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21.
This study represents the first phase of an ongoing research program aimed at identifying the dimensions of reading attitude and determining how these dimensions relate to a broader range of variables such as reading achievement, scholastic aptitude, classroom behavior, and cognitive styles. The 150 items which comprise the experimental edition of A Survey of Reading Altitudes (Wallbrown, Brown, & Engin, 1974) were factor analyzed along with measures of scholastic aptitude, reading vocabulary, and reading comprehension. The analysis was based on the responses of 853 intermediate grade students. The attitude items were presented orally to control for reading problems, but the students also had booklets so they could read the items to themselves. Seven independent dimensions of reading attitude and one reading achievement factor were identified, interpreted, and discussed. The findings are encouraging, since they suggest that investigating the expressed reading attitudes of intermediate grade children constitutes a promising line of educational research. 相似文献
22.
Beatriz Lucas‐Molina Ariel A. Williamson Rosa Pulido Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. 相似文献
23.
Ju‐Joan Wong Po‐Yu Chen Chun‐Di Chen 《The International Journal of Art & Design Education》2016,35(1):140-153
Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers. 相似文献
24.
A Situationist Lesson for Character Education: Re‐conceptualising the Inculcation of Virtues by Converting Local Virtues to More Global Ones
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Yi‐Lin Chen 《Journal of Philosophy of Education》2015,49(3):399-417
Inspired by the debate about character between situationism and virtue ethics, I argue that John Doris's idea, ‘local trait’, offers a fresh insight into contemporary character education. Its positive variant, ‘local virtue’, signals an inescapable relay station of the gradual development of virtue, and serves as a promising point of departure for advanced growth. The idea of converting local virtues to more global ones is accordingly proposed to represent an empirically more realistic way of conceiving how to approach the ethical ideal of global virtues. It helps to direct our gaze to the great intermediate developmental stages of virtue, which mark out a whole spectrum of virtues of varying degrees that fall short of full virtue. This new notion works together with the traditional Aristotelian account to provide a full account of how to effectively undertake the age‐old educational business of the inculcation of virtues. 相似文献
25.
Alan M. Schwitzer Shana Pribesh Amanda Ellis‐O'Quinn Patricia B. Huber Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95
This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings. 相似文献
26.
Elizabeth Hughes Morgan Chitiyo Ambumulire Itimu‐Phiri Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177
This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education. 相似文献
27.
Yong‐Seok Seo 《Journal of Philosophy of Education》2014,48(1):86-99
The current age is characterised by many as secular, and a source of such a characterisation can be found in the Nietzschean claim that thoughts about there being some ultimate reality have to be jettisoned, and human existence and the world need to be embraced as they are. That claim is renewed by some secular thinkers who insist that education has to be reconceived in ways congenial to the new age. It is argued that central to their logic is the dichotomy between the religious and the secular or the otherworldly and the earthly, and that this dichotomy is simplistic as well as problematic. As an alternative to the ‘two worlds’ view, the ‘two aspects’ view is suggested, with an interpretation of reality that the noumenon––the non‐human––has to be taken in the negative sense. Against secularising the domain of education, it is indicated that there still remains a place for education to occupy between the two poles of religiousness and secularity. 相似文献
28.
Sarab Aburabia‐Queder 《Higher Education Quarterly》2011,65(2):186-205
This article examines two groups of Bedouin women who studied in different cultural spaces. The first group, due to a lack of high schools in the Negev (during the 1970s), were obliged to leave the village to study and reside in boarding schools in the central and northern regions of Israel. These women returned to their society of origin after the completion of their academic studies. The second group went to Jewish universities in a town near their homes (Beersheba), attending daily and returning home each night to patriarchal control. The article examines the experience of these pioneers in higher education as a form of cultural transition and internal immigration, with an emphasis on the unique characteristics of each of the two groups. Going out to gain higher education is seen in Bedouin society as a form of immigration, and the first educated women therefore became a type of immigrant. 相似文献
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