Relations of Inhibition and Emotion-Related Parenting to Young Children's Prosocial and Vicariously Induced Distress Behavior     

Nancy Eisenberg  Tracy L. Spinrad  Zoe E. Taylor  Jeffrey Liew 《Child development》2019,90(3):846-858

Children's prosocial behavior and personal distress are likely affected by children's temperament as well as parenting quality. In this study, we examined bidirectional relations from age 30 to 42 months between children's (N = 218) prosocial or self-focused (presumably distressed) reactions to a relative stranger's distress and both supportive emotion-related maternal reactions to children's emotions and children's shyness/inhibition. When controlling for 30-month prosocial behavior and personal distress behavior, maternal supportive (emotion-focused and problem-focused) reactions were positively related to prosocial behavior and marginally negatively related to children's personal distress behaviors and shyness/inhibition at 42 months. Thirty-month personal distress behavior predicted greater shyness/inhibition at 42 months, and 30-month shyness/inhibition was negatively related to prosocial behavior at 30 months.  相似文献   

Who Deserves a Seat?: Colorblind Public Opinion of College Admissions Policy     

V. Thandi Sulé  Rachelle Winkle-Wagner  Dina C. Maramba 《Equity & Excellence in Education》2017,50(2):196-208

Using critical discourse analysis, this study assesses reader comments to newspaper articles on the Fisher v. University of Texas at Austin Supreme Court case. The Fisher case challenges the consideration of race in the college admissions process at UT. Findings show that this racial equity practice was framed as being antithetical to individualism, merit, and competition. Many comments, divorced from social and historical contexts, used colorblind rationale to justify their opposition to affirmative action yet relied heavily on popular polarizing racial discourse in their argumentation. Social policy implications related to facilitating college diversity and promoting educational equity are presented.  相似文献   

Neoliberalism,new public management and the sustainable development agenda of higher education: history,contradictions and synergies     

Sophie E.F. Bessant  Zoe P. Robinson  R. Mark Ormerod 《Environmental Education Research》2015,21(3):417-432

This paper explores the ideological and the practical relationship between neoliberalism and New Public Management (NPM) and the sustainable development agenda of western higher education. Using the United Kingdom and specifically English universities as an example, it investigates the contradictions and the synergies between neoliberal and NPM ideologies and the pursuit and practice of the sustainability agenda, focusing in particular on education for sustainable development (ESD) and ESD research. This paper reveals a range of challenges and opportunities in respect of advancing sustainability in higher education, within the prevailing neoliberal context. It illustrates using examples how neoliberal and managerialist control mechanisms, which govern institutional, departmental and individual academic, as well as student behaviour, are working conversely to both drive and limit the sustainability education agenda. The case is made for further exploration of how ‘nudging’ and ‘steering’ mechanisms within English HE might provide further leverage for ESD developments in the near future, and the implications of this for sustainability educators.  相似文献   

Rating and rewarding higher education for sustainable development research within the marketised higher education context: experiences from English universities     

Sophie E. F. Bessant  Zoe P. Robinson 《Environmental Education Research》2019,25(4):548-565

This paper explores one key aspect of marketisation in English universities, the quality-related research funding (QR) system, which central government in the United Kingdom uses to allocate funds to Higher Education Institutions (HEIs), based on a system of reviewing and rating the ‘quality’ of research at different HEIs. Specifically, it focuses on the experiences of 30 members of academic staff from eight universities across England who were engaged in research and/or scholarly activity in the broad field of Higher Education for Sustainable Development (HESD), during the time leading up to the 2014 Research Excellence Framework (REF) submission period. Interviewees were asked to talk about their experiences of being a HESD researcher/scholar within the context of the QR system and their perceptions of the relationship between the QR system and interdisciplinary, sustainability, pedagogic and HESD research. Findings from the semi-structured interviews and resulting qualitative analysis, reveal a number of obstacles facing HESD researchers which are outlined and explored in the paper. Strategies and rationale for improving the quality, reputation and ultimately, the ‘REF-ability’ of HESD research are discussed, and highlight the complex interface between marketisation and sustainability in higher education.  相似文献   

The team teaching experiences of pre-service science teachers implementing PBL in elementary school     

Dina Tsybulsky 《师资教育杂志》2019,45(3):244-261

The current phenomenological-qualitative case study examined the team teaching related experiences of 17 Israeli student teachers in the context of using the project-based teaching method in the course of their pedagogical practicum module conducted in elementary schools. The focus of the study was on participants’ experiences in terms of quality and content. Data collection methods included reflective reports and in-depth interviews. Data analysis was conducted using the qualitative method for content analysis. Findings of the study indicate that during team teaching, the student teachers underwent a process of four qualitatively different experiential stages, each of which is characterised by a unique set of experiences. There was also a qualitative difference at each stage between the experiences of student teachers who emerged with an overall positive assessment and those who emerged with an overall negative assessment of team teaching. The practical implications of the findings are discussed. This research contributes to the professional literature on the team teaching of science courses, and may serve to encourage educators to implement team teaching as part of student teachers‘ practicum involving a project based, student centred methodology.  相似文献   

