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201.
With the loss of population and industry, public school systems in Midwestern cities such as Cincinnati and Kansas City now face increasing demands while suffering severe fiscal constraints. Rising educational costs, declining revenues and enrollments, and rising proportions of minority students, along with increased programmatic demands and pressures related to desegregation litigation, conspire to make school systems recaptive to community involvement and assistance. This paper explores the development of three types of community-based groups which show promise of enhancing the democratic governance of the schools, as well as increasing the school system's resource base. 相似文献
202.
203.
Kathryn Welds 《Innovative Higher Education》1986,10(2):128-133
Non-traditional learners and learning environments challenge instructors to develop educational formats responsive to specific objectives and milieu. This paper outlines the theoretical foundations of one such format in the group relations work of Rioch (1975) and the operationalization of andragogical methods (Knowles, 1970, 1984). Specific competencies related to long-term goal achievement instead of short-term information retention are highlighted along with Postman and Weingartner's (1969) guidelines for curricula intended to enhance these skills. One successful educational format used in a semester long multi-subject, multi-cultural learning environment is detailed as an example of these instructional design principles. 相似文献
204.
Dr. Kathryn Scantlebury 《Journal of Science Teacher Education》1995,6(3):134-142
This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. HRD 945-0022).
Any opinions, findings, and conclusions or recommendations expressed in this article are those of the author and do not necessarily
reflect the views of the National Science Foundation. 相似文献
205.
Kathryn Scantlebury Dale Baker Ayumi Sugi Atsushi Yoshida Sibel Uysal 《International Journal of Science and Mathematics Education》2007,5(3):415-438
This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered
stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data
on attitudes toward science and the perceptions of gender issues in science education, academic major and career choice were
collected from 175 university students (124 female, 51 male). Students responded to a Likert scale that included the option
“I don't understand the question”. All respondents took advantage of the option for items related to gender issues. On some
items up to 67% of the males responded that they did not understand the question. Females in science choosing this option
did not exceed 19%. In Japan, gender is an invisible, pervasive construct that impacts females' participation in science and
science education. In other ways, attitudes toward science among Japanese students mirrored those found in the United States
and in other countries. Respondents held the most favorable views of science when they were in elementary school and females
preferred biology while males preferred the physical sciences. The exception to the Western pattern of liking science and
science teachers is that male non-science majors rather than female non-science majors reported poor academic performance
in elementary school, declining attitudes in middle school, and they held the most negative attitudes toward their science
teacher and science subjects. 相似文献
206.
Robert B. Noll Kathryn Vannatta Kristine Koontz Karen Kalinyak William M. Bukowski W. Hobart Davies 《Child development》1996,67(2):423-436
Comparisons with measures of peer relationships and emotional well-being were made between youngsters with sickle cell disease (SCD) and same-classroom comparison peers. Relative to the comparison subjects, females with SCD were perceived by peers as being less sociable and less well accepted; males with SCD were perceived as being less aggressive than comparison peers. For both males and females with SCD, no other differences were identified on numerous measures of emotional well-being. None of the multiple measures of illness severity were significantly related to measures of psychological adjustment. The common side effects of SCD, chronic fatigue and small physical size, may divert males with the illness from manifesting difficulties related to aggressive behavior with peers. For females with the illness, the common side effects of the illness may hinder the development of normal social relationships. Despite chronic exposure to numerous stressful life events associated with SCD, the youngsters with the illness were remarkably similar to comparison peers, showing evidence of considerable hardiness. 相似文献
207.
208.
Kristina M. Decker Idia B. Thurston Kathryn H. Howell Amanda J. Hasselle Rebecca C. Kamody 《Parenting, science and practice》2021,21(1):1-23
SYNOPSIS Objective . Few studies have explored associations between strength-based factors and positive parenting among mothers experiencing adversity. Adopting a person-centered statistical approach, we examined how patterns of maternal strengths relate to positive parenting practices. Design . Participants were 188 female primary caregivers (71% African American) who experienced intimate partner violence and/or were living with HIV. Women were recruited from community organizations in the Mid-Southern United States and completed measures of adaptability, spirituality, ethnic identity, social support, parent-child communication, community cohesion, and parenting practices. Latent profile analysis was used to generate classes of individual (adaptability, spirituality, education), relational (family support, friend support, parent-child communication about Substance Abuse, Violence, and AIDS/HIV), and contextual (ethnic identity, community cohesion) factors, in line with the social-ecological model of resilience. Associations between the classes and positive parenting practices were examined. Results . Three classes emerged: (1) Low Individual, Relational, & Contextual (LIRC; n = 18); (2) Low SAVA Communication (LSC; n = 30); and (3) High Individual, Relational, & Contextual (HIRC; n = 140). Mothers in the LIRC class reported lower parental involvement and less positive parenting practices than those in the HIRC class. Conclusions . Mothers who endorse increased individual, relational, and contextual factors utilize more positive parenting practices. Optimal clinical approaches to enhance parenting should target supports at multiple levels. 相似文献
209.
The purposes of this study were to examine academically relevant characteristics of different sociometric status groups and to learn about the academic orientations of behavioral subgroups of rejected children. Results from a sample of 423 sixth and seventh graders (ages 11–13) suggested that sociometrically neglected children have quite positive academic profiles. When compared with average status children, these students reported higher levels of motivation, were described by teachers as more self-regulated learners, as more prosocial and compliant, and as being better liked by teachers. Analyses of two behavioral subgroups of rejected children indicated that aggressive-rejected but not submissive-rejected children have problematic academic profiles. Relations of neglected and aggressive-rejected status to academic adjustment in young adolescents' lives is discussed. 相似文献
210.
Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence 总被引:1,自引:0,他引:1
Wentzel KR 《Child development》2002,73(1):287-301
This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed. 相似文献