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111.
Arathi Sriprakash Adam Possamai Ellen Brackenreg 《The Australian Educational Researcher》2014,41(3):227-242
This paper examines ideas of cosmopolitanism, particularly social theorists’ interests in a cosmopolitan ‘disposition’, to consider how religiously diverse students experience campus life in a multi-faith Australian university. We draw on data from focus-group interviews conducted with students from Muslim, Christian, Spiritual, and Atheist student-groups to contribute empirical insights into theoretical debates about cosmopolitanism. We show how students understand religious relations in a university campus in multiple ways; moving back and forth between relations of religious openness and tension in different institutional scenarios. In light of these findings, we reflect on the possibilities of fostering ‘cosmopolitan religiosity’ in higher-education settings and demonstrate the limits of a liberal multicultural approach to religious diversity. 相似文献
112.
Irene Carter Thecla Damianakis Sharon Munro Hannah Skinner Sumaiya Matin Tanya Nash Andrews 《Journal of Teaching in Social Work》2013,33(5):486-503
Agency group work has increased, but opportunities for social work group practice in educational settings have not kept pace. One option in response is technology-based learning, and students appear to have positive perceptions of online group project work. Online courses appear to have outcomes comparable to those that occur with in-person groups but require careful monitoring of group processes and group-based technologies. The authors discuss the factors involved in developing and implementing online and blended course delivery in teaching group work. 相似文献
113.
Winny Shen Paul R. Sackett Nathan R. Kuncel Adam S. Beatty Jana L. Rigdon Thomas B. Kiger 《教育实用测度》2013,26(3):197-219
Previous research has demonstrated that cognitive test validities are generalizable and predictive of academic performance across situations. However, even after accounting for statistical artifacts (e.g., sampling error, range restriction, criterion reliability), substantial variability often remains around estimates of cognitive test–performance relationships suggesting the presence of additional moderators. In the present study, we examine the sources of institutional variation in Scholastic Aptitude Test (SAT) validity across a sample of 110 institutions. Institutional characteristics moderated the size of SAT validities, such that more selective schools and schools that emphasize traditional assessment techniques (i.e., school records, standardized tests) showed higher SAT validities while schools that were larger and where students demonstrated more financial need, schools that emphasized the usage of alternative assessment techniques (i.e., essays, letters of recommendations, extracurricular activities), and schools that enrolled higher percentages of historically disadvantaged minority students generally exhibited lower SAT validities. Future directions in the understanding of situational influences on SAT–grade point average validities are discussed. 相似文献
114.
115.
The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and are used by permission of that periodical. The abstract numbers are from Volume 25, Numbers 11 and 12, November‐December 1951. 相似文献
116.
Adam Winsler Deepti Gupta Karkhanis Yoon Kyong Kim Jerome Levitt 《The Urban Review》2013,45(4):416-447
Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed. 相似文献
117.
English education policy‐makers have targeted classroom time as a key area for regulation and intervention, with ‘brisk pace’ widely accepted as a feature of good teaching practice. We problematise this conventional wisdom through an exploration of objective and subjective dimensions of lesson pace in a corpus of 30 Key Stage 2 literacy lessons from three classrooms in one London school. Systematic classroom observation produced an anomaly: the lessons we experienced as fast‐paced were rated objectively as slowest, and vice‐versa. We contrasted the fastest and slowest episodes in the corpus, demonstrating that for these episodes the accepted measure of pace primarily reflected differences in utterance length. Linguistic ethnographic micro‐analysis of the episodes highlighted predictability, stakes, meaning and dramatic performance as key factors contributing to pace as experienced. We argue, among other claims, that sometimes accelerating pupils' experience—and learning—necessitates slowing down the pace of teaching, and that government calls for urgency may, perversely, make lessons slower. 相似文献
118.
CRITICS OF SOCIETY: RADICAL THOUGHT IN NORTH AMERICA by T. B. Bottomore. New York: Pantheon Books, 1968. viii + 150 pp. $4.95 TWO WORLDS OF CHILDHOOD by Urie Bronfenbrenner. New York: Russell Sage Foundation, 1970. x+ 190pp. $7.95. JACQUES BARZUN ON WRITING, EDITING, AND PUBLISHING by Jacques Barzun. Chicago: The University of Chicago Press, 1971. xi + 130pp. $1.35. STUDENT HOUSING: ARCHITECTURAL AND SOCIAL ASPECTS by William Mullins and Phyllis Allen. New York: Praeger Publishers, 1971. vii+248pp. $25.00. ARCHITECTURE FOR THE EDUCATIONAL THEATRE by Horace W. Robinson. Eugene, Oregon: University of Oregon, 1970. 147 pp. $7.50. 相似文献
119.
Karni Kissil Maureen Davey Adam Davey 《International journal for the advancement of counseling》2013,35(3):216-233
Immigration and acculturation can have profound effects on counselors’ sense of self and interactions with others. Yet the influence of being an immigrant on a therapist’s use of self during actual clinical encounters has received very little empirical attention, even though the number of foreign-born counselors is steadily increasing in the U.S. In order to fill this gap we conducted a web-based survey study to examine the associations between acculturation, language proficiency, and clinician’s self-efficacy in a sample of 258 foreign-born counselors and providers currently practicing in the U.S. Results suggest that perceived prejudice and not the level of acculturation is significantly associated with levels of clinical self-efficacy, suggesting that the attitudes and behaviors of the host community play a much bigger role in the acculturation of immigrant therapists than previously assumed. 相似文献
120.
Development of Intra‐ and Intergroup Judgments in the Context of Moral and Social‐Conventional Norms
Melanie Killen Adam Rutland Dominic Abrams Kelly Lynn Mulvey Aline Hitti 《Child development》2013,84(3):1063-1080
Children and adolescents evaluated group inclusion and exclusion in the context of generic and group‐specific norms involving morality and social conventions. Participants (N = 381), aged 9.5 and 13.5 years, judged an in‐group member's decision to deviate from the norms of the group, whom to include, and whether their personal preference was the same as what they expected a group should do. Deviating from in‐group moral norms about unequal allocation of resources was viewed more positively than deviating from conventional norms about nontraditional dress codes. With age, participants gave priority to group‐specific norms and differentiated what the group should do from their own preference about the group's decision, revealing a developmental picture about children's complex understanding of group dynamics and group norms. 相似文献