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131.
Jennifer M. Morton 《Educational theory》2016,66(3):323-339
In this essay, Jennifer Morton discusses educators as central examples of agents who engage in ideal and nonideal ways of thinking. The educator, as a representative of the political community, is tasked with two aims. The first is nurturing students with the skills and knowledge they need for the world as they will find it. In pursuing this goal, the educator is assuming certain social facts, some of them unjust, that constitute the present nonideal world. The second aim is civic — educating future citizens. Insofar as the educator is involved in pursuing this goal, his or her role is to work at making certain future social facts true, in the hope of making the future slightly more ideal. Morton argues that if we think of these two aims instrumentally, they can come into conflict. She does not suggest a resolution to this conflict, but rather develops an alternative expressive account of the civic role of the educator. Ideal thinking by educators, Morton maintains, should be thought of as constituting an expression of respect toward their fellow citizens here and now. Ultimately, she argues that this expressive component of the educator's job is crucial to the educator's role in the political community. 相似文献
132.
This study sought to assess current and future school psychologists’ attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two‐hundred seventy‐nine school psychologists (n = 162, 58%) and school psychology graduate students (n = 117, 42%) were included in the study. Participants completed measures of attitudes toward LGBT students, preparedness to address the needs of LGBT youth, and social desirability. For both school psychologists and graduate students, increased education was associated with improved attitudes and increased preparedness to treat LGBT youth. For school psychologists, presence of a gay‐straight alliance was associated with increased knowledge about LGBT youth, as well as higher ratings of preparedness to treat LGBT youth; the same associations did not hold true for the graduate students. These findings have implications for the training and practice of school psychologists in addressing the needs of LGBT youth in schools. 相似文献
133.
We present a variant of the Game of Pig to introduce the concepts of probability, simulation and expected value. 相似文献
134.
Charlene Hendricks Jennifer E. Lansford Kirby Deater‐Deckard Marc H. Bornstein 《Child development》2014,85(2):513-531
Using nationally representative samples of 45,964 two‐ to nine‐year‐old children and their primary caregivers in 17 developing countries, this study examined the relations between children's cognitive, language, sensory, and motor disabilities and caregivers' use of discipline and violence. Primary caregivers reported on their child's disabilities and whether they or anyone in their household had used nonviolent discipline, psychological aggression, and physical violence toward the target child and believed that using corporal punishment is necessary. Logistic regression analyses supported the hypothesis that children with disabilities are treated more harshly than children without disabilities. The findings suggest that policies and interventions are needed to work toward the United Nations' goals of ensuring that children with disabilities are protected from abuse and violence. 相似文献
135.
136.
Relational Aggression, Overt Aggression, and Friendship 总被引:18,自引:1,他引:18
This study ( n = 315 9–12-year-olds) was conducted to assess whether the social problems that relationally and overtly aggressive children typically experience in the peer group context are also exhibited in the dyadic, friendship context. The qualities of children's friendships (e.g., levels of intimacy) and of the importance of those qualities (e.g., the importance of intimacy) were assessed with self-report instruments adapted from past research. Results indicated that the friendships of relationally aggressive children were characterized by relatively high levels of intimacy, exclusivity/jealousy, and relational aggression within the friendship context. In contrast, the friendships of overtly aggressive children were characterized by engaging together in aggressive acts toward those outside the friendship. In addition, overtly aggressive children placed relatively high importance on these coalitional acts and on companionship with their friends. Implications for our understanding of aggressive children and for our knowledge of children's friendships are discussed. 相似文献
137.
138.
Jennifer Waldeck Patricia Kearney Timothy Plax 《Journal of Applied Communication Research》2001,29(1):54-70
In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers. 相似文献
139.
Pedro Rosário Julia Högemann José Carlos Núñez Guillermo Vallejo Jennifer Cunha Vera Oliveira Sonia Fuentes Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032
Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing. 相似文献
140.
Donna Tangen Deborah Henderson Jennifer Alford Erika Hepple Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38
This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity. 相似文献