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81.
This paper discusses the findings of a study on how prospective teachers respond to the social difference they encounter in educational discourse and in the public schools. Despite the pessimism of most research on the issue, this study argues that there are always some individuals who desire to implement multicultural social reconstructionist education (MSRE). This paper portrays 3 teacher candidates who range in their positions on 3 signposts indicative of support for MSRE: identification with social justice; support for critical pedagogy and MSRE, and; desire to learn more about the effects of social domination. The paper urges Faculties of Education to become more aware of prospective multicultural educators' positions and to encourage their development. 相似文献
82.
Cynthia Joan Patel 《Gender and education》2016,28(1):55-71
This study compares three cohorts (1998–1999, 2005–2006 and 2010) of undergraduate psychology students at a South African university on the level of support for working women (women in paid employment) on various issues considered to be feminist. Cohort 1 (n?=?244), cohort 2 (n?=?311) and cohort 3 (n?=?266) completed an adapted version of a questionnaire used by the Research Group on Women and Work (Kitch, S. L. 1994. “‘We're All in this Alone’: Career Women's Attitudes Toward Feminism.” In Women and Careers: Issues and Challenges, edited by C. W. Konek and S. L. Kitch. London: Sage). The expected liberalisation of attitudes over the cohorts was evident for the females but not for the males: the second male cohort had more conservative attitudes than the first and third male cohorts. While there appeared to be strong overall support for gender equality in work and educational fields, there were equally solid endorsements of the importance of marriage and motherhood for working women. Across the cohorts there were somewhat moderate attitudes on the need for structural change in the family and at work. The implications of the findings are considered. 相似文献
83.
The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade. 相似文献
84.
A group of 633 college students at a large midwestern public university was asked fifteen questions pertaining to personal long-term course planning. The results indicated that only 48% of the students sketched out a tentative listing of at least two courses per term for one or more subsequent semesters when first planning courses for the current semester. Long-range planning was positively correlated with the number of years students had already spent in college and with students' perception of the following factors: course planning utility, degree of certainty about pursuing one's current first choice of career, and degree of commitment in using college coursework as a means of achieving a career goal (all p < 0.001). Long-range planning was negatively correlated with the anticipation of a possible change in academic interests. Such planning was not significantly correlated with students' entrance examination aptitude scores or grade point averages. Thus, students' long-range planning of courses was associated more strongly with career commitment than with recent academic performance or aptitude. 相似文献
85.
86.
Cynthia S. Johnson 《Journal of Career Development》1991,18(1):3-9
Cynthia S. Johnson is Coordinator, Counselor Education and School of Psychology, California State University-Long Beach, Long Beach, California 90840. 相似文献
87.
88.
OBJECTIVE: Our studies compared individuals at high- and low-risk for child physical abuse on measures of social information processing. METHOD: Two studies were conducted using similar methods. Twenty-eight childless women in Study 1 and 36 mothers in Study 2 read vignettes of parent-child interactions in which the child's level of compliance was difficult to interpret. Participants were asked a series of questions about the child's behavior and their own reactions. RESULTS: Accuracy and bias in identifying compliant behavior were assessed using a signal detection paradigm. In both samples, high- and low-risk participants did not differ in their overall accuracy in identifying children's behaviors. However, they used different evaluation standards such that high-risk participants were biased toward seeing more noncompliance and low-risk participants were biased toward seeing more compliance. High- and low-risk participants also made different types of errors in interpreting children's behavior. Low-risk participants were more likely to misinterpret noncompliant behavior as compliant, and there was a trend for high-risk participants to not perceive compliant behavior when it occurred. There were no differences in reported disciplinary responses in either study and the results for affective reactions were mixed. CONCLUSIONS: Specific differences in social information processing between high- and low-risk individuals replicated across samples, suggesting a reliable association between evaluation standards and risk of child physical abuse. However, the absence of differences in reported discipline and inconsistent findings on affective reactions indicate the need to identify the mechanism through which cognition influences parenting behavior. 相似文献
89.
90.
Cynthia G. Parshall Pansy Du Bose Houghton Jeffrey D. Kromrey 《Journal of Educational Measurement》1995,32(1):37-54
A resampling study was conducted to compare the statistical bias and standard errors of nonequivalent-groups linear test equating in small samples of examinees. Sample sizes of 15, 25, 50, and 100 were examined. One thousand samples of each size were drawn with replacement from each of 5 archival data files from teacher subject area tests. For each test, data files from 2 parallel forms were used. Results suggest trivial levels of equating bias even with small samples, but substantial increases in standard errors as sample size decreases. Results were interpreted in terms of applications to testing situations in which small numbers of examinees are available. 相似文献