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James M. Lewis 《Communication quarterly》2013,61(3):9-10
This study investigated the degree to which applicants' perceptions of interview behaviors differed from interviewers' perceptions. Data were drawn from 188 actual employment interviews conducted under the auspices of a university‐operated placement center. Data analyses revealed applicants rating themselves and the interviewers significantly higher than the interviewers' ratings of either themselves or the applicants. 相似文献
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Roy Evans Neil Ferguson Pat Davies Phillip Williams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):32-36
The study reported in this paper was designed to examine three reliability characteristics of the Harris revision of the Goodenough ‘Draw‐a‐man’ Test when used with five‐year‐old school entrants. The test was individually administered to each of 90 children on two occasions, with an average time‐separation of two weeks. Three persons undertook the administration and scoring of the drawings, and the investigation examined the reliability coefficients associated with i) temporal stability (same tester); ii) temporal stability (different testers); iii) marker error. The results indicate that when experienced testers are used, the reliability of the ‘Draw‐a‐man’ scale is of the same magnitude as that reported in previous studies involving older children as subjects. It is also suggested that with school entrants, the influence of different trained testers on the final rank order of scores is probably quite small. The present study shows too, that with the drawings of five‐year‐old children there is less likelihood of the scorer developing a consistent subjective marking standard than is the case with the drawings of older children. Scoring errors tended to be random rather than systematic due probably to the relatively greater number of occasions when uncertainty exists over the interpretation or naming of basic features of immature drawings. It is suggested that the test is more useful for the comparison of groups rather than individual school entrants. 相似文献
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Diane Atkinson Gorcyca William R. Kennan Marianne G. Stich 《Communication quarterly》2013,61(1):38-43
Language samples of college and middle‐aged respondents were syntactically analyzed in order to determine if the use of college students is appropriate for generalizations to other elements of the population. Multiple Discriminant Analysis was employed to determine correct classification of written language samples based on syntactic categories. Twenty‐two college‐aged subjects and 22 middle‐aged subjects responded to a TAT‐type photograph. The correct classification of college and middle‐aged subjects was 93.18%. A second MDA calculated on a three‐way distinction (college/nursing home employees/educators) yielded 90.91% discriminability. Utilizing a four‐way distinction (freshmen/sophomores/nursing home employees/ educators], the correct classification was 81.82%. Finally, an MDA calculated for male/female resulted in 68.18% discriminability. These results cast doubt on the validity of a “science of sophomores.” 相似文献
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《Journal of moral education》2012,41(1):81-96
The current study investigated whether parents are accurate judges of their own children’s lie-telling behavior. Participants included 250 mother–child dyads. Children were between three and 11 years of age. A temptation resistance paradigm was used to elicit a minor transgressive behavior from the children involving peeking at a forbidden toy and children were subsequently questioned about the transgressive event. Mothers were asked to make predictions about whether their child would peek and then watched a video of their child being questioned about their peeking behavior. Mothers were asked to detect whether or not they thought their child was lying. Overall, 59.6% of parents accurately predicted their child’s lie-telling behavior. Mothers had more difficulty detecting older children’s lies. Signal detection analyses revealed parents had a strong tendency to believe their child was honest. The findings are discussed in terms of their implications for parent–child relationships. 相似文献
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Raymond F. Howes 《Quarterly Journal of Speech》2013,99(1):14-24
The stereotype concepts of the way women speak offer a rich variety of hypotheses to test. Some of these hypotheses are that women talk more than men, have a more limited vocabulary, have a more irregular sentence structure, ask more questions, and use more adjectives, adverbs, and hyperbole. 相似文献
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Team‐teaching is not a common practice in universities but in the experience of the authors of this paper it has a great deal to offer in terms of professional development because of the opportunities it provides for collaborative reflection. The paper describes the authors’ approach to team‐teaching, developed over a period of several years, and the application of the process in the teaching of a Master's course in Adult Education. They focus on the ways in which working with a teaching partner deepens and enhances the process of reflection in which they would normally engage individually and give examples of some of the outcomes triggered by their reciprocal reflection. The paper concludes with a discussion of the ways in which team‐teaching provides many of the elements other authors have described as helpful in promoting effective reflection. 相似文献
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George A. Coe 《Religious education (Chicago, Ill.)》2013,108(3):273-279
Postmodern media scholarship suggests that mass media are best described as naturalized aspects of our cultural environment, raw materials we use in shaping our identities, our relationships, and our communities. Rather than being reliably produced and predictably consumed, mass‐media “texts” provide space for creative negotiation and even resistance between the author of a given media “text,” the receiver of that text, and the context in which the text is produced and consumed. In this landscape the role of religious educator is one of giving people access to the symbolic, narrative, and sacramental resources of our faith communities. 相似文献
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This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers’ use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research‐led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher–student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector. 相似文献
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《Journal of Further & Higher Education》2012,36(1):33-44
