共查询到20条相似文献，搜索用时 31 毫秒
1.
Alexander Minnaert 《European Journal of Psychology of Education - EJPE》1999,14(4):525-540
The relationship between self-referenced feelings and cognitions and self-regulated learning has become an important area of research. But to what extent can differences in self-regulation be explained by differences in motivation and emotion? And how facilitating or debilitating is the effect of motivation and emotion on the use of regulatory study activities? In this study, 292 freshmen were assessed on self-referenced cognitions and feelings. Three months later, regulatory study activities were measured by self-report. The canonical correlation between self-referenced cognitions and feelings and regulatory activities was very substantial (.52), and even invariant of ability differences. Task value and the tendency to achieve success were positively related to self-regulation for both males and females. An impressive gender difference was noticed, however, for the tendency to avoid failure. For female students, a high level of fear of failure acted as a detrimental agent upon regulatory activities. It is concluded that attention should be paid to facilitating and debilitating mechanisms underlying the use of metacognitive activities while being engaged in a cognitive endeavour. 相似文献
2.
The call for more male primary-school teachers has long been associated with the educational needs of boys, the importance of positive male role models in schools and the disproportionate number of male and female primary-school teachers internationally. However, little is known about whether or not parents and students actually want more male primary-school teachers and if they do, the reasons they have for wanting more. This paper addresses the under-representation of parents' and students' views by drawing from a study of the perspectives of 97 parents and 184 sixth-grade students from Sydney, Australia. Surveys and semi-structured focus group interviews with boys and girls, and their mothers and fathers revealed an overall perceived social need for more male primary-school teachers. In particular, the paper indicates that male primary-school teachers are considered important for boys; a view consistent with some extant research literature that does not include the views of parents or students. The paper further indicates that parents and students see male primary-school teachers as being beneficial to girls; a matter rarely discussed in any research literature irrespective of the stakeholder group studied. 相似文献
3.
An inclusive higher education? Gay and bisexual male teachers and the cultural politics of sexuality
ALAN SKELTON 《International Journal of Inclusive Education》2013,17(3):239-255
Both the Dearing Report and the UK government's recent Green Paper on lifelong learning—The Learning Age—have made explicit references to an inclusive system of higher education and its contribution to a more inclusive society. This paper begins by examining the understandings of inclusivity displayed in The Learning Age and discusses the limitations of discourses that restrict the inclusion debate to matters of access. It argues that inclusivity rests on not only access but also the experience of higher education and it points to the need for both structural and cultural change. The paper then presents acase study of gay and bisexual male higher education teachers that draws on in-depth interview-based material from a UK study. It explores how inclusive higher education is with respect to gay and bisexual men and considers structural inequalities that remain, for example, in relation to equal opportunity policies and pension entitlements. The paper also considers the cultural practices of the gay and bisexual male teachers, for example, their engagement in cultural production through teaching and research and their attempts to wrestle control over identity construction in day-to-day interactions. The paper concludes by considering how a relational understanding of difference might offer possibilities for the diverse ‘voices’ of different groups to be reconciled with a collective view of what constitutes the ‘higher education community’ as a whole. 相似文献
4.
The present study examined the comorbidity between attention-deficit/hyperactivity disorder (ADHD) and reading disability (RD) in male adults. Participants were 120 men, of whom 24 were classified as having ADHD. The basis for the diagnosis was two self-report scales validated by interviews and background data. An extensive battery was used to assess phonological abilities and various aspects of reading skills. No differences were obtained between adults with and without ADHD on measures of either phonological processing skills or word decoding, indicating a low comorbidity with RD. This finding was valid even when different criteria were used to diagnose RD. However, the two groups differed in reading comprehension, with individuals with ADHD performing poorly in tests of reading comprehension. These results are compatible with the view that reading comprehension involves many of the higher cognitive control functions assumed to be impaired in ADHD. However, these attentional control functions are not critical to word recognition, which is determined by a more encapsulated phonological processing module. The pattern of associations between ADHD and RD observed in the present study is explained with reference to the differential attentional demands of the two aspects of reading. 相似文献
5.
