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61.
Joyce E. King Thais M. Council Janice B. Fournillier Valora Richardson Chike Akua Natasha McClendon 《International journal of qualitative studies in education》2019,32(2):188-209
Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education. 相似文献
62.
Six capuchin monkeys were trained on a series of indirect, delayed response problems with delay intervals ranging from 0 to 60 sec. Data were analyzed by sequential state theory in order to quantify random and nonrandom components of the subjects’ response sequences. A tendency of the subjects to repeat responses to the position chosen on the previous trial was a significant source of proactive interference even when effective orienting responses were elicited by the predelay cue. Changes in random and nonrandom response components with increasing delays suggested a two-phase process: the first for delays up to 7 sec characterized by increases in random and nonrandom error-producing responses, and the second for delays greater than 7 sec characterized by increases in random responding only. 相似文献
63.
Ronnel B. King Dennis M. McInerney Riddhi J. Pitliya 《Educational Psychology Review》2018,30(3):1031-1065
Culture has mostly been neglected in mainstream educational psychology research. In this paper, we argued for the need to cultivate a cultural imagination and provided seven key recommendations for conducting culturally imaginative research. We explained how these recommendations could prove useful in avoiding the two types of errors that trap cross-cultural researchers. The first type is the cultural attribution error which pertains to attributing any observed difference to culture even if culture is not the relevant factor. The second type is the cultural blind spot error which pertains to the failure to see how culture influences psycho-educational processes and outcomes. We proffered seven recommendations to avoid these twin pitfalls. We reviewed the papers published from 2006 to 2016 in four flagship educational psychology journals including the Journal of Educational Psychology, Contemporary Educational Psychology, Cognition and Instruction, and British Journal of Educational Psychology. Our review focused on how educational psychologists have studied culture over the past decade and how the published studies aligned with our seven recommendations. The content analysis indicated that only a small percentage of the articles dealt with culture, most of the studies drew on Western samples, and that almost all studies relied on an etic approach with very few studies using an emic bottom-up perspective. We ended with a justification for why a culturally imaginative educational psychology is urgently needed in an increasingly diverse world. 相似文献
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AbstractSoft skills such as grit, self-control, and self-confidence have been shown to predict outcomes in school and in life. As such, their valid and reliable measurement is of substantial interest in educational research and policy circles. However, the vast majority of this research originates in Western countries; relatively little is known regarding the measurement of soft skills in developing country contexts and whether similar types of instruments can provide evidence of these skills. This paper presents a novel means of assessing grit, self-control, and self-confidence in rural Tanzania: through the use of scenario-based self-report questionnaires. Survey instruments were administered in three regions in Tanzania to 961 Standard 2 pupils. We found that scenario-based items provided valid and, in most cases, reliable estimates of the three tested soft skills. When comparing self-reported soft skills and reading ability, we found that both grit and self-control were significant predictors of reading and mathematics performance. After controlling for sex, region, and age, grit was found to have a stronger association with reading performance than socioeconomic status. 相似文献
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Sammy?King?Fai?HuiEmail author Hoi?Yan?CheungEmail author 《Asia Pacific Education Review》2004,5(1):76-87
Adventure training has become fashionable over the past few years in Hong Kong. Current Education Reform suggests learning
should not be confined to the classroom, and adventure training is viewed as an alternative method to institutional routines
for personal and group development. This paper reported a longitudinal study investigating how learning happened for four
church members (out of twenty-five participants) purposively selected in an adventure team-building camp. Both quantitative
and qualitative instruments were used. Results shed light on: (1) how the constructs of self-efficacy and organizational commitment
helped to conceptualize what people meant by a team; (2) how qualitative findings revealed evidence of learning of the four
members which could not be observed by quantitative findings; and (3) how participants experienced and learnt from adventure
training. 相似文献
69.
Teachers in toddler classrooms are important agents of emotion socialization. The current study examined teachers’ use of emotion minimizing language in toddler classrooms and toddlers’ social emotional competence. Teachers’ emotion minimizing language is described as language that purposefully distances them from a child’s emotions and discourages children’s expression of their emotions. Research Findings: Results indicate a negative relationship between teachers’ emotion minimizing language and toddlers’ social emotional competence when program quality, child age, and child gender are controlled. Practice or Policy: Implications relevant to teacher preparation programs and professional development are discussed, with a primary focus on the methods by which teachers are trained to use language to respond to young children’s emotions. 相似文献
70.
Lucy Hearne Paul King Tom Geary Neil Kenny 《International Journal for Educational and Vocational Guidance》2018,18(3):315-335
This article will discuss the findings of a single explanatory case study on the model of whole school guidance counselling in the Irish secondary school system, which was carried out during a turbulent period of policy and practice changes in the delivery of guidance counselling services to students from 2012 onwards. Although the case study is positioned within a single voluntary school, the findings may be typical of similar secondary schools settings in Ireland and abroad. Particular focus is given to explicating the key findings of the case study through the specific themes of: concepts of whole school guidance counselling, the Irish integrated model of guidance counselling, stakeholder roles and responsibilities, and the effect of resource re-allocations by policy makers funding guidance school services. 相似文献