Editorial     

Deryn M. Watson 《Education and Information Technologies》2003,8(3):227-228

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Some Contemporary Problems and Issues Resulting from Educational Expansion in South East Asia     

Keith Watson 《Compare》1984,14(1):69-84

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Editorial     

Deryn M. Watson 《Education and Information Technologies》2003,8(4):311-312

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Graduating Teachers And Their Attitudes Towards Rural Appointments     

Alan Watson  Neville Hatton  Don Squires  Shirley Grundy 《Asia-Pacific Journal of Teacher Education》1987,15(2):1-17

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Qualitative educational research in developing countries. Current perspectives: Michael Crossley and Graham Vulliamy (eds). Garland Publishing Inc. New York and London, 1997. ISBN 0-8153 1494-9, XV+312pp. Vol. 35, Reference Books in International Education, $50     

Keith Watson 《International Journal of Educational Development》1997,17(4):474-475

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Rethinking the Provision of Counseling Services: A Paradigm Shift for College Counselors     

Joshua C. Watson 《Journal of College Counseling》2013,16(1):3-5

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Predictors of Obligatory Exercise Among Undergraduates: Differential Implications for Counseling College Men and Women     

Holly M. Chalk  Sarah E. Miller  Megan E. Roach  Kara S. Schultheis 《Journal of College Counseling》2013,16(2):102-114

This study examined predictors of obligatory exercise in college undergraduates (N= 172). Regression models indicated that internalization of Western attitudes toward appearance predicted exercise fixation and commitment in women, whereas perceived pressure from dating partners predicted exercise commitment in men. Findings suggest that men may respond more to peer pressure, whereas women may be more susceptible to internalized sociocultural pressure. Implications for differential assessment and treatment of college men and women are discussed.  相似文献   

The online or e‐survey: a research approach for the ICT age     

Neil Cranston  Lisa Ehrich  Megan Kimber 《International Journal of Research & Method in Education》2013,36(2):135-147

Over the last two decades or so, organisations everywhere have been subjected to considerable restructuring and reform. Schools have been no exception to this trend. Devolution has been prominent amongst the managerial reforms which have affected primarily the work practices of managers (James, 2003). In the context of schooling, devolution or school based management has increased the decision‐making powers of schools and their communities. It has also brought with it the requirement that schools meet a wider range of accountability measures (Whitty et al., 1998). In such a climate, school leaders are likely to find themselves juggling a ‘multitude of competing obligations and interests’ (Cooper, 1998, p. 244). This complex operational milieu requires school leaders to confront and resolve conflicting interests as they endeavour to balance a variety of values and expectations in their decision‐making. Not surprisingly, the result is often ethical dilemmas for leaders.

In this paper we argue that an understanding of ethics and ethical dilemmas is crucial for educational leaders due to the value‐laden nature of their work. We put forward a tentative generic model that endeavours to assist our understanding of the forces impacting upon and processes characterising the decision‐making dynamics emerging from an ethical dilemma. A scenario is posed and tested against the model.  相似文献   

Buffering Against Sources Of Academic Stress: The Influence of Supportive Informational and Emotional Communication on Psychological Well-Being     

Lindsey Susan Aloia  Megan McTigue 《Communication Research Reports》2019,36(2):126-135

This study examined college students’ psychological well-being as a function of both sources of academic stress and supportive communication. A total of 129 students completed measures assessing four sources of academic stress (i.e., pressures to perform, perceptions of workload, academic self-perceptions, and time restraints), psychological well-being, and two types of received supportive communication (i.e., informational and emotional). Pressures to perform, perceptions of workload, and time restraints were negatively associated with psychological well-being. In addition, the negative relationship between perceptions of workload and psychological well-being was strengthened when supportive informational communication and supportive emotional communication were individually and jointly low. Finally, the positive relationship between academic self-perceptions and psychological well-being was only significant when supportive informational communication was high.  相似文献   

Need for approval and antisocial behavior moderate the effect of socioemotional cues on adolescent girls’ cognitive control     

Haina H. Modi  Megan M. Davis  Wendy Troop Gordon  Eva H. Telzer  Karen D. Rudolph 《Child development》2023,94(2):529-543

To examine whether need for approval (NFA) and antisocial behavior (ASB) moderate the effects of socioemotional stimuli on cognitive control, 88 girls (M_age = 16.31 years; SD = 0.84; 65.9% White) completed a socioemotional Go/No-go and questionnaires. At high approach NFA, girls responded more slowly during appetitive than control (b = −8.80, p < .01) and aversive (b = −5.58, p = .01) trials. At high ASB, girls responded more slowly (b = −6.12, p = .02) and less accurately (OR = 1.11, p = .03) during appetitive than aversive trials; at low ASB, girls responded more slowly during aversive than control trials (b = −4.42, p = .04). Thus, both context and individual differences influence adolescents' cognitive control.  相似文献