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41.
Aging education is relatively new to the university, and our understanding of the perspectives students bring to aging populations is correspondingly limited. This investigation surveys 546 students at a midsized, Midwestern university to explore students' views toward elders, toward serving elders, and toward the relevance of aging education for various other areas of study. Our results suggest generally favorable attitudes: older students and students with greater contact with aging populations were more positive than their counterparts; gender, GPA, and aging courses taken showed sporadic or no effects on various attitudes. These preliminary findings offer a baseline for future investigations. Our findings suggest that students who have more contact through friendship and volunteer experiences have more positive attitudes toward working with older adults. Additional research is needed to examine if type of gerontological instruction is associated with attitudes toward aging and aging education. 相似文献
42.
44.
Ruth Harding Weaver 《Early education and development》2002,13(3):265-282
This study examined the personal characteristics and resources in 65 licensed family child care providers' lives that influence developmentally enhancing caregiving and professional commitment to child care. Several self-report instruments were utilized to assess providers' personal characteristics and resources. The Family Day Care Rating Scale (FDCRS: Harms & Clifford, 1989) was used to assess quality of care during morning observations at providers' homes, while the Organizational Commitment Questionnaire (OCQ: Mowday, Steers, & Porter, 1979) was adapted to assess professional commitment to family child care. Factors in providers' lives that uniquely contributed to higher levels of quality care were higher levels of formal education and training, college coursework in ECE, higher levels of psychological well-being, and higher family incomes. Common factors in providers' lives that predicted higher levels of professional commitment to child care were helpful and supportive resources for child care and higher levels of psychological well-being. 相似文献
45.
David H. Weaver G. Cleveland Wilhoit Daniel C. Hallin Keith Blume Robert E. Denton Jr. Gary C. Woodward 《Communication Booknotes Quarterly》2013,44(6-7):70-73
THE AMERICAN JOURNALIST: A PORTRAIT OF U.S. NEWS PEOPLE AND THEIR WORK by David H. Weaver and G. Cleveland Wilhoit (Bloomington: Indiana University Press, 1986—$25.00) THE “UNCENSORED WAR:” THE MEDIA AND VIETNAM by Daniel C. Hallin (New York: Oxford, 1986—$22.50) THE PRESIDENTIAL ELECTION SHOW: CAMPAIGN '84 AND BEYOND ON THE NIGHTLY NEWS by Keith Blume (Bergin & Garvey Publishers, 670 South Amherst Rd., South Hadley, MA 01075—$29.95/12.95) POLITICAL COMMUNICATION IN AMERICA by Robert E. Denton, Jr. and Gary C. Woodward (New York: Praeger, 1985—$42.95/15.95) NEWS MEDIA AND PUBLIC POLICY: AN ANNOTATED BIBLIOGRAPHY edited by Joseph P. McKerns (New York: Garland, 1985—$39.00) COMMITTED JOURNALISM: AN ETHIC FOR THE PROFESSION by Edmund B. Lambeth (Bloomington: Indiana University Press, 1986—$25.00/8.95) SUING THE PRESS: LIBEL, THE MEDIA & POWER by Rodney A. Smolla (New York: Oxford University Press, 1986—$18.95) WORLDLY POWER: THE MAKING OF THE WALL STREET JOURNAL by Edward E. Scharff (Beaufort Books, 9 East 40th St., New York 10016—$18.95) THE ULTIMATE INSIDERS: U.S. SENATORS IN THE NATIONAL MEDIA by Stephen Hess (Washington, DC: Brookings Institution, 1986—price not given, cloth and paper) THE FLACKS OF WASHINGTON: GOVERNMENT INFORMATION AND THE PUBLIC AGENDA by David Morgan (Westport, CN: Greenwood Press, 1986—$29.95) ISSUES MANAGEMENT: CORPORATE POLICYMAKING IN AN INFORMATION SOCIETY by Robert L. Heath and Richard Alan Nelson (Beverly Hills, CA: Sage, 1986—no price given) BEHIND THE LINES: CASE STUDIES IN INVESTIGATIVE REPORTING by Margaret Jones Patterson and Robert H. Russell (New York: Columbia University Press, 1986—$28.50) GOVERNING THE PRESS: MEDIA FREEDOM IN THE U.S. AND GREAT BRITAIN by Deborah Holmes (Boulder, CO: Westview Press, 1986—$16.50, paper) THE UNTAPPED POWER OF THE PRESS: EXPLAINING GOVERNMENT TO THE PEOPLE by Lewis W. Wolfson (New York: Praeger, 1985—$28.95/9/95) 相似文献
46.
