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1.
《History of education》2012,41(1):73-86
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2.
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries.

Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students.

Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study.

Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables.

Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement.

Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics.  相似文献   

3.
This study examined differential and mediating relations between hot and cool self-regulation (Mage = 48.2 months; N = 1,155, 48% girls), first-grade (Mage = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (Mage = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment.  相似文献   

4.
In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper, I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable, there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’ as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question.  相似文献   

5.
Abstract

Ego identity and intimacy are two sequential stages, according to Erikson's theory. The objective of this study is to examine the relationship between ego identity and intimacy, as two continuous multidimensional variables among religious and non-religious individuals. Eight sample groups (age × gender × religious observance) comprising 308 subjects responded to The Adolescent's Ego Identity Scale (AEIS) (Tzuriel 1974 Tzuriel, D. 1974. Well-formed ego identity as contrasted with diffuse identity as a function of cognitive complexity, ethnocentrism, and nationality identification among oriental and western adolescents (in Hebrew), M. A. Thesis Ramat Gan: Bar-Ilan University.  [Google Scholar]; 1984 Tzuriel, D. 1984. Sex role typing and ego identity in Israeli oriental and Western adolescents. Journal of Personality and Social Psychology, 46: 440–457. [Crossref], [Web of Science ®] , [Google Scholar]; 1992a Tzuriel, D. . Ego identity and emotional disturbance at adolescence. Paper presented at the 25th International Congress of Psychology. Brussels.  [Google Scholar]) and to The Sharabany Intimacy Scale (1974). There was a difference in the ego identity variables' predictive profile for the various intimacy dimensions and the general intimacy score among the religious groups and among the non-religious groups, both for the two age groups (adolescents and adults) and for the two genders. A characterization of each group results from understanding these differential relationships. This research was conducted under the auspices of Orot Israel College.  相似文献   

6.
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7.
This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver–child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver–child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills.  相似文献   

8.
Type Ⅰ,Ⅲ and Ⅴ collagens were extracted from bovine dermis and cornea by using pepsin treatment in acetic acid solution,followed by salt precipitation and dialysis,to purify and isolate each type of collagens.The preparation process was analyzed by using sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS-PAGE).A reducing agent,2-mercaptoethanol,was used to remove disulfide bonds and analyze the structure of the bonds involved between α chains in some types of collagens.The use of delayed reducing methods resulted in the difference between α1(Ⅲ) and α1(Ⅰ) chains in a mixture containing type Ⅰ and Ⅲ collagens.The structure of disulfide bonds among α chains exists potentially in type Ⅴ collagen prepared from the pepsin-treatment extraction at 4℃,which differs from type Ⅲ collagen in relation to the locations of disulfide bonds.Compared with pepsin-treated collagen at 4℃,the relative molecular weights of α1(Ⅴ) and α2(Ⅴ) chains treated at room temperature decrease by 4.6% and 6.0%,respectively.It is concluded that type Ⅰ,Ⅲ and Ⅴ collagens can be prepared from bovine dermis and cornea by the use of pepsin treatment,salt precipitation and dialysis.The interchain disulfide bonds lie potentially near the edges of termini of type Ⅴ collagen molecules in extracellular matrix,and a small number of interchain crosslinks exist in type Ⅴ collagen.  相似文献   

9.
This article examined links between 4‐ and 6‐year‐olds’ (n = 101; Mage = 5.12 years, SD = 0.67; 53% male) ability to distinguish moral and conventional transgressions along different criteria and teacher ratings of proactive and reactive aggression. Latent difference score modeling revealed that moral transgressions were judged more unacceptable and wrong independent of rules and authority than conventional violations, but significant variability in moral–conventional distinctions was also observed. Proactive aggression was associated with less—and reactive aggression was associated with greater—differentiation in moral and conventional concepts. Proactive aggression was not associated with deficits in moral knowledge when other common assessments of early moral understanding were employed, highlighting the importance of using theoretically informed measures of moral judgments and aggression.  相似文献   

10.
This study assessed the links between early maternal employment and children's later academic and behavioral skills in Australia and the United Kingdom. Using representative samples of children born in each country from 2000 to 2004 (Australia N = 5,093, U.K. N = 18,497), OLS regression models weighted with propensity scores assessed links between maternal employment in the 2 years after childbearing and children's skills in first grade. There were neutral associations between maternal employment and children's first‐grade skills in both countries. However, there was a slight indication that more time away from parenting was negatively linked to children's behavioral functioning in Australia and employment begun between 9 and 24 months was positively linked to cognitive skills for U.K. children of low‐wage mothers.  相似文献   