Intuitive Interference in Probabilistic Reasoning     

Reuven Babai  Tali Brecher  Ruth Stavy  Dina Tirosh 《International Journal of Science and Mathematics Education》2006,4(4):627-639

One theoretical framework which addresses students’ conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students’ reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common external features. In this paper, we explore the cognitive processes related to the intuitive rule more A–more B and discuss issues related to overcoming its interference. We focused on the context of probability using a computerized “Probability Reasoning – Reaction Time Test.” We compared the accuracy and reaction times of responses that are in line with this intuitive rule to those that are counter-intuitive among high-school students. We also studied the effect of the level of mathematics instruction on participants’ responses. The results indicate that correct responses in line with the intuitive rule are more accurate and shorter than correct, counter-intuitive ones. Regarding the level of mathematics instruction, the only significant difference was in the percentage of correct responses to the counter-intuitive condition. Students with a high level of mathematics instruction had significantly more correct responses. These findings could contribute to designing innovative ways of assisting students in overcoming the interference of the intuitive rules.  相似文献   

Modeling treatment motivation in substance-abusing women with children     

Wilke DJ  Kamata A  Cash SJ 《Child abuse & neglect》2005,29(11):1313-1323

OBJECTIVES: Children are often considered a primary motivator for women seeking substance abuse treatment. This study tested a model predicting treatment motivation in substance-abusing mothers. METHODS: This study was a secondary analysis of the Drug Absue Treatment Outcome Study (DATOS). It used structural equation modeling to describe factors influencing motivation for treatment. DATOS is a national study of substance abusers entering treatment. Treatment was provided by a sampling of community-based programs, free-standing hospitals, hospital units, county-funded programs, modified therapeutic communities, and criminal justice programs. The subsample of women with children under the age of 18 for whom custody of children could be determined was selected (n=1371). The variables comprising each factor were based on self-report, and standardized scales measuring level of drug involvement, psychological functioning, children, and a desire to stop using drugs were used. RESULTS: Drug involvement was positively related to poorer psychological functioning, child custody issues, and the desire to stop using drugs. Child custody issues had a negative influence, while poorer psychological functioning and a desire to stop using drugs positively influenced treatment motivation. CONCLUSIONS: The negative influence that children have on treatment motivation may reflect the practical or emotional difficulties of having to leave children behind or in some instances having children placed in foster care. Specifically, losing custody of children, particularly with little expectation they will be reunified, may serve as a detriment to motivation. Popular beliefs hold that children serve as a primary source of a mother's treatment motivation; however this study found the opposite was true. Children should not automatically be considered a primary source of motivation for participation in treatment.  相似文献   

Intuitive nonexamples: the case of triangles     

Pessia Tsamir  Dina Tirosh  Esther Levenson 《Educational Studies in Mathematics》2008,69(2):81-95

In this paper we examine the possibility of differentiating between two types of nonexamples. The first type, intuitive nonexamples, consists of nonexamples which are intuitively accepted as such. That is, children immediately identify them as nonexamples. The second type, non-intuitive nonexamples, consists of nonexamples that bear a significant similarity to valid examples of the concept, and consequently are more often mistakenly identified as examples. We describe and discuss these notions and present a study regarding kindergarten children’s grasp of nonexamples of triangles.

Esther LevensonEmail:

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Forms of Mathematical Knowledge: Learning and Teaching with Understanding     

Dina Tirosh 《Educational Studies in Mathematics》1999,38(1-3):1-9

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Transitioning Online Reference Staffing Models: Assessing and Balancing Needs of Patrons and Practitioners     

Lindsey Wharton  Emily Zoe Mann 《The Reference Librarian》2020,61(1):15-24

ABSTRACT

As staffing models evolve for academic library service points, online chat reference services require strategic analysis to improve efficiency and effectiveness. This paper will examine the perception of chat reference before and after staffing changes from faculty librarians, staff, and graduate assistants to non-MLIS library professionals and graduate assistants at Florida State University’s a large, public research university library. Our survey explores satisfaction levels and perception of both patrons and library personnel before and after the staffing change.

Our analysis of 197 patron survey results determined that patrons are equally satisfied with non-librarian provision of chat reference services and found chat interactions to be comparable in quality and timeliness to chats staffed by librarians. Our research into staffer survey results revealed a slight decrease in satisfaction with operation of the service, notably in terms of confidence after the staffing transition even though this was not reflected in the patron satisfaction levels. This assessment indicates that library workers are equally as competent in staffing chat reference services as librarians from patron perspectives. As academic libraries continue to measure the value of staffing service desks with librarians, this study will provide relevant insight into how patrons and staffers are affected by changes in staffing models.  相似文献