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71.
Maureen Reed Mandivavarira Maodzwa – Taruvinga Elizabeth S. Ndofirepi Raazia Moosa 《Compare》2019,49(6):964-982
ABSTRACTFirst-generation students are often described as disadvantaged in university adjustment, self-efficacy and grades. Yet this deficit model of understanding first-generation students ignores their cultural capital, which could increase resilience and resourcefulness. Here, 844 students (31% first-generation) in South Africa and Canada completed measures of resilience, resourcefulness, university adjustment, academic self-efficacy and self-reported grades. Overall, the results reveal that the characterisation of first-generation students is culturally specific and, in some ways, differs between Canada and South Africa. That is, the deficit model may better describe Canadian than South African first-generation students. Yet, in many ways first-generation students are like their peers and their academic outcomes are predicted by their culturally specific levels of resourcefulness and resilience. This study support the notion that the positives students bring to university should be considered and that students would benefit from being taught the requisite skills involved in increasing resourcefulness and resilience. 相似文献
72.
This paper investigates children's use of converging obliques in their drawings of objects. Adults and adolescents, as well as 7‐year‐old children, were not very successful in using converging obliques in their drawings of small‐scale objects; they tended to use parallel edges. When confronted with the apparent convergence of a real road receding into the distance adults and adolescents switched to using converging obliques; 7‐year‐olds still drew parallel roadsides. Children were induced to use converging obliques, however, when asked to copy from a line drawing of a road or from a photograph, particularly when the convergence of the road in the photograph was more dramatic. 相似文献
73.
5‐year‐olds, 7‐year‐olds and 9‐year‐olds were asked to draw three figures, one standing still and facing them, one standing still in profile and one running in profile. Half drew from imagination and half drew from models. The 5‐year‐olds made fewest distinctions in the way they drew the figures, the most notable being the greater spread of the legs of the running figure. With increasing age, more features were used to differentiate the three figures. There was little evidence of 5‐year‐olds adapting their figures in the presence of a model. Only among the older children was there a significant effect of the presence of a model when the 7‐year‐olds and, to a greater extent, the 9‐year‐olds drew their running figure with bent arms and legs and also with more transparencies and partial occlusions. 相似文献
74.
Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations 总被引:13,自引:0,他引:13
Numerous studies have demonstrated that physically aggressive children exhibit hostile attributional biases in response to instrumental peer provocations, a social information-processing pattern that has been recognized as a contributor to peer-directed aggression. The present studies (N = 127 and N = 535) were designed to extend past research by evaluating the intent attributions and feelings of emotional distress of relationally and physically aggressive children in response to instrumental and relational provocation contexts. Results indicated that physically aggressive children exhibited hostile attributional biases and reported relatively greater distress for instrumental provocation situations, whereas relationally aggressive children exhibited hostile attributional biases and reported relatively greater distress for relational provocation contexts. Implications of these findings for the understanding of factors that may contribute to relational as well as physical aggression are discussed. 相似文献
75.
At the heart of all curriculum decision-making is the learner. Contemporary early childhood education theory and practice emphasises young children’s agency and voice in their learning paying particular attention to valuing each child’s sociocultural contexts. As learners, children are considered capable and active participants rather than as deficit and passive recipients. How does the implementation of godly play in prior-to-school and school early years settings sit within a contemporary view of childhood? To what extent does this programme align with early childhood theory and practice? This paper seeks to evaluate the presence and place of godly play (which is not a curriculum and nor does it claim to be a curriculum) in the religiously affiliated early childhood education context in either prior-to-school or school settings. It is to be emphasised that this paper is not evaluating the presence and place of godly play in the faith community of the local parish where all who participate are believers coming together to share that faith and to have that faith strengthened. However, its presence and place in formal educational settings outside of parish faith communities is questionable and requires closer critique. 相似文献
76.
Maureen Vandermaas-Peeler Erin Boomgarden Lauren Finn Caroline Pittard 《International Journal of Early Years Education》2012,20(1):78-93
While research demonstrates the importance of numeracy-related activities performed at home for young children's mathematics achievement, few studies involve observational studies of the processes which support children's mathematical learning at home. On this premise, this study reports evidence from numeracy-related interactions between parents and their four-year-old child during cookery sessions at home. Numeracy group parents who received instructions to incorporate additional mathematics into the activity provided significantly more numeracy guidance and also created more opportunities for their children to practice advanced mathematics. Comparison group parents provided enough numeracy guidance to complete the recipe but rarely provided extensive or advanced numeracy guidance. Children in the numeracy group generated significantly more correct math responses during the activity than comparison group children, though there were no significant differences on the post-test. The findings suggest the need to raise parental awareness of opportunities to support and encourage mathematics in activities at home. 相似文献
77.