This study investigated the effect of individuals’ self-reported skill levels on generated violent content. After playing a violent video game, participants (N = 68) completed a questionnaire determining skill level with measures modified from previous game studies. The resulting 4,023 instances of violence were analyzed using techniques adapted from prior video game content analyses and the National Television Violence Study. Findings indicated a significant difference in the amount and context of violent acts between higher skilled and lower skilled players. Those who reported being higher skilled generated more instances of violence, were more often the perpetrators rather than the targets of violence, experienced greater consequences (graphicness) of violence, and experienced more on-screen and up-close violence. 相似文献
47.
An analysis of 295 male and 194 female examinations from introductory atmospheric and oceanic science courses is conducted to determine whether or not there exists gender differences in the performance on multiple choice versus constructed response sections of the exams. The difference in the mean performance of males and females on constructed response relative to multiple choice sections of final exams, even in years where the females performed better than or worse than the males on both sections, is on average 5% that is significant at the 0.1% level. Gender differences on time-limited midterm exams are not significant. It is further shown that final exam performance is not significantly related to whether or not the exam starts with a multiple choice versus constructed response set of questions. While our analysis is unable to differentiate between the possibilities that multiple choice questions favor male students and the competing hypothesis that constructed response questions favor female students, existing literature is reviewed to suggest that a combination of both is possible. Nevertheless, from the analysis of our examination results, we can conclude that an exam of introductory atmospheric or oceanic science curricula, which is made up of 60% multiple choice questions and 40% constructed response questions, would not be skewed to favor any particular gender. 相似文献
48.
Quality teacher evaluation is a complex subject, requiring complex methods that draw from multiple data sources (Peterson, 2000). Most importantly, preservice teacher evaluation should match teacher education objectives (Popham, 1993) and, ultimately, be used to inform teacher practices and reform educational programming (Darling-Hammond, 1990). The purpose of this study is to present an evaluation model that uses multiple data sources for a preservice teacher’s internship experience. This model is employed within a teacher education program at a large land-grant university; the multiple data sources match program objectives and draw parallels between preservice and inservice teacher evaluation tools at use in this particular state. The evaluation model incorporates two guiding objectives within this college of education’s mission statement—objectives that focus on performance and reflection. First, preservice teachers are educated to assume roles of leadership and service in classroom practice, and second, preservice teachers are taught to become reflective practitioners, The first objective is measured by using a research-based classroom observation rating form during the internship that closely resembles the tool used by the state-licensing department of education. The second program objective is measured through the use of portfolios. In addition to using the results from these instruments to advise preservice teachers regarding their professional growth, the data can also guide program development within the college and suggest programmatic reform, an often overlooked yet integral factor of personnel evaluation. Discussion of specific rating results per instrument and specific avenues for program development are presented. 相似文献
49.
A. Nayena Blankson Marion O’Brien Esther M. Leerkes Stuart Marcovitch Susan D. Calkins Jennifer Miner Weaver 《Child development》2013,84(1):346-360
Dynamic relations during the preschool years across processes of control and understanding in the domains of emotion and cognition were examined. Participants were 263 children (42% non‐White) and their mothers who were seen first when the children were 3 years old and again when they were 4. Results indicated dynamic dependence among the processes studied. Specifically, change in cognitive processes of control and understanding were dependent upon initial levels of the other processes. Changes in emotion control and understanding were not predicted by earlier performance in the other processes. Findings are discussed with regard to the constructs of control and understanding and the developmental interrelations among emotion and cognitive processes. 相似文献
50.
Helen Proctor Heather Weaver 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):49-70
AbstractThis article examines cultural representations of the mid-twentieth century mother of schoolchildren in a mass-circulation Australian women’s magazine, arguing that schools and schooling have been under-acknowledged in the historiography of mothering, despite their importance in shaping modern childhood and family life. Framing the Australian Women’s Weekly as a medium of public instruction, we identify and analyse its advice about schooling, both direct and implied, across a variety of the magazine’s sections: in illustrations, news, feature articles, advertising, letters and advice columns. This advice was informed by the popular dissemination of medical, psychological and educational expertise, by managed exchanges amongst the magazine’s readers and by the availability of a variety of consumer products. Much of the guidance offered to mothers was aspirational, aimed at educating and thereby modernising the readership. The interconnectedness of advertising and editorial produced visual and textual images of an “educational home” in which children had their learning supported or enriched, just as their bodies were capably fed and clothed. By the 1950s there was an increasing emphasis on interpersonal relations and therapeutic psychology and the Weekly had embarked on a project of encouraging mothers to learn more about schooling, to do more to support their children’s learning and to take an interest in education as a social project. Despite her strong and growing connection to the school through her children, however, the school mother was almost always represented as working outside its physical boundaries during this period. 相似文献