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871.
Grounded-theory analyses were used to formulate propositions regarding the processes of adolescent emotional development. Progress in understanding this difficult topic requires close examination of emotional experience in context, and to do this the authors drew on qualitative data collected over the course of a high school theater production. Participants' (ages 14-17) accounts of experiences in this setting demonstrated their capacity to actively extract emotional knowledge and to develop strategies for managing emotions. These accounts suggested that youth's repeated "hot" experience of unfolding emotional episodes in the setting provided material for this active process of learning. Youth also learned by drawing on and internalizing the emotion culture of the setting, which provided concepts, strategies, and tools for managing emotional episodes. 相似文献
872.
This study examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework. Preschool teachers who were enrolled in CDA classes (n = 76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and practices. Repeated measures Multivariate Analyses of Variance indicated that the CDA training teachers decreased the amount they endorsed beliefs and practices that contrast with Developmentally Appropriate Practice over time more than the comparison teachers. Results suggest that CDA training can be an effective means of increasing the developmentally appropriateness of beliefs and self-reported practices of early childhood teachers, which past research suggests will ultimately impact classroom quality. 相似文献
873.
Academic achievement and cognitive ability have been shown to predict later age at first sexual intercourse. Using a sample of 536 same-sex twin pairs who were followed longitudinally from adolescence to early adulthood, this study tested whether relations between intelligence, academic achievement, and age at first sex were due to unmeasured genetic and environmental differences between families. Twins who differed in their intelligence or their academic achievement did not differ in their age at first sex. Rather, the association between intelligence and age at first sex could be attributed entirely to unmeasured environmental differences between families, whereas the association between academic achievement and age at first sex could be attributed entirely to genetic factors. 相似文献
874.
Otaiba SA Connor CM Folsom JS Greulich L Meadows J Li Z 《The Elementary school journal》2011,111(4):535-560
The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students' language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students' needs in the areas of reading in general education contexts. 相似文献
875.
Penny Jane Burke Jackie McManus 《Discourse: Studies in the Cultural Politics of Education》2011,32(5):699-712
In this article, we examine the policy and practice of admissions to art and design courses in the context of the UK widening participation (WP) agenda. We draw on our qualitative study of admissions practices funded by the National Arts Learning Network (NALN). To provide context and background, we outline and critique WP policy discourses, focusing on issues of admissions and access, followed by an analysis of our research data, drawing on the conceptual tools of subjectivity and misrecognition. In using this analytical approach, we attempt to expose the subtle and insidious workings of inequality and exclusion in processes of selection. We argue that admissions policy problematically conflates notions of ‘fairness’ and ‘transparency’ and fails to address complex socio-cultural inequalities in processes of recognition of the potential student-subject of art and design. We show how a focus on individual practices rather than on policy discourses and processes of subjective construction helps to hide the ways that ‘potential’ is constructed in ways that privilege and recognize particular student subjectivities, whilst excluding Others. 相似文献
876.
The level of student preparedness for university‐level study has been widely debated. Effective study skills modules have been linked to supporting students’ academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first‐year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students’ and tutors’ views diverge provide insights into the perceptions of academic tasks and associated competencies for higher education and the delivery of study skills in practice for computing students. 相似文献
877.
Data of use to students in making plans concerning entry into graduate programs are also likely to be of use to administrators faced with resource allocation decisions. Included are such relatively available data as the percent of students entering a degree program who emerge with degrees, average length of time between entrance to the University and receipt of a graduate degree, and the extent to which sex differences exist in terms of degree completion rate or time required to complete a graduate degree. Average length of time to a degree can be useful in making individual plans and in comparing departments in the efficiency with which they produce degree holders. If these data are available for all degree holders, they allow the individual to make plans for his education and could allow him to compare departments in different universities. If such data are augmented to include all semesters of registration, by those who do not earn degrees as well as those who do, they can be used to yield efficiency indices. Combined with cost data, they can yield figures on the relative costs of the degrees awarded by departments within an institution. The present report summarizes a set of data designed to cast light on the comparative performance of the academic departments at the University of Illinois at Urbana-Champaign in the production of graduate degrees and focuses on the methodology involved in developing statistical reports useful for such purposes.Paper presented at the Fifty-Ninth Annual Meeting of the American Association of Collegiate Registrars and Admissions Officers, Los Angeles, California, April, 1973. 相似文献
878.
AbstractThis essay reflects on ways to equip teacher candidates so they are not only prepared to answer tough questions, but are educated for the linguistic and literacy challenges of today’s classrooms. We recognize that with an ever-growing majority minority population, it is time to change the teacher preparation system, and to support current teachers and the preparation of future teachers for the field; these changes need to be soon and are imperative. 相似文献
879.
This article reports a study in which good and poor comprehenders (in 2 age groups: 8- and 10-year-olds) read short passages containing phrases that could be interpreted as idiomatic or not, depending on the context. Familiarity was manipulated by including real (English) idioms and novel (translations of Italian) idioms. Reading times for the target phrases were measured and the children’s understanding of the target expressions was assessed. The older children and better comprehenders were more likely to interpret idiomatic phrases correctly. In particular, there was an interaction between age and meaning condition: The younger children were less able to choose an appropriate interpretation of the figurative expressions. In general, children spent relatively more time reading the idiomatic expressions than the literal ones, with the exception of less skilled comprehenders when presented with novel (Italian) idioms. They seemed not to appreciate that these expressions needed any particular effort for interpretation. 相似文献
880.
Patterns of integration,commitment, and student characteristics and retention among younger and older students 总被引:1,自引:0,他引:1
Jane M. Grosset 《Research in higher education》1991,32(2):159-178
The primary purpose of this study was to explore the differential persistence impact of the components of the Tinto model, preentry characteristics, initial goals and commitments, integration, subsequent goals and commitments, and external commitments, to the process of younger and older student persistence. The sample (N=449) included first-time students enrolled full- or part-time at a large, urban community college. The study design was longitudinal with questionnaire data gathered at the beginning and end of the spring 1989 semester. Persistence was measured from the spring to the following fall semester. Discriminant function analysis was used to study multivariate differences between short-term persisters and nonpersisters. Younger (17 to 24 years) and older (25+ years) student data were analyzed separately. Findings indicated (1) integration was more important to the persistence of younger students than it was for the older cohort; (2) self-assessed study skills were the most important discriminator for older students; (3) student perceptions of cognitive and personal development were important to persistence in both groups; and (4) goal commitment was important to the persistence of both age groups. 相似文献