11.
This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; Mage = 79.5 months; 55% female; 88% White) and adults (N = 93; Mage = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged: (1) repeating pattern tasks were easier than growing pattern tasks, (2) repeating pattern knowledge robustly predicted procedural calculation skills over and above growing pattern knowledge and covariates, and (3) growing pattern knowledge modestly predicted procedural and conceptual math outcomes over and above repeating pattern knowledge and covariates. We expand existing theoretical models to incorporate these specific links and discuss implications for supporting math knowledge.  相似文献   

12.
In this consensual qualitative research study, the authors explored supervisors' (n= 11) and their supervisees' (n= 31) perceptions of individual, triadic, and group supervision sessions during practicum. Data from supervisor individual interviews and supervisee focus‐group interviews revealed several themes regarding the advantages and disadvantages of each supervision modality. Findings suggest the relative place of each modality in terms of goals and impact.  相似文献   

13.
This paper addresses conceptual issues concerning values in teaching and the professional education of teachers. Proceeding from rejection of a common (empiricist) account of values as subjective tastes, the paper distinguishes three common (more and less restrictive) concepts or senses of value, here referred to under the labels ‘principled preference’, ‘principled commitment’ and ‘principled disposition’. The paper proceeds to argue that, in light of certain distinctive features of teaching as a profession, the key values of teaching should be regarded as ‘principled dispositions’ (or, in another term, virtues). It is further argued that such professional teacher values are best appreciated under the three aspects of ‘intellectual virtues’, ‘procedural virtues’ and ‘moral virtues’ and the paper concludes with a brief exploration of the implications of this analysis for professional teacher education.  相似文献   

14.
The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation.
Thandeka K. ChapmanEmail:
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15.
《Child abuse & neglect》2014,38(10):1599-1606
This study examined how victimizations by either a sibling or peer are linked to each other and to mental health in childhood and adolescence. The data were from the National Survey of Children's Exposure to Violence which includes a sample of children aged 3–9 (N = 1,536) and adolescents aged 10–17 (N = 1,523) gathered through telephone interviews. An adult caregiver (usually a parent) provided the information for children while self-reports were employed for adolescents. Fifteen percent of each age group reported victimization by both a sibling and peer. Victimization by a sibling alone was more common in childhood than adolescence. Victimization by a sibling was predictive of peer victimization. Children and adolescents victimized by both a sibling and peer reported the greatest mental distress. This work establishes that for some children and adolescents, victimization at the hands of other juveniles happens both at home and school. Programs should consider the role of siblings and target parents and siblings to encourage the development and maintenance of constructive sibling interactions.  相似文献   

16.
In a pluralistic society, there is a need for increased sensitivity in the selection of teaching styles. This paper considers evidence which shows that future responses to teaching and learning style are determined in pre-school years by the child's socio-cultural environment. The teaching methods in common use in Britain, however, presuppose cognitive styles current in white middle-class culture, which may be inappropriate to children from other backgrounds. While some will respond only to co-operative, social methods, others will act analytically and competitively. Factors of social class are also considered. The paper argues that curriculum, methodology and materials should allow all children to identify with the educational process, and should enable them eventually to function bi-cognitively. Teachers will therefore need to recognize the range of cognitive and learning styles among their pupils.
Zusammenfassung In einer pluralistischen Gesellschaft ist mehr Sensitivität in der Auswahl von Lehrstilen nötig. In diesem Bericht werden Belege berücksichtigt, die zeigen, daß künftige Reaktionen auf Lehr- und Lernrichtungen bereits in den Vorschuljahren durch das soziokulturelle Umfeld des Kindes geprägt werden. Die in Großbritannien üblichen Lehrmethoden gehen jedoch von den in einer weißen mittelständischen Kultur vorherrschenden kognitiven Stilen aus, die für Kinder anderer kultureller Hintergründer ungeeignet sind. Reagieren die einen nur auf kooperative, soziale Methoden, handeln die anderen analytisch und kompetitiv. Der Verfasser vertritt die Auffassung, daß sowohl das Curriculum als auch die Methodologie und die Materialien allen Kindern erlauben sollten, sich mit dem Erziehungsprozeß zu identifizieren und schließlich bikognitiv zu agieren. Lehrer sollten daher den Umfang der kognitiven und lernbezogenen Stilrichtungen ihrer Schüler erkennen können.
Résumé Une société pluraliste nécessite une sensibilité plus grande lors de la sélection de modes d'enseignement. Le présent article examine les faits qui montrent que les réactions futures au style d'enseignement et d'apprentissage sont déterminées au cours de la période préscolaire par l'environnement socio-culturel de l'enfant. Les méthodes d'enseignement utilisées communément en Grande-Bretagne présupposent des styles cognitifs courants dans une culture blanche de classe moyenne, qui peuvent être incompatibles avec la situation d'enfants issus d'autres milieux. Tandis que certains ne réagiront qu'à des méthodes coopératives et sociales, d'autres agiront de manière analytique et compétitive. On étudie également les facteurs sociaux. Cet article soutient que les programmes éducatifs, la méthodologie et les matériels devraient permettre à tous les enfants de s'identifier avec le processus éducatif et de fonctionner éventuellement de manière bi-cognitive. Les enseignants devront par conséquent reconnaître la diversité des styles cognitifs et d'apprentissage parmi les élèves.... teachers may be knowledgeable, charismatic, dramatic, hardworking, caring and dedicated, and still not be effective with students whose learning styles are not complemented by their teaching styles. (Dunn and Dunn, 1979, p. 241).
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17.
Few data exist on gender-typed and gender-segregated play in hunter-gatherer societies, despite their unique demographic and cultural features which may influence children’s gendered play. Using naturalistic observations of Hadza (N = 46, 41% female) and BaYaka (N = 65, 48% female) hunter-gatherer 3- to 18-year-olds from Tanzania and the Republic of Congo, we showed that access to playmates was negatively associated with playing in mixed-gender groups. Young boys did not engage in more rough-and-tumble play than girls, but adolescent boys participated in this type of play more than adolescent girls. Children were also more likely to participate in work-themed play which conformed to gender norms within their society. Findings are discussed within the context of gendered division of labor, child autonomy, and demography.  相似文献   

