PROSPECTIVE TEACHERS' AWARENESS AND EXPRESSION OF EMOTIONS: ASSOCIATIONS WITH PROPOSED STRATEGIES FOR BEHAVIORAL MANAGEMENT IN THE CLASSROOM     

Pamela W. Garner  Laurence K. Moses  Badiyyah Waajid 《Psychology in the schools》2013,50(5):471-488

This research examined whether prospective teachers’ emotion regulation styles, dispositional empathy, and conceptions of competent student emotion and behavior were predictive of their attitudes about bullying and proposed responses to peer conflict. Overall, participants perceived physical bullying as more serious than verbal and relational bullying. Prospective teachers also expressed higher levels of sympathy for victims and a greater likelihood of intervention in response to physical bullying. Regression analyses demonstrated that valuing emotional competence and the role of teachers in supporting its development were meaningfully associated with expressed support for victims and with proposed responses to the perpetrators of this type of classroom aggression. Interestingly, those respondents who reported higher levels of situationally specific sympathy for victims (and not dispositional empathy) also reported that they would be more likely than their counterparts to intervene on their behalf. The emotional reactivity component of dispositional empathy was, however, positively associated with regulated responses to peer conflict involving a difficult child. The emotion regulation variables, although associated with the outcome measures in correlational analyses, were not unique predictors of prospective teachers’ bullying attitudes.  相似文献   

Construction of nationhood through education in Malaya: revisiting the Barnes and Fenn-Wu Reports     

Moses Samuel  Mahmud Hasan Khan 《Asia Pacific Journal of Education》2013,33(3):249-260

This article provides an analysis of two colonial reports, the Barnes and the Fenn-Wu Reports on education in the British colony of Malaya. The popular stance on the Barnes and the Fenn-Wu Reports is that one is an effect or reply to the other. We argue on the contrary that the two reports construct a common argument on nation-building which becomes apparent through a dialogic reading of the reports. We show how the two reports, written in the 1950s, reflect the anxiety of the colonial rulers in constructing a nation and the ethnic communities (the Malays and the Chinese) in pre-independent Malaya. These communities were constructed not without their inherent antagonism as well as their reciprocal vulnerabilities in a future political state. This act of articulation is predominantly a political act constructed through a complex web of interdiscursivity and intertextuality. The spectres of the Barnes and the Fenn-Wu Reports continue to surface in education and nation-building discourse in modern-day Malaysia.  相似文献   

Association between mothers' education and grade six children numeracy and literacy in Kenya     

Benta A. Abuya  Maurice Mutisya  Moses Ngware 《Education 3-13》2013,41(6):653-665

The objective of the paper is to re-examine the mother–child education achievement hypothesis, by re-examining the effect of mother's education, on math and literacy test scores of children in Kenya. Data come from the classroom Education Research Programme at the African Population and Health Research Centre which was collected between January and March 2012. Since pupils are nested within schools, we fitted a two-level random intercept model. Our findings show that mothers' and fathers' education has a positive and significant independent association with literacy and numeracy achievement. After interacting mothers' and fathers' education and controlling for school and pupil characteristics, we observed two significant findings: (1) mother's education remains statistically significant but is negatively associated with the pupil's score in both literacy and numeracy; and (2) the interaction of both parents' education is significant and positively associated with pupil scores in literacy and numeracy. This study underscores the importance of the complementarity between mothers' and fathers' education in order for children to acquire and learn literacy and numeracy in schools. In as much as mothers' education is important in the children's literacy and numeracy, the importance of fathers in children's literacy and numeracy cannot be ignored.  相似文献   

Financing universal primary education: An analysis of official development assistance in fragile states     

Victoria Turrent  Moses Oketch 《International Journal of Educational Development》2009

At existing rates of progress, fragile states represent those countries most at-risk of failing to achieve universal primary education. It is estimated that around a third of the world's out of school children live in countries where the state faces severe development challenges instigated and perpetuated by weak institutional capacity, poor governance, political instability, or the legacy effects of past conflict. Typically, fragile states have the most difficulty in mobilising domestic resources to finance national education strategies and, consequently, rely heavily on other sources of educational investment. This paper examines the provision of development aid within a group of 52 low-income countries, and concludes that despite the international commitment to universal primary education, the prevailing attitude of selectively allocating aid to ‘good performers’ has led to education in fragile states being sidelined by the development community.  相似文献   

Young bilinguals’ voices: reflecting on being experts and becoming literate     

Lindsey Moses 《Pedagogies: An International Journal》2016,11(4):311-334

This article provides findings about how the construction of literacy practices mediated the positive identity development of first-grade bilinguals in an inquiry-based setting over an academic year. Utilizing a sociocultural approach and a Positive Discourse Analysis lens, the researcher reports findings from an exemplary primary classroom that facilitated positive identity development among young bilinguals as they simultaneously developed language, literacy, and content knowledge.  相似文献   

