hours completed were generally unrelated to accuracy of needs level estimation.     

Environmental Disposition Factors as Perceived by German, American and Indian

Environment is a broad concept encompassing the whole range of diverse surrounding in which man perceive, experience and react to events and changes. The present investigation has been designed to study the environmental disposition factors as perceived by German, American and Indian. A group of 392 subjects were selected in this investigation. English, German and Bengali version of Environmental Response Inventory were administered to them. All the three groups have favourable attitude towards pastoralism, which means preservation of natural resources. Besides this, they also express variety of opinion in connection with urbanism, environmental adaptation, need privacy and antiquarianism.     

论影响远程学习的重要因素——学习效能感

远程学习效能感是学习者对远程学习价值和自身学习能力的自我判断、信念与感受,它是学习者素质构成的重要方面,对顺利完成学习任务,保证远程教育质量具有重要作用。本文结合国内外已有研究对远程学习效能感的内涵和结构进行了探讨,论证了学习效能感是影响远程学习的重要因素,并提出了增强远程学习效能感的具体策略,以期促进远程学习的成功。     

Associations between Profiles of Maternal Strengths and Positive Parenting Practices among Mothers Experiencing Adversity

SYNOPSIS

Objective . Few studies have explored associations between strength-based factors and positive parenting among mothers experiencing adversity. Adopting a person-centered statistical approach, we examined how patterns of maternal strengths relate to positive parenting practices. Design . Participants were 188 female primary caregivers (71% African American) who experienced intimate partner violence and/or were living with HIV. Women were recruited from community organizations in the Mid-Southern United States and completed measures of adaptability, spirituality, ethnic identity, social support, parent-child communication, community cohesion, and parenting practices. Latent profile analysis was used to generate classes of individual (adaptability, spirituality, education), relational (family support, friend support, parent-child communication about Substance Abuse, Violence, and AIDS/HIV), and contextual (ethnic identity, community cohesion) factors, in line with the social-ecological model of resilience. Associations between the classes and positive parenting practices were examined. Results . Three classes emerged: (1) Low Individual, Relational, & Contextual (LIRC; n = 18); (2) Low SAVA Communication (LSC; n = 30); and (3) High Individual, Relational, & Contextual (HIRC; n = 140). Mothers in the LIRC class reported lower parental involvement and less positive parenting practices than those in the HIRC class. Conclusions . Mothers who endorse increased individual, relational, and contextual factors utilize more positive parenting practices. Optimal clinical approaches to enhance parenting should target supports at multiple levels.     

The Learning Styles,Expectations, and Needs of Online Students

Abstract. Each student comes to class with certain learning experiences, expectations, and needs that have to be addressed, and to which instructors need to be sensitive, to maximize the students' learning experiences. However, because of the unknown make-up of online classes, the characteristics of online students may be unclear, making it difficult to develop effective online courses. This study sought to establish learning styles, expectations, and needs of students taking an online course. Data were collected from a variety of student communications and the Myers-Briggs Type Inventory. Suggestions to accommodate identified learning styles, needs, and expectations of online students are presented.     

Children's Prosocial and Antisocial Behaviour,as Perceived by Children,Parents and Teachers

Within the context of a widespread concern with children's antisocial behaviour, especially bullying, the development of ‘whole‐school’ policies on bullying, and also recent national guidelines which emphasise the importance of fostering children's prosocial behaviours, this research examines the extent to which children, parents and teachers exhibit within‐ and between‐group consensus, both in their perceptions and relative judgements of different forms of child prosocial and antisocial behaviours, and in their responses to such behaviours. Less consensus was found in judgements of prosodal than of antisocial behaviours, both within and between groups, and significant between‐group differences are discussed in the context of the teaching of social behaviour.     

Value Education as Perceived by Parents,Teachers and Pupils in Israel

Abstract

The perplexity that characterizes moral education was the motive for undertaking this study. A field selection of terminal and instrumental values served as its frame of reference. Two questions were posed by the investigators: Is there any difference in the degree of importance which parents, teachers and pupils attach to these values? Do different schools rate these values differently? A sample consisting of 531 pupils, 251 parents and 38 teachers, randomly selected from five Israeli high schools, were asked to rate the degree of importance they attach to each value and the degree to which they think each value is cultivated in school. All subjects rated instrumental values higher than terminal values. A striking consensus between parents, teachers and pupils was disclosed. Between school variance was significant for both terminal and instrumental values. The study of approaches to values found in schools may contribute to curriculum development and planning of teacher education programmes.     

