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21.
Postmodernism, Feminism, and Education: The Need for Solidarity 总被引:1,自引:0,他引:1
Carol Nicholson 《Educational theory》1989,39(3):197-205
22.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
23.
Johnston Anderson 《Educational Studies in Mathematics》1989,20(2):165-177
Objective tests, such as multiple-choice and relationship analysis questions, are often used in mathematics to assess certain ranges of skills and abilities. This article examines the performance of men and women students in mathematics at university level and shows that there are significant differences between the sexes. 相似文献
24.
The Consistency and Concomitants of Inhibition: Some of the Children, All of the Time 总被引:6,自引:1,他引:6
Kenneth H. Rubin Paul D. Hastings Shannon L. Stewart Heather A. Henderson Xinyin Chen 《Child development》1997,68(3):467-483
Toddlers displaying extremely inhibited behavior may be at risk for becoming socially withdrawn. However, behavioral inhibition may be a multifaceted characteristic, and its concurrent relation to toddler wariness with peers has not been examined. In this study, 108 toddlers (54 females) and their mothers were observed in novel situations involving unfamiliar settings, adults, and peers. Vagal tone, temperament, separation-reunion behavior, and maternal oversolicitousness also were assessed. There was little consistency of inhibited behavior across the 3 situations. Consistently inhibited toddlers had fearful temperaments, showed distress following maternal separation, and had mothers who were warm and controlling but unresponsive to children's cues during interaction. Toddlers with highly fearful temperaments and highly oversolicitous mothers were the most inhibited across contexts. 相似文献
25.
The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development. Two hundred and four real estate practitioners who participated in a Web-based professional development course completed the Millon Index of Personality Styles (MIPS) instrument and a survey to compare personality type and satisfaction. No relationship was found between personality types and satisfaction when using Web-based instruction. The majority (97%) of participants were satisfied with the course regardless of their personality characteristics. 相似文献
26.
ABSTRACT Cities in the United States and across the world have experienced gentrification at the same time as school choice policies have become more popular. This research examines the relationship between gentrification and charter schooling, seeking to understand how together they affect demographic composition of schools across Washington, DC. This study uses geographic information systems (GIS) mapping and statistical techniques to show that gentrified neighborhoods are more likely to have charter schools. Additionally, the demographic compositions of charter schools and traditional public schools differ depending on the gentrification classification of the census tract in which the schools are located. While a handful of diverse charter schools exist in gentrified neighborhoods and some diverse public schools exist in traditionally affluent neighborhoods, schools in Washington, DC remain racially and economically isolated overall. 相似文献
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Heather Trommer-Beardslee Ann Dasen Wiline Pangle Jay Batzner 《Teaching Artist Journal》2019,17(1-2):45-50
In 2016, professors representing Biology, Dance, Music, and Theatre and dance program students created Dunes, a performance piece that depicts the ecological succession of Michigan's sand dunes. The process used to make this work is a direct representation of the steps that Team Hyena Puppet, a collective of teaching artists and scientists, takes in their science-based art collaborations, which are used to reflect on and depict scientific research and simultaneously teach student participants and audience members science through the performing arts. 相似文献
30.
Severe underrepresentation of African-Americansamong postsecondary faculty is often linked toeducational pipeline supply problems,while institutional variations in demandfor black faculty labor and barriers to theirrecruitment and retention receive less empiricalattention. Using a nationally representative sample ofcollege faculty from a wide array of institutions andscience disciplines, this study investigates linksbetween internal organizational conditions and blackfaculty representation. Hypotheses derive from competingexplanations of the role of race in academicorganizations: institutionalized discrimination to protectdominant group privileges; statistical discriminationbased on expectations of racial group differences inacademic preparation; labor supply and politicalconstraints on black faculty recruitment. A multivariateanalysis examines organizational conditions that promoteor curb these dynamics and their relationship to blackappointments at different tenure levels. Results indicate that although the discipline-specificblack doctoral labor supply is a powerful constraint onthe representation of black faculty, selectiveorganizational contexts are substantial influences as well. Although we find little evidence thatinsulation from competition or segmented faculty labormarkets influence the racial composition of faculties,black faculty are more often found whereinstitutionalized discrimination may be checked by greaterformalization and black constituencies on campus.Consistent with statistical discrimination, blackfaculty are poorly represented at research-orientedinstitutions, even controlling for the scholarly reputationof doctoral credentials. 相似文献