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161.
First- and 3rd-year university students were surveyed regarding cultural attitudes and climate. Comfort in cross-cultural situations and respect for other cultures correlated with overall satisfaction for all students. However, the more Asian Americans, Hispanic Americans, and Whites were aware of diversity and changing their behavior accordingly, the less satisfied they were. Awareness of diversity was not related to overall satisfaction for African Americans. 相似文献
162.
Bennett G. Galef Brigitte Rudolf Elaine E. Whiskin Elena Choleris Marisa Mainardi Paola Valsecchi 《Learning & behavior》1998,26(4):448-454
In recent experiments in which the social influences on feeding in Mongolian gerbils were investigated, observer gerbils acquired food preferences from conspecific demonstrators only if the demonstrators and observers were either related or familiar. Even then, the effects of demonstrator gerbils on observers’ food choices lasted less than 24 h. In similar experiments with Norway rats, the familiarity/relatedness of demonstrators and observers had little effect on social learning, and the demonstrators’ influence on observers’ food choices lasted many days. We examined the causes of these differences and found that, after observer gerbils interacted with either unfamiliar or familiar conspecific demonstrators that had been fed using procedures typically used to feed demonstrator rats, they showed long-lasting social learning about foods, whereas observer rats interacting with conspecific demonstrators that had been fed as demonstrator gerbils normally are fed showed effects of familiarity/relatedness to demonstrators on their social learning about foods. Procedural differences, rather than species differences, seem to be responsible for reported inconsistencies in social learning about foods by rats and gerbils. 相似文献
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166.
This is a longitudinal study that focuses on blog-writing for the purpose of self-assessing competencies, and which was carried out within the practicum of a degree course in Primary Education Teaching at the University of Barcelona. Over the course of three academic years, students and a teacher have used a Platform 2.0 program, specially created for the study, to reflect on their learning processes and to self-assess with respect to the benchmark competences selected. The results show, first, a significant increase in students’ levels of awareness of their own competences, thanks to the optimisation of their communicative competency to explain same, and guided by the teacher’s feedback; and second, a growing level of satisfaction that can be observed in the assessment surveys on the process implemented. 相似文献
167.
Elena Lui Hah Wah 《Asia Pacific Journal of Education》1985,7(1):22-26
Stanley Coopersmith (1981. p. 5) defines self-esteem as “the evaluation a person makes and customarily maintains with regard to him- or herself. ‘Self-esteem’ expresses an attitude of approval or disapproval and indicates the extent to which a person believes him- or herself capable, significant, successful and worthy.” This judgement of worthiness of oneself is relatively enduring and general rather than transitory and specific. A person's self-esteem may vary across different areas of experience and role-defined conditions but one will presumably weigh these areas according to their subjective importance and then arrive at a general level of self-esteem. Attitude toward the “self” may or may not be noticed consciously. However, it can be detected through one's behaviour and performance. 相似文献
168.
Elena Minina 《Globalisation, Societies & Education》2018,16(4):435-452
ABSTRACTDrawing on the case of Russia’s post-Soviet education reform, the paper explores the interaction between borrowed reformatory solutions and culture codes in the process of neoliberal educational modernisation. Through the examination of the concept of ‘commercial service’ the article shows how bottom-up societal resistance is maintained and normalised in the real-life language of the reform debate among policy-makers, teachers, parents and the general public. Building on policy-as-discourse studies, the analysis unpacks specific conceptual frames behind societal interpretation of educational commercialisation. The article finds that the public debate is stalled by an extreme polarisation and a seeming intractability of such conceptual categories as ‘money’, ‘commerce’, ‘moral upbringing’, and ‘the soul.’ It further argues that instead of mediating borrowed and domestic social meanings, the official reform narrative serves to strengthen the polarisation of opinions, while leaving under-conceptualised a number of important links between market values of competitive individualism, material profit and entrepreneurship and domestic values of egalitarianism, collegiality, moral education and non-materialist values. The article concludes with a discussion of the role of the state in transmitting borrowed policy ideas to the public and the interplay between grassroots resistance and national education policies. 相似文献
169.
One important aspect of teacher effectiveness, of course, is formal knowledge of one or more academic disciplines. But another aspect of teacher effectiveness may be informal, or tacit knowledge of how to handle challenging situations, or even crises, that arise in the classroom. Tacit knowledge is what a person needs to know to succeed in an endeavor that is typically not explicitly taught and that often is not even verbalized. It is procedural knowledge, and thus is not just a static form of knowledge, but rather, knowledge in use. We constructed a measure of tacit knowledge for elementary-school teachers, in order to determine the teachers’ likely effectiveness in dealing with problematical classroom situations. In Study 1, our primary goal was to determine whether our measure predicted principals’ ratings of the teachers’ classroom performance as well as teachers’ ratings of their own effectiveness. We found that teachers who scored higher on our tacit-knowledge inventory generally were rated as more effective by their principals, but as less effective by themselves. In Study 2, we investigated whether responses to problematical situations that were viewed as better or worse, respectively, in the United States were also viewed as better or worse, respectively, in Israel. We found a high correlation between responses in the two countries. We concluded that it is possible to measure an important aspect of teacher effectiveness via a measure of tacit knowledge, and that comparable measurements may be possible across at least two cultures. 相似文献
170.
This study examines how maternal work may shape pre- and young adolescents' daily life experience. According to the procedures of the Experience Sampling Method (ESM), 295 10– 13-year-old children carried electronic pagers for 1 week and completed self-report forms in response to random signals sent every other hour. Their daily experience did not differ by maternal employment status, with the following exceptions: full-time maternal employment was associated with more time doing homework with mothers and less time in general leisure, while part-time employment was associated with more time doing sports with parents. Relative to those with nonemployed mothers, youth with part-time employed mothers reported more positive daily moods and higher self-esteem, while youth reported time with full-time employed mothers to be the friendliest. While children with employed mothers spent no less time with family, parents, friends, in class or alone, they spent more time alone with fathers. 相似文献