面向新生代农民工的移动学习:现状、需求与发展策略

新生代农民工是我国工业化、城市化进程不断加快的过程中出现的一个特殊的劳动群体,他们大部分文化水平不高,但有极力提升自身综合素质的要求,因而向向新生代农民工的教育需求与教育服务的矛盾日渐突出.本文基于调查研究,分析了新生代农民工的移动学习现状.提出通过移动学习促进新生代农民工规范化培训具有必要性和可行性,并探讨了而向新生代农民工的移动学习的实施策略.     

The Global Report on Adult Learning and Education (GRALE): Strengths,weaknesses and future directions

International Review of Education - One of the core outcomes of the Sixth International Conference on Adult Education (CONFINTEA VI) held in 2009 was the Belém Framework for Action (BFA). Its...     

在沪台胞子女就读现状及政策需求调查

随着两岸关系和沪台两地交流交往的不断发展,在沪台胞已成为上海社会外来人口中一个特殊群体.台湾同胞在沪工作、学习、生活、居住,其子女就读问题尤为引人关注.为了切实应对在沪台胞子女就读的客观需求,妥善解决在沪台胞子女就读问题,必须认真地对政策问题加以研究.本研究采用问卷法,对在沪台胞子女就读现状及政策需求进行调查,旨在为进一步研究和完善在沪台胞子女就读政策提供依据.     

Origins of Print Concepts at Home: Print Referencing During Joint Book-Reading Interactions in Taiwanese Mothers and Children

Research Findings: This study examines the amount of attention to print paid by Taiwanese mothers and children during joint book reading over time and the relationship between the use of print referencing by Taiwanese mothers and the print concepts skills of their children measured at age 3;0. A total of 42 Taiwanese mother–child pairs from middle-class families participated in this study. Mother–child interactions during joint book reading were video recorded and analyzed when the children were 1;2, 2;2, and 3;0. The mothers’ use of print referencing strategies correlated positively and significantly with children’s use of print referencing both synchronically and diachronically during joint book reading. Significant positive correlations were also found between children’s performance on a print concepts test at 3;0 and print referencing strategies used by their mothers when the children were 2;2 and 3;0. Practice or Policy: It is suggested that parents and preschool and kindergarten teachers increase their use of print referencing strategies when they read books to young children.     

Learning About Baby: What New Mothers Would Like to Know

As part of a larger research project to evaluate a new model of care for first-time mothers in a community health-care setting, this study aimed to identify the preparation and information needs of first-time mothers. All first-time mothers attending a selection of community child health centers in Brisbane, Australia, who presented with no overt risk factors and with a thriving child, were invited to participate in the study. Three months after mothers entered the service, data were collected via telephone survey (N = 151). In addition, focus group interviews were conducted 7–9 months following entry to the service (n = 8). Participants reported seeking information from a variety of sources during pregnancy. Few participants felt well prepared for managing either the physical or emotional experience of early mothering or the essential maternal and child health issues and common problems in the early months. Findings suggest that current approaches to care and education may not meet the needs of first-time mothers. Different approaches are suggested to enhance women's maternal competence during the first few months of becoming a new mother.     

了解小学生数学学习基础与需要的策略

面对一个新的学习主题,如何通过了解学生数学学习的基础与需要,确定学生的发展可能是数学教学中最重要的工作;了解学生是数学教学取得成功的一半。提出一套供教师了解学生数学学习的基础与需要的简单易行的操作程序。     

适应个性化学习需要 建设数字化学习包

数字化学习包能承载更多类型资源,能为不同类型的学习者提供个性化学习手段。建设数字化学习包应注意满足学生个性化学习资源的多样性、人才培养目标的应用性、学习过程的整体性。应发挥系统优势,建设示范性学习包,推动教学资源的建设和应用。