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21.
While education communities have well defined commitments to protect their learners from oppressive instructional materials,
discourses of science education are often left unexamined. This analysis/critique employs queer theory as a perspective to
look at how one widely used textbook in Ontario schools conceptualizes notions of gender and sexuality. Results indicate the
use of discourses that promote exclusively heteronormative constructions of sexuality along with sex/gender binaries. Challenging
such oppressive misconceptions of sex/gender and sexuality is discussed. 相似文献
22.
Edgerly Hallie S. Kruse Jerrid W. Wilcox Jesse L. 《Research in Science Education》2022,52(5):1467-1480
Research in Science Education - Many nature of science (NOS) studies have demonstrated that teachers can improve their understandings of NOS with explicit and reflective instruction; however, the... 相似文献
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Stuart Z. Charmé 《Journal of Jewish Education》2013,79(3):179-181
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Helping the One You Hurt: Toddlers’ Rudimentary Guilt,Shame, and Prosocial Behavior After Harming Another
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Jesse D. K. Drummond Stuart I. Hammond Emma Satlof‐Bedrick Whitney E. Waugh Celia A. Brownell 《Child development》2017,88(4):1382-1397
This study explored the role of guilt and shame in early prosocial behavior by extending previous findings that guilt‐ and shame‐like responses can be distinguished in toddlers and, for the first time, examining their associations with helping. Toddlers (n = 32; Mage = 28.9 months) were led to believe they broke an adult's toy, after which they exhibited either a guilt‐like response that included frequently confessing their behavior and trying to repair the toy; or a shame‐like response that included frequently avoiding the adult and seldom confessing or attempting to repair the toy. In subsequent prosocial tasks, children showing a guilt‐like response helped an adult in emotional distress significantly faster and more frequently than did children showing a shame‐like response. 相似文献
29.
The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program. 相似文献
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Andis Klegeris Stephanie Barclay McKeown Heather Hurren Lindsay Joy Spielman Maegan Stuart Manpreet Bahniwal 《Higher Education》2017,74(5):877-896
The ability to effectively problem solve is a highly valued competency expected of university graduates, independent of their area of study. Evaluation of problem-solving skill (PSS) development is hindered by a shortage of available tools for monitoring student progress and by lack of defined instructional strategies for development of these skills. Our research is aimed at addressing these problems. We have developed an evaluation tool, which we applied to study the dynamics of undergraduate student PSS. We tested first- and upper-year students from 26 different courses (total enrollment of 2229 students). Overall improvement of PSS was detected for the first-year students over their first term of study. There were no significant differences between the PSS of first- and upper-year students, and no improvement was detected over a single term by measuring PSS in upper-year students. Only three courses were effective at facilitating PSS. Our data indicate that most of the standard lecture approaches do not develop undergraduate student PSS and that universities and individual instructors must take active steps to advance this critical skill set in university students. 相似文献