Socializing the Young: The Role of Foundations, 1923–1941 by Dennis Bryson     

NANCY D. TAYLOR 《History of education quarterly》2006,46(3):430-432

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BIAS IN SELECTION   总被引：1，自引：0，他引：1  

NANCY S. COLE 《Journal of Educational Measurement》1973,10(4):237-255

Possible bias in selection procedures used for employment and college admissions is of crucial social and educational importance. However, there are many different definitions of what constitutes bias with each definition based on different values and with different implications for how selection should be accomplished. A number of these definitions of bias and their implications are examined, and a new conditional probability model of fairness based on equal opportunity for potentially successful applicants is presented. This conditional probability model is proposed as an intuitively appealing and socially desirable model for use in many selection situations in employment and college admissions.  相似文献   

Barbie princesses and dinosaur dragons: narration as a way of doing gender     

Eva Änggård 《Gender and education》2005,17(5):539-553

In this article, young children’s narration in words and pictures is discussed from a gender perspective. The article is based on a project in which eight pre‐school children made their own books. In their stories, the children reused narratives picked up from different media, both traditional fairytales and popular cultural products. The reuse of those narratives gives children opportunities to explore gender positions in a playful way. The narratives produced by the children had, in certain respects, a gender‐stereotyped content. The girls and the boys selected gender‐specific themes for their stories. But in their stories, the children also made reinterpretations of traditional stories and gender patterns. The girls let the female characters play the active roles and the boys let their heroes become friends with the enemies. In this way, the children used the stories creatively, reshaping them to fit their own purposes.  相似文献   

Elementary School Students' and their Parents' Preferences for Counselors     

NANCY PINCHOT  ANTHONY C. RICCIO  HERMAN J. PETERS 《Counselor Education & Supervision》1975,15(1):28-33

This is the fourth in a series of studies underway at Ohio State University exploring the importance of race, sex, and ethnic origin in the expression of counselor preference. This study emphasizes the importance of these variables for elementary school students and their parents and discusses the implications of these findings for counselor preparation.  相似文献   

Effects of Discrimination Training on Counselor Trainee Response Choice     

NANCY J. CUNNINGHAM  NORMAN R. STEWART 《Counselor Education & Supervision》1983,23(1):46-61

The purpose of this study was to assess whether counselor trainees who received training in identifying and producing 10 response types as well as training that emphasized when to use the response types would be more effective in using responding skills than trainees who received only training in identifying and producing response types. Thirty-two master's level counselor trainees from a large midwestern university participated in a three-session training workshop and responded to three dependent measures developed to assess effectiveness in using response types along three dimensions: (a) identification, (b) performance, and (c) evaluation. Statistical analysis indicated significant differences between treatment groups. Treatment seemed to decrease the extent to which counselor trainees questioned the client and expressed their own opinions and values during counseling interviews and increase the extent to which trainees used action-oriented statements aimed at encouraging the client to work on problem solving. Trainees in the treatment group showed a tendency to try out complex response types and to use these more frequently and appropriately. Treatment differences were maintained over time.  相似文献   

Cognitive processing and developmental changes in finnish school students: Comparison between normal and language impaired (dysphasic) students     

Seija M. Äystö 《European Journal of Psychology of Education - EJPE》1998,13(2):187-206

Course of cognitive development was investigated in a sample of normal school students (N=163) in the middle part of Finland by giving the students tests of four cognitive functions that were categorized according to the PASS theory of intelligence (planning, attention, simultaneous and successive processing). Subsequently, a group of students in special education (N=60, language impaired school students) was also studied for possible deviations in cognitive development. The age of the students varied from 7 to 19 years. Three main goals were (1) to study developmental trends of cognitive functions across three different age groups of school students and in two samples, (2) to identify distinct cognitive subgroups and profiles among the students, and, (3) to compare the cognitive profiles of normal and language impaired (dysphasic) students. First, in a cross-sectional design, it was seen linear cognitive trends for all PASS tasks, however so, that for the language impaired group the cognitive development was not as salient as for the normal students. Especially successive processing did not show developmental trend in the sample of language impaired (dysphasic) students. Secondly, a cluster analysis procedure following a factor analysis demonstrated two very distinct cognitive subgroups among the normal and dysphasic students. The subgroups in both separate samples differed from each other in successive and simultaneous processes. Additionally, the two subgroups of the normal students differed from each other also in planning. Thirdly, compared to the normal students, the dysphasic highly functioning subgroup did worse than normals in nonverbal successive ordering, but did better in verbal successive task. Contrary to expectations, the deviation was not on the verbal but instead on a nonverbal task. Need for extending PASS research into other types of learning problems (such as arithmetics, severe learning disability) is articulated. Pragmatically, observed minor differences in cognitive structure between the two student samples refer to differential remediation and skill training.  相似文献   

Assessment in Statistics Courses: More than a tool for evaluation     

ANTHONY J. ONWUEGBUZIE  NANCY L. LEECH 《Assessment & Evaluation in Higher Education》2003,28(2):115-127

The current assessment reform movement in statistics encourages instructors to think more broadly about cognitive measures which assess student learning. In response, statistics instructors have begun incorporating innovative methods of assessment into their courses, the most common of these procedures being authentic assessment, performance assessment, and portfolio assessment. This paper will discuss areas to consider for assessment, problems with typical assessments, and statistical authenticity for understanding student learning.  相似文献   

Learning disabilities and the auditory and visual matching computer program     

MINNA R. K. TÖRMÄNEN  MARJATTA TAKALA  NINA SAJANIEMI 《Support for Learning》2008,23(2):80-88

This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre‐test–intervention–post‐test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks occurring twice a week for 15 minutes per session. After the training period, an improvement in the auditory‐visual matching test was found. According to the hypothesis of this study, the youngest children with dyslexia would benefit most from the intervention. However, the training had also a positive effect on auditory‐visual matching with older students with dyslexia. Surprisingly, the students with ADD benefited from this intervention. According to the teachers, this intervention had also a positive effect on the students' school behaviour.  相似文献   

EVALUATION IN ENGINEERING EDUCATION     

NANCY FJÄLLBRANT 《European Journal of Engineering Education》1977,2(1):291-296

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Finnish Higher Education Policy and the Ongoing Bologna Process     

SAKARI AHOLA  JANI MESIKÄMMEN 《Higher Education in Europe》2003,28(2):217-227

|spagf|it|epagf|The Bologna train is running at full speed. The next stop at ministerial level is the Berlin follow-up meeting to be held on 18-19 September 2003. This article is an attempt to investigate the background to the Bologna Process, which, with all the haste, has remained rather obscure. It examines how the educational policy of the EEC/EU has reached a stage at which one can speak of a European Higher Education Area with reference to the concepts of harmonization and the Bologna Process. It will also examine possible future scenarios, focusing particularly on the Finnish situation. Why has Finland been so keen to embark on reforms? What does Finnish higher education policy aim to achieve through the Bologna Process, and what does it stand to gain from it?|spagf|ro|epagf|  相似文献