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71.
Marilyn Steinbach 《Discourse: Studies in the Cultural Politics of Education》2014,35(1):104-115
Based on interviews with eight adult immigrants to Montreal, this article explores how discourses from their cultures of origin interact with discourses in the host culture to influence the process of identity construction during their acculturation to the host society. Drawing on sociocultural theory and psychological concepts of identity development, the roles of the often conflicting discourses from two different societies are analyzed in terms of their influences on the identity construction of these adult immigrants. The most prevalent recurring theme from the interview data concerned what participants referred to as shyness. The meanings of this theme and its political, economic, and sociocultural implications are discussed. Interview data from this study indicate the importance of sociocultural, political, and economic elements of the discourses of one's society of origin which could be taken into consideration in order to create a more inclusive host society. 相似文献
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Daniel Halpern Kyong Eun Oh Marilyn Tremaine James Chiang Karen Bemis Deborah Silver 《International Journal of Science Education》2013,35(18):3038-3065
The following study investigates the range of strategies individuals develop to infer and interpret cross-sections of three-dimensional objects. We focus on the identification of mental representations and problem-solving processes made by 11 individuals with the goal of building training applications that integrate the strategies developed by the participants in our study. Our results suggest that although spatial transformation and perspective-taking techniques are useful for visualizing cross-section problems, these visual processes are augmented by analytical thinking. Further, our study shows that participants employ general analytic strategies for extended periods which evolve through practice into a set of progressively more expert strategies. Theoretical implications are discussed and five main findings are recommended for integration into the design of education software that facilitates visual learning and comprehension. 相似文献
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Linda Gilmore Marilyn Campbell Ian Shochet Clare Roberts 《Psychology in the schools》2013,50(10):1032-1043
Intellectual disability (ID) is associated with a range of risk factors that make children more vulnerable to adverse developmental outcomes, including mental health problems. Nevertheless, some children with ID do much better than others, presumably because of the presence of protective factors that increase their resilience. The current study compared resiliency profiles of children with ID (n = 115; mean age, 11.9 years) and their typically developing peers (n = 106; mean age, 11.8 years) using the Resiliency Scales for Children and Adolescents and the Healthy Kids Resilience Assessment. In many respects, children with ID and their typically developing peers reported similar levels of the protective factors that are associated with resilience. However, the children with ID reported higher levels of emotional sensitivity and lower tolerance, as well as fewer future goals. Compared with typically developing children, those with ID reported more support at school and less support within their communities. These findings have important implications for interventions that aim to promote positive developmental outcomes and to prevent the adverse sequelae that have been associated with low intelligence. 相似文献
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