How Does Literature Affect Empathy in Students?     

Christine R. Junker 《College Teaching》2017,65(2):79-87

Scholars have suggested that reading literature can foster empathy. However, learning empathy through literature in the classroom is understudied. The primary objective of this study was to assess whether affective and cognitive empathy, as demonstrated in student writing, relates to textual attributes, the style of writing prompt, student writing ability, and whether it changes over time. Students in a college literature classroom were asked to assess texts according to a series of attributes related to engagement and textual difficulty, followed by a series of analytical and creative writing prompts. These responses were scored on a comparative scale according to metrics of empathy and compared with textual attributes, strength of writing, and time using a general linear model. Textual difficulty was identified as the greatest predictor of empathy (inverse relationship) followed by assignment grade (positive relationship). These results indicate that textual attributes, strength of writing ability, and style of writing response play a central role in explaining empathetic responses in students. The furthest-reaching implications of this study may, however, rest in the findings that empathy didn't change over the short time period and that textual accessibility may trump all other aspects in facilitating empathetic responses.  相似文献   

Assessing the Assessor: A Response to Fulcher and Bashkov's “Do We Practice What We Preach? The Accountability of an Assessment Office”          下载免费PDF全文

Christine Robinson  John G. M. Frederick  Elise Demeter 《Assessment Update》2017,29(6):3-14

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Head Start Teachers Across a Decade: Beliefs,Characteristics, and Time Spent on Academics     

Melissa Clucas Walter  Christine N. Lippard 《Early Childhood Education Journal》2017,45(5):693-702

We examined changes in teachers’ beliefs regarding developmentally appropriate practice (DAP) in 2000, 2003, 2006, and 2009 using data from the Head Start Family and Child Experience Survey. In addition, we examined how teacher education, credentials, and professional experience relate to beliefs about DAP and explored how these relationships differ by cohort. We also explored teachers’ reports of time spent in math and literacy focused activities. Findings indicate that after 2003, developmentally appropriate beliefs decreased significantly, while developmentally inappropriate beliefs increased. Results also showed significant increases in the frequency of literacy activity across the decade, while the frequency of math activity was more consistent. Despite these changes, teachers with more education consistently held the most appropriate beliefs. These findings indicate that teacher education may buffer against influences of pushed down curricula and increased accountability. This study also illustrates that policies at the national level have the potential to impact children’s day-to-day classroom experiences.  相似文献   

Exploring the potential for and promise of incorporating distributive and procedural justices into post-secondary assessment of student learning     

Christine Cooper Grace 《Teaching in Higher Education》2017,22(3):304-317

This paper explores the potential of incorporating constructs of distributive justice and procedural justice into summative assessment of student learning in higher education. I systematically compare the process used by managers to evaluate employee performance in organizations – performance appraisal (PA) – with processes used by professors to assess student learning in academe. These procedures are remarkably similar in terms of objectives to facilitate and measure performance/learning, criteria for defining desired performance/learning, the procedures used by raters to evaluate performance/learning, and the procedure used by employees and students to assess fairness of their PA/grades. I then summarize empirical research regarding distributive justice (DJ) and procedural justice (PJ) in organizations. Finally, I posit how positive attitudes and behaviors associated with DJ and PJ in organizations might transfer to benefit students, professors, administrators, and universities in academe.  相似文献   

Contributions of Maternal Attention-Deficit Hyperactivity and Oppositional Defiant Disorder Symptoms to Parenting     

Robert W. Miller  Dawn M. Gondoli  Bradley S. Gibson  Christine M. Steeger  Rebecca A. Morrissey 《Parenting, science and practice》2017,17(4):281-300

Objective. The goal of the current study was to examine the impact of maternal attention-deficit hyperactivity disorder and oppositional defiant disorder symptoms on several dimensions of parenting. Design. One-hundred seven mothers of young adolescents provided ratings of their own attention-deficit hyperactivity disorder, oppositional defiant disorder, depressive symptoms, and parenting behavior, as well as their adolescents’ aggressive behaviors. Results. Hierarchical regression analyses examined the relative contributions of attention-deficit hyperactivity disorder and oppositional defiant disorder symptoms to parenting. Greater levels of maternal attention-deficit hyperactivity disorder symptomatology were associated with poorer monitoring, whereas more oppositional defiant disorder symptoms were associated with lower levels of parenting involvement and positive reinforcement and higher levels of overreactivity and use of corporal punishment. Conclusions. Maternal oppositional defiant disorder behaviors were particularly associated with negative, affective dimensions of parenting. Understanding the impact of maternal attention-deficit hyperactivity disorder symptoms on parenting may require consideration of concomitant maternal oppositional defiant disorder symptoms.  相似文献   

PISA,policymaking and political pantomime: education policy referencing between England and Hong Kong     

Bob Adamson  Katherine Forestier  Paul Morris  Christine Han 《比较教育学》2017,53(2):192-208

Since the mid-1980s, a number of East Asian societies have consistently performed well in international tests, and their education systems have emerged as models of ‘best practice’, including Hong Kong, which has been extensively referenced by politicians and their advisers in England. In parallel, local dissatisfaction with the education system in Hong Kong has prompted major education reforms. This mismatch between the perceptions of the Hong Kong education system of the two policy communities is explored using documentary analysis and interviews with policymakers and other key stakeholders. We analyse the ways in which features of Hong Kong’s education system are reconstructed and projected in policymaking in England and argue that the referencing to Hong Kong in England is akin to a form of political theatre, reminiscent of a pantomime, with stereotyped villains, heroes and fairy godmothers, narratives of good conquering evil, and comical set-pieces. We argue that these elements provide the means for both constructing and validating simple causal claims and their associated policy actions.  相似文献   

Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools     

Bae  Christine L.  DeBusk-Lane  Morgan  Hayes  Kathryn N.  Zhang  Fa 《Research in Science Education》2021,51(2):325-346

Research in Science Education - The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely...  相似文献   

Getting Started in Academia: A Guide for Educational Psychologists   总被引：1，自引：1，他引：0  

Christine B. McCormick  Benita J. Barnes 《Educational Psychology Review》2008,20(1):5-18

We identify the major tasks facing pre-tenure faculty members and outline advice, based on a review of the literature and our experiences, for succeeding in academia. The challenges encountered by new faculty include learning the culture of the new academic institution, understanding the processes and policies for academic performance review, establishing meaningful and constructive mentoring relationships, creating a sustainable research agenda as well as fostering the writing attitudes and strategies that promote turning research projects into publications. Also included are recommendations for developing expertise in teaching, cultivating healthy and productive relationships with advisees, and fulfilling service responsibilities. Finally, we suggest strategies for balancing the multiple, and sometimes competing, demands and expectations.  相似文献   

Importance of adequate gross anatomy education: the impact of a structured pelvic anatomy course during gynecology fellowship     

Heisler CA 《Anatomical sciences education》2011,4(5):302-304

Medical education underwent standardization at the turn of the 20th century and remained fairly consistent until recently. Incorporation of a patient-centered or case-based curriculum is believed to reinforce basic science concepts. One negative aspect is a reduction in hours spent with cadaveric dissection in the gross anatomy laboratory. For those entering a surgical career, limited anatomical exposure leaves knowledge deficits that must be corrected during further education during residency training. The benefit of providing formal anatomy education to residents and surgical fellows is described in the literature, specifically noting improvement in written test scores and surgical application.  相似文献   

A Review of: “The Government Machine: A Revolutionary History of the Computer”     

Christine Bellamy 《The Information Society》2005,21(5):387-388

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