One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen. 相似文献
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Becky Francis 《Gender and education》2010,22(5):477-490
Recent gender theorising has been enlivened by post‐structuralist accounts of gender as ‘disembodied’; the reading of gender performances as distinct from sexed bodies. However, there has been little application of such theoretical positions to empirical analysis in gender and education. This article employs two such positions – that of ‘female masculinity and male femininity’, and that of ‘gender monoglossia and heteroglossia’ – to data raised from a research project on high‐achieving pupils. It is argued that although cases of female masculinity and male femininity are identified, such labels can usefully be applied to only a very small number of pupils, and even here there are profound problems in the conceptual application. The concept of gender heteroglossia appeared applicable to a far larger number of pupils. It is argued that this latter concept offers a less rigid application, that can incorporate analysis both of continuing patterns of gender inequality (as reflective of gender monoglossia), and of individual, gender‐transgressive (heteroglossic) performances. 相似文献
9.
《Journal of moral education》2012,41(1):39-59
The second-language teacher education community has become increasingly interested in the moral dimensions of teaching. Herein ELT practitioners’ ‘moral knowledge base’, as a window into their mental lives, has not received the attention it deserves. The present study was conducted to document likely differences between the frequencies of pedagogical and moral thought units of male and female, experienced and less experienced teachers, and to look deeply into participants’ moral thought categories. Forty teachers participated in the project. Data were collected through the use of stimulated recall protocol. The analyses of the data show that there are differences in the number of pedagogical and moral thoughts teachers recall. As to teachers’ moral knowledge base, seven moral categories emerged with ‘Teachers as Moral Agents’ being the most frequently recalled category. Gender and experience were found to affect the order and the frequency of the thought categories teachers produced in different groups. The top thought categories for experienced and less experienced, female and male teachers were identified to be Student Problem, Teachers as Moral Agents, Student Problem and Student Manner respectively. 相似文献
10.
Judy Robertson 《Computer Science Education》2013,23(1):58-83
There is a pressing need for gender inclusive approaches to engage young people in computer science. A recent popular approach has been to harness learners’ enthusiasm for computer games to motivate them to learn computer science concepts through game authoring. This article describes a study in which 992 learners across 13 schools took part in a game-making project. It provides evidence from 225 pre-test and post-test questionnaires on how learners’ attitudes to computing changed during the project, as well as qualitative reflections from the class teachers on how the project affected their learners. Results indicate that girls did not enjoy the experience as much as boys, and that in fact, the project may make pupils less inclined to study computing in the future. This has important implications for future efforts to engage young people in computing. 相似文献
11.
J. C. Walker 《British Journal of Sociology of Education》1988,9(1):3-18
Focusing on sex/gender relations in an inner‐urban single‐sex school, the paper examines the cultural position and development of ‘the three friends’, a group stigmatised as ‘poofs’ and subordinated within a youth cultural hierarchy dominated by the school's sporting heroes, especially ‘the footballers’.
Power relations within the hierarchy are analysed as effects of intercultural articulations between boys’ friendship and ethnic groups and the institutional power of the school mediated through the cultures of teachers and other staff. Dominant views of appropriate male behaviour trade on essentialist, sexualising interpretations of unorthodox male practices, attributing them to homosexuality. More moderate views, represented by ‘the handballers’, offer family misfortunes as explanations for the ‘problems’ of the three. Teachers’ responses vary from support for the dominant view, through sponsorship of psychological therapy to positive intervention on behalf of the three.
The development of a positive and relatively autonomous culture, based on theatrical prowess, illustrates the politics of cultural struggle and suggests strategies for educational intervention in the processes of youth intercultural articulation. 相似文献
12.
One hundred and fifty-six adolescents, drawn from a high school in a Midwestern suburb, provided judgments of a hypothetical incident of homophobic harassment with either a male or female victim. Participants also completed a revised version of the Macho Scale, measuring their endorsement of gender stereotypes (α = .75). Without the interaction term, victim gender was not predictive of judgments of the harassment, however, endorsement of gender stereotypes decreased the odds of believing the behavior was completely wrong (χ2 (1) = 9.18, p = .00). Once added, the interaction term was the only significant variable in the model, demonstrating that endorsement of gender stereotypes has an effect on judgments of homophobic harassment of male victims, but not female victims (χ2 (1) = 4.78, p = .03). As more schools invest resources in anti-harassment initiatives, our findings suggest that discussion of gender and gender stereotypes is essential. 相似文献
13.
James C. Jupp 《Gender and education》2013,25(4):413-431
This life history reflection aims to constitute, generate, and proliferate complex progressive masculinities for male teachers and advance notions of progressive masculinities writ large in education and elsewhere. This reflection, working with life story interviews of white male teachers in US inner-city schools, positions this research within the researcher's life history. Informed by existing literatures on male teachers emphasising crisis-shortage and gender workplace issues, this reflection expands these literatures by developing life narrative concepts that replace static masculinities with narrativised identifications, lived counternarratives, and contradictory progressive masculinities. Key to respondents' progressive masculinities, this life history reflection provides four lived counternarratives including respondents' illegal drug use, process spirituality, alternative media, and critical politics. Through these counternarratives, respondents' contradictory progressive masculinities emerge as bifurcated phenomena that reify privileges yet drive respondents, precariously situated between nihilistic impotency and political potential, towards passively conjugated alliances with subaltern others. 相似文献
14.
Research regarding child sexual abuse (CSA) indicates significant gender differences in disclosure rates, with males less likely to disclose their abuse compared to females. CSA can have lasting impact on a children’s emotional, physical, and psychological wellbeing. While service providers play an instrumental role in providing care and support for male CSA survivors, little is known about their perceptions and experiences related to disclosure among these men. The aim of this qualitative study was to explore service providers’ perceptions and awareness of disclosure-related barriers and facilitators amongst male CSA survivors. Individual interviews were conducted with eleven service providers. Study findings reveal four key themes related to the disclosure process among male CSA survivors: (a) personal characteristics, (b) interpersonal relations, (c) institutional elements, and (d) societal norms. Findings indicate that service providers understand and respond to complex challenges associated with disclosure of CSA among this marginalized population. Study findings demonstrate the need for additional research on the specific issues of gender bias and stigma associated with male sexual abuse. Along with their empirical significance, these findings can be used to develop more tailored public health and social service-related programming for male CSA survivors, their families, and the broader community to promote a safer and more supportive environment in which to discuss these sensitive and important issues. Recommendations to service providers are discussed. 相似文献
15.
《比较教育学》2012,48(1):71-85
Through educational campaigns and partnerships with the international community, the Jordanian government has indicated a desire to create a more loyal, democratic, and self-enterprising citizenry. While the participation of girls in public life is encouraged by the Jordanian regime and valorised by the international community, little effort is made to ensure and understand the participation of boys in such spaces, and what this participation produces. By highlighting the experiences and narratives of boys, including those of Palestinian origin, in two government secondary schools in Amman, this article examines how top-down efforts to produce a particular national identity have engendered a performative kind of citizenship in schools, in which students interrogate official accounts of Jordanian-ness through various practices of signification. This use of performativity, adapted from Judith Butler's work on gender, raises two important points: first, the learning of citizenship and national identity is a contingent and self-reflexive process; second, practices of citizenship cannot be understood outside the sociopolitical norms that regulate them. 相似文献
16.
Aryeh Lazar Hadassah Littman-Ovadia Tamar Ovadia 《International Journal for Educational and Vocational Guidance》2018,18(3):279-295
This study focused on the perception of medicine as a calling and its associations with medical training satisfaction, career certainty, career satisfaction, career commitment, and well-being among 176 Israeli medical students. Participants replied to an online questionnaire including the Brief Calling Scale (Duffy and Sedlacek in Career Dev Q 59:27–41, 2010) and measures related to medical training, a medical career, and well-being. Calling was positively associated with all outcome measures, and gender moderated these associations, which were stronger for female medical students in comparison with male medical students. The importance of taking these gender differences regarding calling under consideration for career counseling is discussed. 相似文献
17.
