Argumentativeness: Japanese and American tendencies to approach and avoid conflict     

Alicia M. Prunty  Donald W. Klopf  Satoshi Ishii 《Communication Research Reports》2013,30(1):75-79

The Japanese allegedly are disinclined to argue. This study supports that allegation. Japanese university students were compared to American students using the Infante/ Rancer Argumentativeness Scale. The scale measures tendencies to approach arguments and to avoid them. Additionally it indicates the general argumentativeness trait of respondents. The Japanese were significantly less inclined to approach argument situations and had a significantly weaker argumentativeness trait than the Americans. No significant difference appeared for avoiding arguments.  相似文献   

Student identity construction in online teacher education: a narrative life history approach     

Timothy Moss  Sharon Pittaway 《International journal of qualitative studies in education》2013,26(8):1004-1018

This paper explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a non-traditional way – a fully online university degree course. The students within this course are all mature-aged. Most are female, and have already developed personal identities as partners, friends and mothers, as well as professional identities such as teacher aides. Adding the new identity of “student” to these already established roles has an impact on these participants’ actions, beliefs, experiences and hence on their identities. Further, the notion that they are now “pre-service teachers” forces students to consider their professional identity in new and sometimes uncomfortable ways. This paper explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the paper considers the implications of the experience of becoming a student and a teacher.  相似文献   

Professional Identity Development of Counselor Education Doctoral Students     

Colette T. Dollarhide  Donna M. Gibson  Julie M. Moss 《Counselor Education & Supervision》2013,52(2):137-150

The authors used grounded theory to explore professional identity transitions for 23 counselor education doctoral students in a cross‐section sample based on nodal points in their programs. The transformational tasks that doctoral students face involve integration of multiple identities, evolution of confidence and legitimacy, and acceptance of responsibility as the source of knowledge about the profession. The authors offer implications for training doctoral students.  相似文献   

Remaking primary education: reading Children,their World,their Education: Final Report and Recommendations of the Cambridge Primary Review     

Gemma Moss 《Literacy》2010,44(3):144-148

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Professional Identity Development: A Grounded Theory of Transformational Tasks of New Counselors     

Donna M. Gibson  Colette T. Dollarhide  Julie M. Moss 《Counselor Education & Supervision》2010,50(1):21-38

Professional identity development is an important professional issue. Examining the lived experiences of counselors‐in‐training (CITs), the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development. Tasks include finding a personal definition of counseling, internalizing responsibility for professional growth, and developing a systemic identity—all simultaneously manifesting as students progress from focus on experts to self‐validation. Counselor educators can facilitate movement through these transformational tasks by helping CITs to increase self‐evaluating, self‐motivating, and self‐locating within a professional community.  相似文献   

Some observations of atmospheric-electric potential-gradient on mountain peaks in the peruvian andes     

M. Luckiesh  F.K. Moss 《Journal of The Franklin Institute》1928,206(4):565-566

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Report no. 282. The performance of several combustion chambers designed for aircraft oil engines: by William F. Joachim and Carlton Kemper. 12 pages,illustrations quarto. Washington,Government Printing Office, 1928. Price, 10 cents     

P.W. Cobb  F.K. Moss 《Journal of The Franklin Institute》1928,206(2):251-252

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Research and demonstration program for handicapped children and youth     

J W Moss  J C Chalfant 《Exceptional children》1965,32(3):175-178

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The development of a mentoring program for university undergraduate women     

Laura Putsche  Debbie Storrs  Alicia E. Lewis  Jennifer Haylett 《Cambridge Journal of Education》2008,38(4):513-528

The Women's Center at a university in the United States implemented a mentoring program based on feminist and networking models to improve the educational climate for female undergraduate students. Due to a lack of literature detailing how to develop such a program, an interdisciplinary team of researchers collaborated with the Women's Center to address program development and implementation, including how to institutionalize the program, effective recruitment and retention strategies, how to facilitate formation of mentor relationships and strategies for maintaining those relationships, appropriate interventions and monitoring, and how to ensure that the program met mentees' needs. Among the findings are that success depends on a full‐time and dedicated coordinator, appropriate matching of mentors and mentees, and emphasis during training on continuing communication between mentors and mentees to reassess mentee needs.  相似文献   

Deconstructing Building Blocks: Preschoolers' Spatial Assembly Performance Relates to Early Mathematical Skills     

Brian N. Verdine  Roberta M. Golinkoff  Kathryn Hirsh‐Pasek  Nora S. Newcombe  Andrew T. Filipowicz  Alicia Chang 《Child development》2014,85(3):1062-1076

This study focuses on three main goals: First, 3‐year‐olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematical skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematical performance. Finally, the relation between spatial assembly skill and socioeconomic status (SES), gender, and parent‐reported spatial language was examined. While children's performance did not differ by gender, lower SES children were already lagging behind higher SES children in block assembly. Furthermore, lower SES parents reported using significantly fewer spatial words with their children.  相似文献