Sex,race, and grade differences in the locus of control orientations of at-risk elementary students     

Beverly D. Payne  David A. Payne 《Psychology in the schools》1989,26(1):84-88

Extensive educational efforts recently have been focused on the plight of the at-risk student. A multitude of variables contribute to a depressed likelihood of academic success; among these are poor academic preparation, lack of parental support, and several personality factors such as lowered self-concept, motivation, and confidence. One variable that has not been examined systematically in regard to the at-risk student is locus of control orientation. Two decades of research support the positive relationship of internal locus of control and achievement. To investigate this variable, 643 elementary school students were included in a 2 × 2 × 2 × 6 analysis of variance design. No main effects for sex or race were found. A significant main effect for conditions (at-risk vs. not-at-risk) was observed, with the at-risk students being more externally oriented. In addition, a significant effect for grade was noted, with the trend being for grade (age) to be positively related to internality. The importance of developing a program aimed at enhancing internal locus of control and its nature are discussed.  相似文献   

Alumni Research and Criminal Justice     

Brian Payne  Wendy Guastaferro  Dean Dabney 《Journal of Criminal Justice Education》2013,24(3):245-265

Alumni studies use past graduates of educational programs or institutions to address various types of research aims. While alumni research is common in disciplines such as business, psychology, nursing, and social work, few criminal justice alumni studies have been published in the academic literature. This article reviews the types of alumni studies that are typically conducted, discusses reasons for conducting criminal justice alumni surveys, considers barriers to these surveys, identifies criminal justice‐specific themes that address why alumni studies are rare in the discipline, and suggests strategies for enhancing and expanding this sort of research in the discipline.  相似文献   

Are all teenagers emotionally illiterate? Charting a neuroscientific storying of normative deficit     

Monica A. Payne 《Emotional and Behavioural Difficulties》2013,18(2):143-155

Defining ‘emotional illiteracy’ is a task located within the broader context of expert (and subsequently public) assumptions regarding the normally expectable competencies of the age group concerned. In the late 1990s a series of neuroscientific studies reporting adolescents' limited ability to recognize emotional states from facial expressions seemed to present radically new developmental benchmarks. Although these studies were subsequently subjected to considerable methodological and interpretive criticism, some incautious assertions regarding teenagers' general inability to respond appropriately, especially in emotionally charged situations, continued to flourish. This paper charts the creation and maintenance of these ideas over the past decade to illustrate how, when primary sources are not carefully checked, powerful messages for which there is dubious empirical evidence can become incorporated into expert advice. It also suggests the importance of linking neuroscientific claims to other strands of contemporary Western efforts to define and contrast normative and disordered emotional behaviour in adolescence.  相似文献   

The aesthetic experience of nature and hermeneutic phenomenology     

Valéria Ghisloti Iared  Haydée Torres de Oliveira  Phillip G. Payne 《The Journal of environmental education》2013,44(3):191-201

ABSTRACT

One aim of environmental education is to encourage different ways of generating meanings of, valuing, conceiving, and contextualizing “nature.” The field of aesthetics provides an affective basis for interpreting our perceptions of environments and relations with other more-than-human beings. This critical essay examines some of the key concepts about hermeneutics and phenomenology introduced by philosophers such as Kant, Dufrenne, Bachelard, Merleau-Ponty, Gadamer, and Quintás and then indicates some methodological implications. Our Freirean purpose is to advance how understandings of the nature of the aesthetic experience of nature might inform different research framings, critical curriculum inquiry, and eco-pedagogical explorations of being in, becoming and relating with nature.  相似文献   

Loquacity and quantity of constructs as predictors of social perspective‐taking     

Michael J. Beatty  Steven K. Payne 《Communication quarterly》2013,61(3):207-210

Over the past decade, considerable attention has been devoted to cognitive complexity in the human communication literature. However, the extent to which loquacity, or simple amount of verbal response to stimuli, rather than cognitive processes, has been measured by indices supposed to measure complexity is questionable. One issue that emerges from this controversy concerns whether partialing out the variance in variables, such as social perspective‐taking, due to loquacity would lead to a low amount of shared variance between complexity and such variables. In the present study, cognitive complexity scores based on the Role Category Questionnaire correlated significantly with social perspective‐taking scores. However, the results of a multiple regression analysis indicated that cognitive complexity scores did not contribute significantly to the prediction when loquacity was entered as the first variable in the equation.  相似文献   