Elizabeth A. Gunderson Gerardo Ramirez Sian L. Beilock Susan C. Levine 《Mind, Brain, and Education》2013,7(3):196-199
Teachers' anxiety about an academic domain, such as math, can impact students' learning in that domain. We asked whether this relation held in the domain of spatial skill, given the importance of spatial skill for success in math and science and its malleability at a young age. We measured 1st‐ and 2nd‐grade teachers' spatial anxiety (N = 19) and students' spatial skill (N = 132). Teachers' spatial anxiety significantly predicted students' end‐of‐year spatial skill, even after accounting for students' beginning‐of‐year spatial skill, phonological working memory, grade level, and teachers' math anxiety. Since spatial skill is not a stand‐alone part of the curriculum like math or reading, teachers with high levels of spatial anxiety may simply avoid incorporating spatial activities in the classroom. Results suggest that addressing teachers' spatial anxieties may improve spatial learning in early elementary school. 相似文献
78.
Derick Unwin and Ray McAleese, eds. Encyclopedia of Educational Media Communications and Technology (London: Macmillan, l978---£20.00/Westport, Ca.: Greenwood Press, 1979---$59.95) Two useful and recent publications on Public Radio in the United States have both been published by the Corporation for Public Broadcasting (1111 16th St. N.W., Washington, D.C. 20036) Two recent publications provide some useful guidance on education for media, from different publishers Maureen Harmonay, ed. The Arts (Cambridge, Mass.: Ballinger Publishing, 1979---$16.50/8.95) 相似文献
79.
Vickery Kaye Lebbin Christopher Sterling Niall Levine 《Communication Booknotes Quarterly》2013,44(3):200-204
JAPANESE CULTURE AND COMMUNICATION: CRITICAL CULTURAL ANALYSIS by Ray T. Donahue (Lanham, MD: University Press of America, 1998—$59.00/39.50, ISBN 0–7618–1248–2 hard, 0–7618–1249–0 paper, 377 pp., notes, references, index) STATISTICAL YEARBOOK: FILM, TELEVISION, VIDEO AND NEW MEDIA IN EUROPE: 1999 EDITION by the European Audiovisual Observatory (Strasbourg, France: European Audiovisual Observatory, 1999— 900ff or about $160, paper, ISBN 92–871–3885–0, 415 pp., tables, charts, notes, bibliography) MODERN HISTORY OF INDIAN PRESS by Sunit Ghosh (New Delhi: Cosmo Publications, 1998—no price available, ISBN 81–7020–697–9, 394 pp., index) ASIAN COMMUNICATION HANDBOOK edited by Anura Goonasekera and Duncan Holaday (Singapore: Asian Media Information and Communication Centre and School of Communication Studies, Nanyang Technological University, 1998—$65.00, ISBN 9971–905–65–5, 446 pp.) PUBLIC PURPOSES IN BROADCASTING: FUNDING THE BBC edited by Andrew Graham (Luton: University of Luton Press, 1999—£10.95, paper, ISBN 1–86020–561–5, 168 pp., tables, index) TELECOMMUNICATIONS IN AFRICA edited by Eli M. Noam (New York: Oxford University Press “Global Communications,”; 1999—$75.00, ISBN 0–19–510201–0, 306 pp., tables, chapter bibliographies, index) LIBERALIZING THE EUROPEAN MEDIA: POLITICS REGULATION AND THE PUBLIC SPHERE by Shalini Venturelli (Oxford and New York: Clarendon Press, 1998—£50.00, ISBN 0–19–823379–5, 316 pp., index, bibliography) 相似文献
80.
Timothy R. Levine Kelli Jean K. Asada Lisa L. Massi Lindsey 《Communication Research Reports》2013,30(3):208-218
This paper is part of a larger program of research assessing variables that underlie quantitative deceptiveness ratings. Several recent theoretical approaches, including Information Manipulation Theory (IMT), propose that deceptive messages are best understood as varying along two or more dimensions. At the same time, researchers have increasingly moved from dichotomous deception judgments to continuous deception ratings. This paper questions the validity of scaling degrees of deceptiveness along a single dimension, and argues that gradations in perceived deceptiveness reflect both the type of information manipulated and the severity of the consequences of the deception. This reasoning was tested with alxl experiment (N = 236) in which both the type of information manipulated and the severity of the consequences were systematically varied. As predicted, the results suggest that false messages (i.e., quality violations) are rated as more deceptive than lies of omission (i.e., quantity violations) when lie severity is low, but this difference diminishes as lie severity increases. In other words, false messages were rated as deceptive regardless of severity, but messages omitting information were rated as deceptive as false messages only when the consequences were serious. The implications for measuring deception are discussed. 相似文献