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This article compares and contrasts two types of multiple criteria models that can be used to select children for gifted classes: breadth models and depth models. In a breadth model, children are selected for gifted classes if they score moderately well on several assessment areas simultaneously. In a depth model, children are selected for gifted classes if they score superlatively well on any one assessment area, regardless of the level of their performance in other assessment areas. In the study, three breadth models, three depth models, and a more traditional Intelligence Test Model were applied to a population of fourth graders (N = 159) in a small town. The results indicated that children selected by the breadth models had very high classroom grades and were well thought of by their teachers. However, depth models included more students with unusually high IQ scores and more promising underachievers than did breadth models. These and other factors made depth models more advantageous than breadth models. 相似文献
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This research examines the value-expressive function of attitudes and achievement goal theory in predicting moral attitudes. In Study 1, the Youth Sport Values Questionnaire (YSVQ; Lee, Whitehead, & Balchin, 2000) was modified to measure moral, competence, and status values. In Study 2, structural equation modeling on data from 549 competitors (317 males, 232 females) aged 12-15 years showed that moral and competence values predicted prosocial attitudes, whereas moral (negatively) and status values (positively) predicted antisocial attitudes. Competence and status values predicted task and ego orientation, respectively, and task and ego orientation partially mediated the effect of competence values on prosocial attitudes and of status values on antisocial attitudes, respectively. The role of sport values is discussed, and new research directions are proposed. 相似文献
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Decolonizing love: ambivalent love in contemporary (anti)sexual movements of Taiwan and South Korea*
Pei Jean Chen 《Inter-Asia Cultural Studies》2018,19(4):551-567
ABSTRACTThis article problematizes the modern construction of “love” in colonial and contemporary Taiwan and South Korea through historicizing the concept from the nineteenth century to the present. The conception of modern love in East Asia emerged during the late nineteenth century that coincided with the beginnings of civilization and nation-building discourses advocating as a strong mediator for the reconfiguration of social and intimate relationships. In the case of colonial Taiwan and Korea, the colonial governments and intellectuals constantly pivoted on “exceptions” – obscene sex, indecent behavior or illegitimate subjects – to justify their political legitimacy/hegemony to love that prescribed a normative social relationship. Fully embraced by colonial Taiwan and Korea, this mechanism was extended to their postwar regimes; that is, love is celebrated and worshiped without the recognition of its underlying ideology of discrimination and exclusion. I coin the term “love unconscious” to characterize the colonial legacies of love in the contemporary social movements in Taiwan and South Korea. Furthermore I examine how both religious groups and LGBTQ activism were stuck in the “love unconscious” with two cases of contested love: the definition of love in the dictionary, and the rhetoric of love in (anti-)same-sex marriage movements. This article argues that Taiwan and South Korea's LGBTQ and marriage movements are based neither on Western discourses nor inspiration, but are instead driven by the reality and legacy of colonial history. To envisage the decolonization of love is to deconstruct the love unconscious and reconsider the history of colonial love. 相似文献
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Nicholas L. Holt Kacey C. Neely Linda G. Slater Martin Camiré Jean Côté Jessica Fraser-Thomas 《International review of sport and exercise psychology》2017,10(1):1-49
The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented. 相似文献
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Level II of the Wide Range Achievement Test and the Wide Range Achievement Test-Revised were administered to 45 subjects. The results indicated that the WRAT-R standard scores were significantly lower (8–11 points) than the WRAT Standard scores for Reading, Spelling, and Arithmetic. Correlations between the standard scores of the two tests were .98, .97, and .79 for Reading, Spelling, and Arithmetic, respectively. Reasons for the lower arithmetic correlation are discussed. Vocational and guidance counselors, school psychologists, and other users should consider these findings when using WRAT and WRAT-R scores in making academic/vocational or other placement decisions. The WRAT-R should be used as a screening, not diagnostic, instrument for academic problems. 相似文献
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Karen François Kathleen Coessens Jean Paul Van Bendegem 《Journal of Philosophy of Education》2012,46(3):370-385
It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. And we are not quite sure what kind of statement it is to claim that the social dimensions in theories of mathematics education are becoming more prominent, compared to the psychological dimensions. In our contribution we will focus, after a brief presentation of the above claims, on this particular domain to understand the successes and failures of the development of theories of mathematics education that focus on the social and not primarily on the psychological. 相似文献
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