The literature suggests that members of the working class value informal (‘hot’) information rather than formal (‘cold’) information. They are also said to lack a future orientation; have a fatalistic (and pessimistic) attitude to life; and have low aspirations. These values should influence the way students from working‐class backgrounds approach career decision‐making. Thirty in‐depth interviews with full‐time undergraduates in their final year of study were carried out to find out if this was the case. The research found that students from working‐class backgrounds did not possess many of the values indicated in the literature. They did, however, show a reluctance to make use of formal sources of information from places like the university careers service. Their failure to utilise such sources appears to be a key factor contributing to significant gaps in the students' knowledge and understanding of the graduate labour market. It also means they are inadequately prepared for making the transition into graduate employment. The article concludes by suggesting that the provision of better careers information is not enough. There is a need to make university careers services more welcoming so that they become a source of ‘hot’ information. The article also suggests that students should be encouraged to reflect critically on how they undertake career decision‐making and planning. By getting students to engage in activities that challenge their taken‐for‐granted assumptions and biases, they are more likely to develop alternative approaches to career decision‐making. 相似文献
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Barbara BielÉn Hanna Malkowska‐Zegadlo 《International Journal of Early Years Education》1998,6(2):185-197
The language competence and reading comprehension of 406 7‐year‐old children are examined in the research discussed in this article. The children were tested using comparative tests as part of an international project conducted in 14 countries and sponsored by the IEA and the High Scope Research Foundation in Ypsilanti, USA. The discussion here relates only to a part of this wider research and focuses upon the aims and contents of Polish language teaching in grades I—III of the Polish primary school. 相似文献
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Dennis S. Gouran 《Communication quarterly》2013,61(2):111-125
This essay advances the thesis that scholars interested in communication in decision‐making and problem‐solving groups have focused in their research on questions of policy at considerable neglect of questions of fact, conjecture, and value. One should not presume that the process involved in discussions of questions of policy is similar to those involved in discussions of the other three types. In fact, there is good reason to believe that because the decision frame presumably is different for each type of question, the pattern of interaction characteristic of discussions involving each type of question will be distinct. Such distinctiveness is suggested and better explained by viewing each type of question from a unique theoretical perspective. Accordingly, this essay explores discussions of questions of fact from a narrative perspective, questions of conjecture from a cognitive perspective, questions of value from a deontological perspective, and questions of policy from a social‐influence perspective in terms of expected patterns of interaction and the possibilities each presents in accounting for variation in the consensual outcomes of group decision‐making and problem‐solving discussions, as well as the appropriateness of the final choices the participants make. 相似文献
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Michael Newby Talbot Taylor David Crystal Michael Garman 《International Journal of Research & Method in Education》2013,36(1):21-25
Westminster College is currently undertaking a research project into the language development of children of school age in conjunction with the Department of Linguistic Science, University of Reading. The collaboration represents an attempt to apply Linguistic Science to the work of classroom teachers within the mother‐tongue. The following papers indicate the nature of the project and its possible uses to the teaching profession and students of language acquisition. 相似文献
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Aisha Ijaz 《Gender and education》2010,22(3):313-326
This paper presents the findings of ethnographic research into inter‐generational attitudinal change of parents towards the education of young British Muslim women. Based on in‐depth interviews with parents of different generations, given social class and ethnicity, there is a universal belief in the importance of education for young Muslim women per se, with economic and cultural factors significant in shaping this sentiment. A range of important differences in attitudes towards Islamic schooling and mainstream education, and questions relating to marriage, however, were found. There are complex issues of identity and religion among Muslims in relation to educational issues, but there has been a move towards Islamisation among both generations; the first generations through a form of cultural traditionalism and the second generations through Islamic conservatism. Although this finding is based on a study of a relatively small and isolated working‐class Muslim community in a declining post‐industrial town in the West Midlands, it is argued that this Islamisation places both particular risks and opportunities in relation to young Muslim women in education in such isolated and disaffected communities which have a wider conceptual, theoretical and policy impact. 相似文献
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Mariko Suzuki 《International Journal of Science Education》2013,35(15):1773-1804
This research focused on the concept of “force” (“CHI‐KA‐RA” in Japanese) in Newtonian mechanics. The primary objective was to develop a tool, based on metaphor, to interpret student thinking in learning scientific topics. The study provides an example of using the tool to trace the process of mutual changes in thinking during a dialog among students who have different perspectives on the same topic. “Social metaphorical mapping” was used to interpret a dialog between two groups of junior high school students with different epistemological paradigms with regard to the concept of force (CHI‐KA‐RA) in the learning environment of a computer simulation. Both source domains were recontextualized through social metaphorical mapping and the process of mutual changes in concepts was traced. Participants noticed that the Buridanian 1 concept of“force” differs from the Newtonian concept of “force,” differentiated between the concepts of “force” that use the same Japanese term “CHI‐KA‐RA,” and noticed that the Buridanian concept of “force” resembles the Newtonian concept of “momentum.” 相似文献
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Ursula Peukert 《International Journal of Early Years Education》1999,7(3):213-221
The objective of early childhood education is to address the totality of issues and areas of activity relevant to young children. In spite of the considerable growth in knowledge concerning children and childhood, this objective has yet to be attained at the theoretical level. Proceeding from the vantage point of a retrospective of the conceptions of the two classical theorists, Rousseau and Frobel, the case is made for grounding early childhood education in the dimensions of subjectivity, intersubjectivity, society and history in order to be able to analyse its various tasks in their respective specificity and reciprocal dependence. The attempt is made to characterise the challenges facing such a theory and to outline the resulting systematic issues for a pedagogy of early childhood. 相似文献
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