Prospective teachers' metaphorical conceptualizations of learner

This study investigated the metaphorical images that prospective teachers in Turkey formulated to describe learners. Participants (N = 2847) completed the prompt “A student is like … because …” to indicate their conceptualizations of learner. Data were analyzed both qualitatively and quantitatively. Altogether 98 well-articulated metaphorical images were identified and 12 conceptual themes were developed. Significant associations were detected between teacher trainees' gender, programme type and status in programme, and the 12 conceptual themes. Metaphors provided a cognitive lens into prospective teachers' thinking and cognition. Implications for teacher education and further research are discussed.     

Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science

We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to Dweck and Leggett’s (1988) social-cognitive theory with a focus on middle school science.     

普通高中教育机会阶层差异的公平性考量

制度化教育体系内的普通高中教育具有多重角色。这些角色一方面默许和加剧着高中教育机会获得中的阶层差异,另一方面则使得对这种差异的公平性考量变得复杂化。而场域自身特定的运行逻辑,更使得教育在公平与合理间难以保持平衡,进而也表明对高中教育公平的追求只是相对的、有限的。     

教育过程公平的性别维度

教育过程性别公平是指从性别的维度审视教育内部的公平问题,使每一个学生不因具有某一生理性别而使其发展受到影响。教育过程的性别公平不只是关注女生的发展,而是同时关注男生与女生的发展。意志自由与选择自由是教育过程性别公平的首要原则;教育过程性别公平的最终目标是同时致力于女生与男生的最优发展,而不是致力于教育结果的性别均衡;价值多元是实现教育过程性别公平的关键;教育过程性别公平的真正实现必须同时促进四种性别认知的转变。     

决策树技术在移动学习性别差异研究中的应用

基于对近千名高等教育移动学习者进行大规模调查所收集到的数据,研究者使用C5.0算法分别生成男女生群体关于课件使用满意度的决策树,然后比较从中提取的不满意规则进行性别差异研究。实验结果表明:在移动学习中,女生对学习资料有更高的要求,女生对学习资料要求的个体差异高于男生,女生使用课件时更容易受外界因素干扰。     

A Cross-Sectional Study of Engineering Students’ Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status

This is a cross-sectional study of 519 undergraduate engineering majors’ self-efficacy beliefs at a large, research extensive, Midwestern university. Engineering self-efficacy is an individual’s belief in his or her ability to successfully negotiate the academic hurdles of the engineering program. Engineering self-efficacy was obtained from four variables: self-efficacy 1, self-efficacy 2, engineering career outcome expectations, and coping self-efficacy. The four variables were analyzed using a repeated analysis of variance among levels of gender, ethnicity, years students had been enrolled in their engineering program, and transfer status. No significant differences in mean engineering self-efficacy scores were found by gender, ethnicity, and transfer status. However, significant interactions between gender and the subscales, ethnicity and the subscales, and transfer status and the subscales were found. Significant differences in mean engineering self-efficacy scores were found among years students had been enrolled in the program.     

《色·戒》的12分钟与女性话语的缺失

影片《色·戒》在影坛大获成功的同时,其在大陆被删节的12分钟色情和暴力镜头更引发了受众极大的关注,网络媒体和传统媒体娱乐版面出现了大量讨论12分钟的文本。就该现象,从“性的话语”和“性别认同”两个角度进行分析。经过分析发现,在影片商业效应和12分钟被删片段传播效应的背后,是女性话语的缺失,女性的身体和身份都只是男性意义网中的一个符码。     

倾听"边缘"的声音,关注女生的成长——我国维吾尔族女童教育的访谈研究

维吾尔族女童教育研究是有关性别公平教育和民族教育研究的重要课题.我们对维族女生进行了访谈研究,旨在了解她们自身教育的主体经验、理想追求和性别观.通过对女童话语的解读,展现了维族女童教育的发展与问题,揭示了西方已有性别研究的局限性,表达了女童教育的本体价值,反映了女童自身积极平等的性别观,提出了女生的学业成功和在校成功对于教育平等与公平的重要意义.     

Successful Programs for Undergraduate Women in Science and Engineering: Adapting versus Adopting the Institutional Environment

This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional, and longitudinal method, two extreme groups of programs are distinguished: those associated with the “most successful” and “least successful” outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems, and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in science and engineering as rooted in “institutional/structural-centered,” as opposed to “individual/student-centered,” perspectives are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering.