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This research investigated differences in delinquent activities and the reputational orientations of at‐risk and not‐at‐risk male and female adolescents. Initially, we sought to establish that adolescent males and females differed in these respects. This was found to be the case: males (n = 722) scored significantly higher than females (n = 738) on seven self‐reported delinquency variables and on eight reputation enhancement variables pertaining to social deviance, non‐conforming reputation, and power/evaluation private identity. When a sample of 31 at‐risk females was subsequently pair‐wise age matched with 31 not‐at‐risk females, at‐risk females scored significantly higher on all delinquency variables other than school misdemeanors. These at‐risk females also scored significantly higher on four reputation enhancement variables relating to social deviance and non‐conformity. Given that at‐risk females did not differ from their not‐at‐risk counterparts in level of involvement in school misdemeanors, we sought to determine whether this was also the case for at‐risk and not‐at‐risk males. An age‐matched sample of 91 pairs revealed that at‐risk males reported significantly higher involvement than not‐at‐risk males in all aspects of delinquency, including school misdemeanors. They also sought a more non‐conforming reputation. To explore the relationships between delinquency and reputation enhancement, a canonical correlation analysis was performed. All findings are discussed in the light of reputation enhancement theory. 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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Ulkü S. Köymen 《Distance Education》1992,13(1):108-117
This study compares the learning and study strategies of the students of the Faculty of Administrative Sciences of Cukurova University taking traditional on‐campus courses and those at the Open Learning Faculty of Anadolu University following an open learning programme. The evaluation was based on the Learning and Study Strategies Inventory (LASSI), developed by Claire E. Weinstein (1987), together with a separate questionnaire to elaborate the findings.
Findings reveal that students of both groups have considerably lower scores, especially in the affective domain, in relation to the other college students answering the same items in previous evaluations. However no important difference has been found between the groups belonging to the traditional and open learning systems evaluated in this study. 相似文献
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Gillian King Mary Law Patricia Hurley Theresa Petrenchik Heidi Schwellnus 《International Journal of Disability, Development & Education》2010,57(1):77-107
Similarities and differences were examined in the out‐of‐school recreation and leisure activity participation of 422 children with physical disabilities and 354 children without disabilities. The roles of age (six to eight years, nine to 11 years, and 12–14 years), gender, and disability status were examined with respect to the diversity, intensity, location, companionship, and enjoyment of participation in five types of activities, controlling for family income. The findings indicate that dimensions and types of activity participation are differentially influenced by age, gender, and disability. Age cohort comparisons indicated that children without disabilities experienced a widening social world characterised by more intense social participation, greater participation with non‐family members, and stable levels of enjoyment across the age groups. In contrast, children with disabilities in the various age groups were similar in their intensity of social participation and the nature of their companionship, with 12–14 year olds reporting less enjoyment of social activities than those aged six to eight years or nine to 11 years. The findings support the utility of a developmental and contextual perspective in understanding children’s patterns of participation. The information can be used by service providers and managers interested in creating centre‐based or community‐based recreational opportunities, and in providing information to parents about how to encourage children’s recreation and leisure participation. 相似文献
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Janina UszyNska 《International Journal of Early Years Education》1998,6(2):133-141
The subject of the study comprised individual differences of creative achievements among 6‐year‐old children in two basic and qualitatively different kinds of child's activity: verbal and artistic. The aim of the research was both the analysis of the creative capacity level differentiation and pointing out the hierarchy of factors which determine certain inter‐ and intra‐individual as well as inter‐ and intro‐group differences.
The study is based on the concepts of the creativity theory of Wallach and Kogan (1970) and the capacity theory of Renzulli (1986) and Monks (1981) developed within the framework of humanistic and cognitive psychology.
The researcher analysed 6,000 drawings and the same number of oral statements produced by 643 children attending two types of pre‐schools and living in three different habitats. The research also covered teachers working with the 6‐year‐old children.
The following were used in the study: the test ‘Draw‐a‐Man’ of Goodenough; Guilford's tests of divergent thinking; Uszynska's Questionnaire of self‐estimation; The Schaefer's and Aaronson's Classroom Behaviour Inventory Pre‐school to Primary Scale; Popek's Questionnaire of Creative Behaviour ‘KANH’, and Uszynska's Questionnaire for parents.
The results of the research confirm a great differentiation of creative capacity levels of children and suggest that the most significant factors determining them are the pedagogic ones, which may directly or indirectly be influenced by the preschool teacher. 相似文献
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Risto Hotulainen Kristiina Lappalainen Kari Ruoho Hannu Savolainen 《International Journal of Disability, Development & Education》2010,57(3):299-314
During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed. 相似文献
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Typically‐Perceived‐Situation (TPS) refers to the situation rising spontaneously in an individual’s mind when she/he first thinks of a phenomenon or concept. The purpose of this study is to go well beyond the many studies that describe conceptions of force and explore children’s TPS of “force is acting on a thing” and “force is not acting on a thing”, and to do this in the differing contexts of Australia and Korea. Data were collected by drawings and written explanations from 145 Grade 6 Australian children and 150 Grade 6 Korean children. These data showed some significant differences between the Australian children’s and Korean children’s TPSs. For example, considering the whole context of children’s TPS, the contexts of “someone pushes or pulls something” and “someone/something is floating in the air or not moving because there is no gravity” were the most frequent ones, as a “force” and as a “no force” situation respectively, in the case of Australian children, while “a sort of energy is provided into someone/something and they can be active/working” and “a sort of energy is not provided into someone/something and they cannot be active/working”, were most frequent in the case of Korean children. These differences are very likely the consequence of different everyday meanings for the word “force” in the two cultures. In addition, it appears that these children’s TPS affect their judgement of “force” and “no force”. 相似文献
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Michael G. Garko 《Communication quarterly》2013,61(2):138-157
Scholars have offered a number of different conceptualizations of compliance and compliance‐gaining which reflect broader competing perspectives. While there have been attempts to synthesize and clarify the empirical literature on compliance‐gaining, there has been little attention devoted to reviewing critically perspectives and conceptualizations focusing on persuaders attempting to get persuadees to do what they want. A review of the theoretical literature reveals that scholars have frequently developed their conceptualizations of compliance and compliance‐gaining from a social exchange or power perspective. It is shown how these two perspectives are manifested in the empirical research, especially those studies focusing on factors affecting strategy selection. The argument is made that conceptualizations and empirical studies reflecting these perspectives typically push communication into the background and reward/cost and power principles into the foreground of the compliance‐gaining process. Studies on teacher power in the classroom are provided as examples of how it is possible to adopt a power perspective and not undercut the role of communication in the gaining of compliance. 相似文献
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Technology and engineering education students responded to a survey regarding hands‐on and hands‐off activities. First, the students listed hands‐on and hands‐off activities and what characterized the two types of activities. Activities such as building or assembling something as well as working manually with tools were viewed as hands‐on. Passive activities such as listening or watching were perceived as hands‐off. Then, the students rated 30 different activities on a bipolar scale ranging from 1 (high degree hands‐off) to 7 (high degree hands‐on). A Principal Components Factor Analysis of the 30 activities revealed two independent factors. The hands‐off factor consisted of many modern technological activities such as computer‐aided design, using a three‐dimensional printer, and constructing functional prototypes using stereo‐lithography technology. The hands‐on factor consisted of more traditional activities such as rebuilding an engine and using a screwdriver. These results suggest that students perceive traditional activities as more hands‐on than modern activities. 相似文献
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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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In a factorial design varying (1) the degree of roughness/violence of a play (low, intermediate, and high), (2) several particular plays within this classification, and (3) sex of viewer, the enjoyment of televised plays of professional football was investigated. The plays were taken from a large pool of plays drawn from numerous games and involving numerous teams. In a pretest, a strong differentiation in the selection plays' degree of roughness/violence was secured. At the same time, the plays were matched on several other, potentially contaminating stimulus dimensions. The enjoyment of plays was found to increase with the degree of their apparent roughness/violence. However, this relationship was significant for male viewers only. It was not reliable for females. There were no appreciable sex differences in the enjoyment of plays featuring low and intermediate levels of roughness. Highly violent plays, in contrast, were significantly more enjoyed by males than by females. The findings suggest that, at least for male viewers, a high degree of aggressiveness is a critical ingredient of the enjoyment of watching sports contests. 相似文献
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D. Bedoin 《欧洲特需教育杂志》2013,28(2):159-175
This paper deals with English teachers who work with deaf and hard‐of‐hearing (D/HH) students. In France deaf students are required to attend foreign language classes – mostly English classes. The purpose is not to teach them British sign language (BSL) or American sign language (ASL), but written and/or spoken English. Indeed, sign languages are distinct from spoken languages and differ from country to country: there is no universal sign language. English teachers of the deaf are mostly hearing people. They work either in mainstream or special schools. Most of them have no specific qualifications. In this context, they are faced with the tremendous challenge of how to adjust their teaching to their students’ impairment and at the same time develop the latter's knowledge and skills in English. In order to analyse teaching practices in English classes, questionnaires, interviews and in‐class observations in several special and mainstream schools were conducted. Findings show that different teaching strategies are used in order to make English lessons accessible to D/HH students: teachers have to adapt their teaching language and also use written and visual supports to accommodate D/HH students. Obviously teacher training needs to be improved. 相似文献
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In New Zealand there is an increasing trend for people with prior occupational experiences to enter secondary teaching. At a time when the media is continually questioning the status and capability of the teaching profession, we explore what or who motivates people to change their occupational paths and enter the teaching profession. Our sample of 68 newly qualified change‐of‐career teachers reported multiple factors related to their decision to pursue teaching. The matrix of reasons involved a range of “push and pull” factors related to previous work and family experiences, values and task expectancies. Three cluster groups of teachers – “Looks Good”, “Time is Right” and “Teaching is Me” – were developed to illustrate the relative influence of different combinations of reasons. We looked at how these teachers' motivations and prior experiences impacted on early and long‐term career expectations and intentions. 相似文献
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《Journal of moral education》2012,41(1):56-66
Abstract One of the great teachers of our time was the French essayist and philosopher Emile Chartier, better known to countless thousands of devoted admirers simply as Alain. Following in the steps of La Chalotais, Rousseau, Jules Ferry, and Durkheim, Alain believed passionately in the importance of moral education as a fundamentally secular enterprise. We neglect it, he wrote, at our peril. In the introduction to this article an attempt is made to outline briefly some of the reasons for the remarkable influence which he had upon several generations of French men and women. In the second part I have attempted a critical assessment of his views on how morality should be approached in the atmosphere of a secular school. In particular, I have considered his views on the teaching of education for citizenship, social ethics, sociology, literature and good manners. Finally, I have sought to elicit from the study some of the most significant implications for the teaching of moral education in our own schools and have concluded with a plea that there be no doctrinaire limit set to the kinds of subject areas which could in theory illuminate the nature of morality and contribute to the formal teaching of moral education in the classroom. 相似文献
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Summaries English The present work is an attempt to contribute to the field of evaluation of the affective domain in socially‐oriented innovative science and technology curricula. The main concern of such curricula is the long‐term development of the student's personality in terms of decision‐making capability, attitudes, intellectual power, and social involvement. Since it appears that the realistic choice in the evaluation of such curricula is between ‘no measures’ (subjective judgements) and ‘imperfect proxies’, it is proposed to concentrate on finding adequate (and agreeable) measures to evaluate the long‐range intended (but also the unintended) effects of the programmes in hand, and only then to switch to evaluate the effectiveness of the curriculum in achieving these effects (i.e. the educational objectives) in the affective domain. Selected ideas with respect to the above are ‘translated’ here into manageable and applicable procedures within the science class, taking into consideration the ‘local realism of constraints’ within which every science teacher performs. The development of feasible methods for measurement of curricular outcomes in the affective and affective‐cognitive domains is a precondition for future summative evaluation of socio‐technologically oriented science and technology curricula. Contending with the moral and value‐judgement components of any future science curriculum is therefore the inescapable task ahead. 相似文献
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Metin Alkan 《欧洲师范教育杂志》1990,13(3):113-121
This article presents an analysis of intercultural education from the viewpoint of the dynamics of agenda building as a political process. In this analysis, particular attention is given to the theoretical and ideological assumptions on which the concept of intercultural education is based. The author contends that the employment of this concept serves the purpose of issue containment within the arena of conflict where educational policy alternatives are determined.
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Using time‐frequency analysis techniques to investigate the event‐related low‐frequency (delta: 0.5–4 Hz; theta: 4–8 Hz) activity of auditory event‐related potentials (ERPs) data of highly and average intelligent children, 18 intellectually gifted children, and 18 intellectually average children participated the present study. Present findings show that intellectually gifted children had significantly larger delta activity than their normal peers in mismatch negativity (MMN) component, while in P3a component, which originates from stimulus‐driven frontal attention mechanisms during task processing, intellectually gifted children had both significantly larger delta and theta activities than their normal peers. The present findings further supported that low‐frequency brain activity could be regarded as the basis of intelligence and cognitive functions, and spectral EEG time‐frequency analysis technique should be used to explore some new aspects of brain activity relating to intelligence. 相似文献
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This paper examines some of the ways gifted students are said to be different from non‐gifted students by comparing the responses of 475, 9‐year‐old “gifted” students with those of 230 average‐attaining 13‐year‐old students on the same mathematical problem‐solving questions. The questions were specifically written for mathematically gifted 9 year olds as part of the World Class Tests project. The performance and approaches used by students in the two samples were found to be very similar, as was the frequency of different responses to the questions, suggesting that many of the mathematically “gifted” are not qualitatively different in their problem‐solving approaches from students of average ability, but are merely precocious. 相似文献