Stephen Houghton Carol Tan Umneea Khan Annemaree Carroll 《International Journal of Disability, Development & Education》2013,60(2):74-84
The Adapted Self-Report Delinquency Scale (ASDS) was administered to 328 adolescents (174 males and 154 females) from eight high schools in Perth, Western Australia. The ages of the sample ranged from 13 to 17 years. Males reported a greater percentage level of involvement than females in 36 of 40 individual delinquent behaviours comprising the ASDS. A between-subjects multivariate analysis of variance using a Bonferroni adjusted alpha revealed a significant multivariate main effect of gender, F(6, 318) = 3.98, p?η 2?=?0.08. No significant main effect of age was evident. Univariate F-tests revealed that males scored significantly higher than females on only one of seven delinquent factors (physical aggression). These data are discussed in light of established evidence showing male predominance in delinquency, recent reports suggesting a male–female gender gap, and theories that have attempted to explain this disparity in offending among males and females. 相似文献
18.
Konstantina Rentzou 《Early Years: An International Journal of Research and Development》2011,31(2):135-147
The study reported here examined Greek parents’ perceptions of barriers to men entering the early childhood education and care profession and their recommendations for recruiting more males into the field. Parents were asked to respond on a Likert scale to statements regarding males’ decision to enter the profession, possible benefits for male early childhood educators, and perceived societal attitudes towards male early childhood educators. The findings indicate that the participating parents were in favour of recruiting more males into the early childhood education and care profession but at the same time they recognize the difficulties men encounter when choosing to become early childhood educators. Recommendations for future research designs are formulated. 相似文献
19.
Is there a gendered agenda in academia? The research experience of female and male PhD graduates in Australian universities 总被引：1，自引：0，他引：1
Christine Asmar 《Higher Education》1999,38(3):255-273
Women in higher education appear to lag behind their male colleagues in many respects. Research has shown that women are less likely than men to have full-time positions, tenure, or senior status. In research -- crucial to an academic career -- they tend neither to lead research teams, nor to apply for, nor to hold large research grants. Female academics are often seen as less productive, especially when it comes to publication rates. Women just beginning or resuming their careers appear particularly vulnerable. This paper draws on data from a study of PhD graduates in Australian universities in order to investigate the research experiences of women and men at an early stage of their careers. The findings presented in the paper suggest that some of the traditional disadvantages seen as affecting university women are now diminishing. The paper goes on to argue, on the basis of the data, that some documented phenomena such as women's lower publication output and their non-participation in collaborative networks are due to factors not always highlighted in the literature -- factors, for example, such as women's choice of discipline area. While the paper rejects the proposition that an explicitly 'gendered agenda' exists in academia, it notes that newly-graduated female PhDs in Australia are still more likely than their male colleagues to report dissatisfaction on a number of levels. The paper concludes with a call for further research on the more affective aspects of academic women's research experiences. 相似文献
20.
There is considerable variation between male and female Bachelor degree performance at Oxford and Cambridge (Oxbridge) where male students attain more First and Third Class degrees and female students attain more Second Class degrees. Various hypotheses have been put forward to explain this phenomenon including the possibility that the distinctive Oxbridge assessment environment, very different from those at both pre‐ and post‐92 universities, might account for the difference. Data from the Assessment Experience Questionnaire (AEQ; Oxbridge, pre‐ and post‐92 universities, one science, one humanities and one applied social science subject from each) were analysed to determine gendered perceptions of the assessment environment. Significant gender differences were found on five AEQ scales (Quantity of effort, Coverage of syllabus, Quantity and quality of feedback, Use of feedback and Appropriate assessment) but there was no significant interaction between gender and university. Consequently, there were few clues in students' responses to confirm that the Oxbridge assessment environment explains gendered differences in degree performance. 相似文献