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61.
Martha L. Slattery PhD 《Research quarterly for exercise and sport》2013,84(2):209-212
Empowering youth through the exploration of their possible futures is a fresh and innovative approach to the Teaching Personal and Social Responsibility model (TPSR). The purpose of this study was to examine the combination of TPSR with the theory of possible selves. This combination, called the Career Club, was a program specifically designed to better assist students in understanding and facilitating reflective discussions on their future decisions. Career Club was taught weekly for nine sessions, 90 min each, at an inner city elementary school in a large metropolitan city. Participants comprised 12 seventh- and eighth-grade boys and girls who had at least 1 year and up to 5 years of experience in a TPSR program. Data sources included document analysis, lesson observations, formal interviews, and observational field notes. Themes were classified into the following categories: hopedfor-selves and feared selves—a delicate balance, coaching as a necessary component, and coming to understand possible futures. These results indicated that Career Club was effective in providing the participants a meaningful career exploration in coaching. Data also suggested these coaching experiences facilitated reflective discussions on realizing their future orientation choices. 相似文献
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Hagar Gal 《Educational Studies in Mathematics》2011,78(2):183-203
“From Another Perspective” is a year-long course for teachers of mathematics that is designed to enhance teachers’ awareness
of the way that their students think when they are experiencing difficulties in geometry. It also aims at equipping teachers
with tools needed to analyze and cope with Problematic Learning Situations in geometry (Gal & Linchevski, 2000). This paper reviews the rationale, content, and approach of the course, which is characterized as “the Back and Forth model”.
It then reports on a study that tracked the changes that course participants (pre- and in-service mathematics teachers) passed
through. The paper describes the results of the case study of Eti, one of the participants, who taught mathematics to junior
high school students. The findings suggest that Eti was helped to achieving the goals of: (1) expanding and deepening her
understanding of students’ ways of thinking; (2) increasing her awareness of her students’ processes of thinking in order
to identify their difficulties; (3) equipping her with appropriate tools to analyze and cope with such difficulties; and (4)
enhancing her ability to retrieve and utilize this knowledge while making instructional decisions. Conclusions and open questions
for further study are drawn. 相似文献
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Judith A. Kolb PhD 《Performance Improvement》2016,55(2):12-20
Much of what we do in today's organizations involves working collectively in groups or teams. Certain individual behaviors hinder this effort. In this article, the author proposes a taxonomy of dysfunctional individual group member behaviors that is informed by the much‐cited list of self‐serving behaviors proposed by Benne and Sheats in 1948. This taxonomy identifies six individual dysfunctional behaviors using the categories of personal relating, power, and performance. 相似文献
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Gal Ariely 《广播与电子媒介杂志》2015,59(3):438-455
Media commercialization has long been suspected of exerting a negative influence upon political culture. The news media's interest in intrigues, personal details, and scandals rather than political issues in order to capture audience attention is regarded by many as a prime source of political cynicism. This article scrutinizes this claim by examining whether a commercialized media environment correlates with lower levels of citizen political trust across countries. Integrating cross-national survey data with country-level measures of commercialized political coverage, the findings indicate that, across 33 European countries, a negative link exists between media commercialization and political trust. Replication of the analysis with a separate cross-national survey across 28 countries demonstrated the robustness of the findings. These support the claim that media commercialization undermines political trust. 相似文献
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Amy L. Gower PhD Katherine A. Lingras Lindsay C. Mathieson Yoshito Kawabata Nicki R. Crick 《Early education and development》2014,25(5):619-640
Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student–teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: These data lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways among aggressive preschoolers. 相似文献