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Sylvia Schmelkes 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,6(2):89-105
This article describes the educational situation of indigenous peoples in Latin America, and in particular their scant participation
in adult education activities. It analyses the historical, structural and institutional barriers to their greater involvement
in adult education. The article proposes to look at indigenous demands on education as a potential way out of educational
stagnation of indigenous adults, which is one of the challenges clearly formulated by UNESCO member states during CONFINTEA
VI as a priority to be faced. The article concludes arguing the case for intercultural education, not only among indigenous
peoples, but for the whole of the population, to be a guiding philosophy for education in general and adult education in particular
in Latin American countries. It emphasises the fact that this cannot be achieved without the active participation of indigenous
peoples themselves. 相似文献
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José Manuel Tomás Melchor Gutiérrez Sylvia Georgieva Miosotis Hernández 《Psychology in the schools》2020,57(2):191-203
Achievement in the academic settings has long lasting positive outcomes. In this study, hope, self-efficacy, and engagement are linked to academic success. The aims of this study were to test a model which predicts academic success in the Dominican Republic while testing for the mediator role of engagement. The sample was composed of 614 middle-school students. Scales of Dispositional Hope, Academic Self-Efficacy, Academic Self-concept, and Engagement were used. Academic performance was measured with students' grades in Spanish and Mathematics. Three structural equation models were tested. The retained model stated hope and self-efficacy as antecedents, engagement dimensions as mediators and grades and academic self-concept as final outcomes. There were significant effects of hope and self-efficacy on engagement, and behavioral engagement was the best predictor of academic success. These results point out that interventions should target variables, such as hope or engagement to increase academic success. 相似文献
65.
Child sexual abuse: A study of prevalence in Great Britain 总被引:8,自引:0,他引:8
M.B. Anthony W. Baker M.R.C. Psych. B.SC. Sylvia P. Duncan B.Phil. Clin. Psych. 《Child abuse & neglect》1985,9(4):457-467
Of 2019 men and women (aged 15 years and over) interviewed as part of a MORI Survey of a nationally representative sample of Great Britain, 10% reported that they had been sexually abused before the age of 16 (12% of females; 8% of males). There was no increased risk associated with specific social class categories or area of residence. For all types of sexual abuse, the mean age of victims when first abused was significantly lower for females. Subjective reports of the effects of sexual abuse indicated that the majority (51%) felt harmed by the experience, while only 4% reported that it had improved the quality of their life. We estimate that there are over 4.5 million adults in Great Britain who were sexually abused as children, and that a potential 1,117,000 children will be sexually abused before they are 15 years of age. At least 143,000 of these will be abused within the family. The social and mental health implications are enormous, and the authors suggest that an effective intervention and prevention policy is urgently required. 相似文献
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Sylvia L. Mikucki-Enyart Sarah R. Petitte Sarah E. Wilder 《Journal of Applied Communication Research》2018,46(4):469-490
Utilizing uncertainty management theory (UMT) and a multiple goals theory of personal relationships (MGPR) the present study examined how adult children of divorce (ACOD) manage relational uncertainty following parental divorce. In-depth, semi-structured interviews with 25 adult children who had experienced parental divorce when they were 18 years of age or older revealed two, broad types of information acquisition strategies: deliberate (i.e. information-seeking and information-avoiding) and incidental (i.e. incidental information acquisition). Deliberate information acquisition strategies were animated by several goals, including reducing and maintaining uncertainty, avoiding feeling caught, and protection. Alongside goals, various constraints (e.g. target efficacy, coping efficacy) played a role in ACOD’s relational uncertainty management. We discuss these results in relation to their theoretical and practical applications. 相似文献
67.
Sylvia Chong Jerome Rotgans Wai Mun Loh Mabelene Mak 《Educational Research and Evaluation》2013,19(3):231-244
The school and especially the school leader's perceptions of a teacher's efficacy have influence on aspects of teaching ratings and performance, and this may facilitate or hinder beginning teacher success. This study examines the school leaders' perceptions of their beginning teachers' efficacy. The study's scope of teacher efficacy is multidimensional to include the beginning teachers' Teaching Competencies, sense of Professionalism, and Professional Identity. Of interest is the interconnectedness of these variables that contribute to the school leaders' perception. A total of 256 school leaders responded to a survey on beginning teachers' efficacy. A hypothesized model was tested. According to the analysis, while Teaching Competencies and Professional Identity did not have a significant direct impact, they each did have a significant indirect effect on perceived efficacy. 相似文献
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