Local Perspectives on Globalisation and Learning: A case study of the printing and packaging industry in south-west England     

John Payne 《Studies in Continuing Education》2013,35(2):215-228

This paper examines the impact of technological change and globalising tendencies on the printing industry. These processes of change have important implications for training. The paper uses available case-study evidence on the print industry in the south-west of England, organised mainly within small and medium-sized enterprises (SMEs). It takes as its starting point a limited range of the extensive literature on globalisation, and the literature that relates issues of lifelong learning to globalisation. The period since 1997 has seen an increasingly interventionist approach by the UK government to education and training. In addition, there is a strong emphasis on regional policy, with substantial devolution of power to Wales and Scotland, and the setting up of the Regional Development Agencies in England. Within the south-west England print industry, the initiative to rebuild the training infrastructure, especially for SMEs, has been taken by the Graphical Paper and Media Union. It has used money provided by government primarily through the Trade Union Learning Fund to set up training courses in new print technologies for its members and to begin to create a network of learning representatives to encourage and support members to take up these new opportunities. The paper refers to both quantitative and qualitative data on this work, and reflects on its economic, social, and cultural situatedness.  相似文献   

The Influence of Strength on Speed of Movement in Eighth Grade Girls     

L. Anne Payne 《Research quarterly for exercise and sport》2013,84(3):653-661

Abstract

The purpose of this study was twofold: to determine which exercise program was most effective in producing a static strength gain and to determine the relationship between static strength and speed of movement. Seventy-two eighth grade girls were divided into two experimental groups one using an isometric exercise program, the other using an isotonic program. A control group played lead-up games during the experimental period. Strength and speed of the arm and shoulder girdle were both measured by three tests. Prior to training, correlations indicated a rather high relationship between static strength, and speed of a dominant arm movement. Following training there was little relationship between static strength, and speed of a specific arm movement. The results of the training program indicated an increase in mean performance in all three groups with the isotonic group being superior.  相似文献   

Producing knowledge and (de)constructing identities: a critical commentary on environmental education and its research   总被引：1，自引：0，他引：1  

Alan D. Reid  Phillip G. Payne 《British Journal of Sociology of Education》2011,32(1):155-165

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’Always knowing’ and ‘never being sure’: familial and institutional habituses and higher education choice     

Jonathan Payne 《教育政策杂志》2013,28(4):519-545

In 2008, the UK Labour government unveiled plans to abolish the Learning and Skills Council and transfer funding for the education and training of 16–19‐year‐olds in England to local authorities (LAs). The transfer of 16–19 funding complements the responsibilities that LAs have already acquired in relation to the raising of the education and training ‘participation age’ and ensuring that all young people have access to a full 14–19 curriculum entitlement in their area. Such a move might be read as part of the ‘new localism’ that has gained currency under the Prime Minister, Gordon Brown, as well as an opportunity to rein back from an English education and training system that has become increasingly centralised and ‘top‐down’. Indeed, some commentators have argued for a new model of governance based on ‘devolved social partnership’, with input from a wider range of stakeholders and the space for policy levers to be shaped more at local level. Drawing upon interviews with key personnel in LAs and other stakeholders, this paper examines the opportunities and challenges that LAs face in their new role, whether this amounts to a genuine devolution of power, and the prospects for ‘devolved social partnership’.  相似文献   

Lifelong learning: a national trade union strategy in a global economy     

John Payne 《International Journal of Lifelong Education》2013,32(5):378-392

The paper considers the role of trade unions in lifelong learning, their strategic approach to lifelong learning, and the opportunities and limitations set by the current stage of globalized capitalist development. The paper has four sections, the first of which considers the relationship between ‘modernization’ as a trade union project and concepts such as reflexive modernity and risk society which have structured much debate in the social sciences in recent years. Secondly, there is a discussion of the exact nature of the role of trade unions in education and training. While it will be suggested that recent developments have greatly increased the scope of trade union involvement in education and training, the third section of the paper will argue that these developments do not represent a coherent strategy on the part of unions, but more a series of responses to the complexity of the contemporary workplace. Based on a theoretical interrogation of data from a number of empirical and policy document sources,¹ the paper will argue that there is a need for conceptual clarity in this field. In the final section, the context of globalization will move to the foreground, in the context of a discussion on the relationship between national trade union policies and global capitalist development.  相似文献