18.
Because access to new technologies is unequally distributed, there has been considerable debate about the growing gap between the so‐called information‐rich and information‐poor. Such concerns have led to high‐profile information technology policy initiatives in many countries. In Australia, in an attempt to ‘redress the balance between the information rich and poor’ by providing ‘equal access to the World Wide Web’ (Virtual Communities, 2002 Virtual Communities (2002) About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002)  [Google Scholar]), the Australian Council of Trade Unions, Virtual Communities (a computer/software distributor) and Primus (an Internet provider) in late 1999 formed an alliance to offer relatively inexpensive computer and Internet access to union members in order to make ‘technology affordable for all Australians’ (Virtual Communities, 2002 Virtual Communities (2002) About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002)  [Google Scholar]). In this paper, we examine four families, one of which had long‐term Information and Communication Technologies (ICT) access, and three of which took advantage of the Virtual Communities offer to get home computer and Internet access for the first time. We examine their engagement with ICT and suggest that previously disadvantaged family members are not particularly advantaged by their access to ICT.  相似文献   

19.
Even though female students now make up more than half of all higher education students in many countries, the distribution of women across fields of study is still very uneven. This study examines the gendered nature of recruitment and dropout in higher education. Our results show that students who made gender traditional choices more often had an early preference for the study programme they enrolled in. Moreover, female students reported more often than male students that they had been encouraged by their parents and friends. However, unlike what we expected, there are no differences between students in gender traditional and non-traditional programmes with regard to encouragement from parents and students’ confidence that they had made the right choice. While male students’ dropout is unrelated to the gender composition of educational programmes, women drop out of female-dominated programmes to a lesser extent.
Jens-Christian SmebyEmail:
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20.
This paper describes the extent to which abused and neglected children report intimate partner violence (IPV) victimization and perpetration when followed up into middle adulthood. Using data from a prospective cohort design study, children (ages 0–11) with documented histories of physical and sexual abuse and/or neglect (n = 497) were matched with children without such histories (n = 395) and assessed in adulthood (Mage = 39.5). Prevalence, number, and variety of four types of IPV (psychological abuse, physical violence, sexual violence, and injury) were measured. Over 80% of both groups – childhood abuse and neglect (CAN) and controls – reported some form of IPV victimization during the past year (most commonly psychological abuse) and about 75% of both groups reported perpetration of IPV toward their partner. Controlling for age, sex, and race, overall CAN [adjusted odds ratio (AOR) = 1.60, 95% CI [1.03, 2.49]], physical abuse (AOR = 2.52, 95% CI [1.17, 5.40]), and neglect (AOR = 1.64, 95% CI [1.04, 2.59]) predicted increased risk for being victimized by a partner via physical injury. CAN and neglect also predicted being victimized by a greater number and variety of IPV acts. CAN and control groups did not differ in reports of perpetration of IPV, although neglect predicted greater likelihood of perpetrating physical injury to a partner, compared to controls. Abused/neglected females were more likely to report being injured by their partner, whereas maltreated males did not. This study found that child maltreatment increases risk for the most serious form of IPV involving physical injury. Increased attention should be paid to IPV (victimization and perpetration) in individuals with histories of neglect.  相似文献   

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