As part of a comparative study of attitudes toward freedom ofexpression, Americans, Israeli Jews, and Israeli Arabs wereasked about the social contexts in which they feel unfree tospeak and about the reasons that inhibit them. Home was theleast inhibiting locus in all three cultures and, for the U.S.respondents, the workplace was most inhibiting. Responding toa battery of 33 reasons for not speaking out, all three culturesgave highest ratings to items related to the fear of hurtingothers. Questions measuring fear of being disapproved or hurtby othersincluding fear of isolation from the majorityand fear of legal restraintwere ranked lower. An overallindex of inhibition items proved highly reliable cross-culturally.Americans claimed least inhibition and Israeli Arabs most. Malesand those with higher education levels and incomes were alsoless inhibited across the three cultures. Expression inhibitionwas negatively, through weakly, related to support for expressiverights among both Israeli groups and American whites but notAmerican blacks, where the relation was positive. Expressioninhibition was negatively related to political activity amongAmericans and Israeli Jews but not among Arabs. 相似文献
This study reveals the multicultural perspectives in the curricula of two colleges of education in Israel. It examines the perceptions of teacher educators with regard to: the importance of the teacher's role in educating students for sensitivity and diversity; the needs of students from different cultural backgrounds in colleges of education; the roles of the teacher and the college; and an evaluation of how multiculturalism is dealt with in teacher education in Israel. Faculty members in both colleges perceived multiculturalism as relating to two domains: student population and curriculum. The findings and conclusions confirm the existence and increasing awareness of multiculturalism in the two colleges. However, it is obvious that as yet the concept has not been thoroughly investigated, nor has it penetrated all realms of activity. Clearly, teacher educators know the meaning of multiculturalism and believe that it should play a more significant role in colleges of education. However, they seem to be uncertain as to how to go about it. 相似文献
It is well established that stimulant medication improves classroom manageability and attention in terms of time on task, but does stimulant medication improve learning or long-term academic achievement in children with ADHD? There is no clear evidence that it does, but there are at least two reasons why beneficial effects may be obscured in research studies and clinical practice: (1) Higher-than-optimal doses may be prescribed if behavioral response (rather than cognitive response) is used to titrate the dose, and (2) treatment may be overinclusive if diagnostic groups are targeted in which a significant proportion of cases do not have favorable cognitive responses to medication. This article addresses these two issues and describes a large clinical series of patients who were evaluated using a double-blind medication assessment protocol designed to overcome some of the theoretical deficiencies suggested by these issues. 相似文献
The Reggio Emilia approach is based on the idea that every child has at least, “one hundred languages” available for expressing perspectives of the world, and one of those languages is music. While all of the arts (visual, music, dance, drama) are considered equally important in Reggio schools, the visual arts have been particularly central in the development of the approach. This article explores how a Reggio-inspired atelier (art studio) can be expanded to include music. Commonalities between visual art and music are discussed, as well as the use of music learning techniques, materials, and documentation for the music atelier. 相似文献
The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months. 相似文献
ABSTRACTStudies on the effectiveness of retirement planning programs are relatively scarce. Retirement preparation and planning programs may assist individuals to smooth the transition to retirement and subsequent adjustment. This qualitative study examines the effects of three retirement preparation programs on civil servants in Brazil. Theoretically, the study builds on the transtheoretical model (TTM), also called the stages of change model. Twenty civil servants (aged 53–67) working for the Brazilian government were randomly assigned to one of the three retirement planning programs entitled testimony, short, and extensive. The results of qualitative interviews, conducted 6 months after completion of the programs, show that participants on the extensive program presented a broader array of changes in retirement planning and had progressed through more stages of the TTM than participants who took part in the short and testimony programs. 相似文献
We investigate how the ability to respond appropriately to reasons provided in discourse develops in young children. In Study 1 (N = 58, Germany, 26 girls), 4- and 5-, but not 3-year-old children, differentiated good from bad reasons. In Study 2 (N = 131, Germany, 64 girls), 4- and 5-year-old children considered both the strength of evidence for their initial belief and the quality of socially provided reasons for an alternative view when deciding whether to change their minds. Study 3 (N = 80, the United States, 42 girls, preregistered) shows that 4- and 5-year-old children also consider meta-reasons (reasons about reasons) in their belief revision. These results suggest that by age 4, children possess key critical thinking capacities for participating in public discourse. 相似文献
To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risk-taking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns of test-taking behavior and to explore how these groups differ in terms of background characteristics and test performance in a high-stakes achievement test context. A sample of the Swedish Scholastic Assessment Test test takers (N = 1891) completed a questionnaire measuring their motivation, test anxiety, and risk-taking behavior during the test, as well as background characteristics. A two-step cluster analysis revealed three clusters of test takers with significantly different test-taking behavior profiles: a moderate (n = 741), a calm risk taker (n = 637), and a test anxious risk averse (n = 513) profile. Group difference analyses showed that the calm risk taker profile (i.e., a high degree of risk-taking together with relatively low levels of test anxiety and motivation during the test) was the most successful profile from a test performance perspective, while the test anxious risk averse profile (i.e., a low degree of risk-taking together with high levels of test anxiety and motivation) was the least successful. Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores.
Computer-Supported Collaborative Learning (CSCL) can be a powerful tool in creating learning communities in which students
have a chance to construct knowledge collaboratively and to develop explanations of the subject to be studied. It is obvious,
however, that collaborative inquiry is a cognitively-challenging task for an individual student. More evidence on the nature
and quality of students' actions and strategic processes in CSCL is needed to make these models more applicable in different
domains of classroom learning. The aim of this study was to analyse students' strategic actions in Computer-Supported Collaborative
Learning. Eighteen secondary school students, ages 13–14 years, participated in CSCL inquiries in their literature class.
The networked technology environment used was CSILE. The students had three inquiry-based CSCL projects, each lasting for
six weeks. The data-collection procedures used were questionnaires, students' written computer notes and repeated process-oriented
interviews. The results show the dominance of a superficial approach toward inquiry. This is evidenced by the students' fact-oriented
computer notes and their self-reported, surface-level strategic actions. However, the results show a growing amount of collaborative
discussion in the networked database. Collaborative networked discussions manifest an increase in deeper-level cognitive strategies
and progressive student inquiries.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献