Perceived contingency of teacher administered reinforcements and academic performance of boys     

Kevin Kennelly  Shirley Kinley 《Psychology in the schools》1975,12(4):449-453

To determine the relationships among perceived contingency of teacher administered reinforcements, locus of control, and academic achievement, 49 sixth-grade boys were studied. In general, subjects who perceived their teachers as contingently punitive to boys were internal in locus of control and performed well on measures of academic achievement. An internal locus of control was also predictive of academic achievement. Perceived contingency of teacher rewards was not related to locus of control or academic achievement. These results were discussed as supporting the identity of learned helplessness and locus of control and the Seligman, Maier, and Solomon (1971) theory of learned helplessness.  相似文献   

The federal government and information technology standards: Building the national information infrastructure     

Shirley M. Radack 《Government Information Quarterly》1994,11(4)

For many years, standards have been important considerations in the Federal government's policies for the use of information technology. The Computer Systems Laboratory (CSL) at the National Institute of Standards and Technology develops and issues technical standards that are used by the Federal government in its information technology systems. The new Federal initiative for the National Information Infrastructure (NII) and the National Performance Review (NPR) make information technology an agent for change and emphasize standards as a means for achieving connectivity of computer and telecommunications technologies and for easy access to information. The Federal government will be challenged to address the technical, organizational, and policy issues that affect the development of the standards needed for future information systems.  相似文献   

BEING AND BECOMING AN AUSTRALIAN: CLASSROOM DISCOURSE AND THE CONSTRUCTION OF IDENTITY     

Shirley Grundy 《Discourse: Studies in the Cultural Politics of Education》1994,15(1):16-31

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Communication,cognitive processing,and public knowledge about climate change     

Shirley S. Ho  Xiaodong Yang 《亚洲交流杂志》2018,28(5):449-467

This study advances the cognitive mediation model (CMM) by examining the factors behind acquiring knowledge about climate change. Based on a nationally representative survey of Singaporeans (N?=?1,083), this study supported the original CMM. The extended CMM showed that surveillance gratification was positively associated with traditional and online media attention, while social utility was positively associated with online media attention. While attentions to traditional and online media were positively associated with elaboration, online media attention was positively associated with selective scanning. Elaboration was positively associated with knowledge. Implications for theory and practice were discussed.  相似文献   

Early Childhood Education as Development: Critique of the Metaphor     

Shirley A. Kessler 《Early education and development》1991,2(2):137-152

The purpose of this paper is to analyze the recent call for developmentally appropriate practices from the perspective of the sociology of the curriculum. A brief examination of this orientation toward curriculum studies is presented in the first section of this paper. Next, a discussion of curriculum theory as metaphor is presented and used to evaluate early childhood education as development on the basis of ethics, as well as disclosure value. Finally, two alternative metaphors are suggested as possible lenses for viewing the content of the early childhood curriculum: early childhood education as caring and early childhood education as schooling for democracy. Early childhood educators are urged to consider the potential of these two metaphors as ways of orientating discourse about what should be taught in early childhood and primary school classrooms.  相似文献   

What we know about the development of communication competence     

Shirley A. Van Hoeven 《Communication Studies》2013,64(1-2):33-38

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DEVELOPING CURRICULA FOR GRANDPARENTS IN JAPAN     

Robert Strom  Shirley Strom  Pat Collinsworth  Saburo Sato  Katsuko Makino  Yasuyuki Sasaki 《Educational gerontology》2013,39(8):781-794

The purpose of this study was to determine how three generations view the contribution and needs of grandparents in Japan. A sample consisting of 239 grandparents, 266 parents, and 274 grandchildren from, urban and rural areas completed the Grandparent Strengths and Needs Inventory (Strom & Strom, 1993). Grandparents reported more satisfaction, success, and involvement in teaching than was observed by parents or grandchildren. Grandparents experienced greater difficulty as well as frustration and saw themselves as less informed about their role than was reported by younger people. Significant main effects were generation, grandchild gender, grandchild age, generations living together, frequency of grandchild care by the grandparent, and amount of time the generations spent together. Implications for building curricula and guidelines for program development are identified.  相似文献   

Single-sex school boys’ perceptions of coeducational classroom learning environments     

Shirley M. Yates 《Learning Environments Research》2011,14(1):1-10

Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of such changes on the classroom learning environment. The Individualised Classroom Environment Questionnaire (ICEQ) was administered to 309 elementary and secondary boys from a single-sex school over 3 years prior to (T1), during (T2) and after (T3) the introduction of coeducation. Overall, boys perceived coeducational classrooms to be significantly more Personalised at T2, particularly at the secondary level, while Personalisation increased significantly from T2 to T3 at the elementary level. No significant changes were evident for the Participation, Independence, Investigation and Differentiation scales at either T2 or T3. These findings have implications for the ongoing single-sex/coeducation debate.  相似文献   

Twenty years of adult education in Southern Africa     

Shirley Walters  Kathy Watters 《International Journal of Lifelong Education》2013,32(1-2):100-113

The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for survival; for economic development and for political and cultural development. Finally the paper considers the shift from adult education to lifelong learning.  相似文献   

A reading program for gifted high school students     

Shirley Jensen 《Roeper Review》2013,35(4):25-27

Many of the basic principles of future studies are closely related to the objectives and approaches of gifted education. Including future studies as an integral part of a gifted education curriculum would give added meaning to these programs.  相似文献