Blended Perspectives: A Global Vision for High-Quality Early Childhood Education   总被引：1，自引：0，他引：1  

Mary Renck Jalongo  Beatrice S. Fennimore  Jyotsna Pattnaik  DeAnna M. Laverick  Jeffrey Brewster  Moses Mutuku 《Early Childhood Education Journal》2004,32(3):143-155

What are the attributes of a high-quality early childhood education program worldwide? An group of experienced early childhood educators that represent diverse international backgrounds attempts to respond to this question by examining six dimensions of quality set forth by the Association for Childhood Education International: (1) philosophies and goals, (2) high-quality physical environments, (3) developmentally appropriate and effective pedagogy and curriculum, (4) attention to basic and special needs, (5) respect for families and communities, (6) professionally prepared teachers and staff, and (7) rigorous program evaluation. The article concludes with an annotated list of references, both in professional publications and online, that examine early childhood education from an international perspective.  相似文献   

Young Children''s Understanding of Fact Beliefs versus Value Beliefs     

John H. Flavell  Eleanor R. Flavell  Frances L. Green  Louis J. Moses 《Child development》1990,61(4):915-928

Recent research on the development of children's knowledge about the mind has shown that young 3-year-olds have difficulty inferring that another person holds a false belief about a matter of verifiable fact, even when provided with considerable help. 4 studies tested the hypothesis that they would have less difficulty inferring that another person holds an odd, nonnormative belief about a matter of taste or value--one which, like the false fact belief, they themselves do not hold. On fact-belief tasks, an experimenter acted as if, or even explicitly stated that, she believed that the contents of a container were other than what the children knew to be the case. On value-belief tasks, she behaved as if she believed that a stimulus had a good or bad taste, smell, or appearance, whereas they thought it had the opposite. The results of all 4 studies confirmed the hypothesis.  相似文献   

Access to undergraduate education is an unresolved burden in Ghana: A qualitative approach     

Moses Kumi Asamoah 《International Journal of Lifelong Education》2017,36(5):595-612

Higher education is a means by which human capital is mostly developed and awareness is created in people to think of themselves as active citizens willing and able to have influence in public life, and with the critical capacity to weigh evidence before speaking and acting. The rationale behind the paper is to address the low access to higher education in Ghana, and to emphasise the need to deal with the issue, if Ghana wants to maintain its middle-income status and be heading towards a developed country. Therefore, the paper re-examines the challenges of undergraduate education access in Ghana by intentionally selecting some educationists and engaging them in an interview. Financial challenges, infrastructural deficiency and inadequate lecturers are found to be some of the challenges. The contributions of the paper to knowledge include development of educational access conceptual framework. It is recommended that funding arrangements be pursued for students, technologically mediated distance education be effected and more research graduates be produced to augment the teaching capacity base.  相似文献   

Implementing Free Primary Education Policy in Malawi and Ghana: Equity and Efficiency Analysis     

Kazuma Inoue  Moses Oketch 《Peabody Journal of Education》2013,88(1):41-70

Malawi and Ghana are among the numerous Sub-Saharan Africa countries that have in recent years introduced Free Primary Education (FPE) policy as a means to realizing the 2015 Education for All and Millennium Development Goals international targets. The introduction of FPE policy is, however, a huge challenge for any national government that has experienced declining or slow economic growth and heavily relied on charging fees to parents and other sources to finance the education system. It follows, therefore, that the approach taken in implementing the FPE policy has implications for equity and efficiency in the education sector. Malawi and Ghana have differently implemented FPE policy. In this article we assess the impact of the implementation approach taken by each of the two countries on equity and efficiency in their education systems.  相似文献   

Associations of Preschool Type and Teacher–Child Relational Quality With Young Children's Social-Emotional Competence     

Pamela W. Garner  Duhita Mahatmya  Laurence Kimberly Moses  Elizabeth N. Bolt 《Early education and development》2014,25(3):399-420

Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher–child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional competence measures and university-affiliated preschoolers experiencing less peer victimization than urban and suburban Head Start preschoolers. Differences across preschool types were also found for the teacher–child variables, such that teacher–child closeness was lower and teacher–child conflict and dependence were highest in the urban Head Start preschool. Regression analyses revealed significant and meaningful interactions between preschool type and teacher–child relational quality in the prediction of children's social-emotional outcomes. Teacher–child conflict was negatively associated with emotion regulation and teacher–child dependence was associated with the highest levels of emotion regulation, but only for university-affiliated preschoolers. Suburban Head Start preschoolers experienced less prosocial attention than urban Head Start preschoolers, but only when teacher–child closeness was high. Teacher–child closeness was also a negative predictor of urban Head Start preschoolers’ prosocial attention. Practice or Policy: Results point to the importance of understanding the role of teacher–child relational quality in the social-emotional development of children exposed to different preschool and environmental contexts.  相似文献