Same Language,Different Histories: Developing a “Critical” English Teacher Identity     

Julia Menard-Warwick  Eric Ruiz Bybee  Enrique David Degollado  Sophia Jin  Shannon Kehoe  Katherine Masters 《Journal of Language, Identity & Education》2019,18(6):364-376

ABSTRACT

Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital.  相似文献   

Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life‐Span Outcomes          下载免费PDF全文

David S. Yeager  Valerie Purdie‐Vaughns  Sophia Yang Hooper  Geoffrey L. Cohen 《Child development》2017,88(2):658-676

This research tested a social‐developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11–14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans’ subsequent discipline infractions and 4‐year college enrollment. Causality was confirmed with a trust‐restoring “wise feedback” treatment delivered in spring of seventh grade that improved African Americans’ eighth‐grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11–14; Study 2, N = 206).  相似文献   

Transitioning from a foundation studies program to university: a study of mainland Chinese students     

Ian Teo  Sophia Arkoudis 《高等教育研究与发展》2019,38(4):864-877

ABSTRACT

Foundations studies programs (FSPs), sometimes termed pathways programs, seek to prepare international students for an undergraduate education. While enrolments in these programs continue to grow in Australia, there has correspondingly been little research exploring how FSP students experience their transition into university life and study. In seeking to fill a gap within the literature, this study investigated this issue by focusing on international students from mainland China. 23 FSP alumni were interviewed and asked to describe their expectations and experiences of secondary schooling in China, and their subsequent FSP and university studies in Australia. The analysis revealed that the most salient feature of participants’ transition into their Australian undergraduate courses was their emphasis on interpersonal relationships and social interactions. In particular, interviewees emphasised the importance of social exchanges with local peers and teaching staff, and their general disappointment or frustration with these interactions. While this study echoes previous investigations relating to international students’ (lack of positive) intercultural interactions within HE settings, it more importantly challenges the notion that FSPs can be assumed to adequately prepare international students for the nature of these relationships at university. Recommendations regarding FSP practices and policies are posed at the end of this article.  相似文献   

Validating Coach-Athlete Relationship Measures with the Nomological Network     

Sophia Jowett 《Measurement in physical education and exercise science》2013,17(1):34-51

The coach-athlete relationship is viewed as a multidimensional situational construct containing three factors: namely, closeness, commitment, and complementarity (3 Cs) that can be captured from a direct perspective and a meta-perspective. This conceptualization is primarily based on research conducted with samples that mix student and non-student athletes. This study aimed to examine the factorial structure of the direct and meta-perspective versions of the Coach-Athlete Relationship Questionnaire (CART-Q) in a sample of student athletes. Confirmatory factor analysis supported the validity of a model with separate yet correlated factors for the 3 Cs. Furthermore, the 3 Cs were found to be related in a conceptually coherent manner with such outcome variables as support from coach, significance of the relationship (depth), and the level of conflict experienced in the relationship. The results contribute further evidence to the utility of the CART-Q for the assessment of the quality of the coach-athlete relationship in student athletes.  相似文献   

Pedagogical Content Knowledge: How do student teachers identify and describe the causes of their pupils' learning difficulties?     

Sophia Penso 《Asia-Pacific Journal of Teacher Education》2002,30(1):25-37

This study examines the pedagogical content knowledge of student teachers of biology during their teaching practice in school. The research focuses on the assessment of the teachers' ability to identify their pupils' learning difficulties and characterise their presumed sources. Diaries, kept by 40 student teachers in the course of the two stages of their teaching practice (comprising observation of their mentors in action and their own teaching experience), provided the data for a qualitative and quantitative analysis of the findings. A difference between the two stages was found only with regard to the identification of difficulties: the student teachers identified learning difficulties in most of the lessons they observed, but only in half of the lessons they taught. Their characterisation of the sources of the pupils' difficulties and their recurrence were similar during both stages. The sources of the difficulties were defined according to four categories: the pupil's cognitive and affective characteristics, the type of content, the teacher's methods, and factors inherent in the lesson. The characteristics of the pupil were considered the most frequent source of the difficulties. The study points to the need to increase the teacher educators' awareness of the important role of didactic processes, aimed at exposing the student teachers to their pupils' learning difficulties and help them deal with them effectively.  相似文献   

Learning the hard way: Need for Cognition influences attitudes toward and self-reported use of desirable difficulties     

Sophia C. Weissgerber  Marc-André Reinhard  Simon Schindler 《教育心理学》2018,38(2):176-202

We investigate the relationship between Need for Cognition (NFC), attitude towards and self-reported application of different desirable difficulties in self-regulated learning. Students with a higher NFC should be more appreciative and prone to use desirable difficulties because of a match between the learner’s attributes and the learning task requirements: cognitively effortful learning conditions will be preferred by students with a higher propensity for cognitive challenges. Supporting our hypotheses, we show that indeed a higher NFC positively relates to attitudes and use of different desirable difficulties (Study 1–2), especially to self-generating of materials and predictions, but weaker and inconsistently to interleaving/spacing and self-testing/practicing. While self-generating of contents and predictions loaded on one factor, and interleaving/spacing together with self-testing/practicing loaded on another factor, this two-factor structure was reliably obtained for self-reported use, yet for attitudes a one-factor structure did fit. Most importantly though, the observed relationship between NFC and different desirable difficulties could neither be explained by high school graduation grade, indicating academic competence (Study 1), nor by academic self-concept as one’s perception of one’s academic abilities (Study 2). Results are discussed within an information-processing framework related to implications for desirable difficulties as learning strategies.  相似文献   

Analysing students’ engagement and learning presence in an educational blog community     

Sophia Angelaina 《Educational Media International》2013,50(3):183-200

This paper is a narrative about the use of narrative as a means to understand how the use of technology assisted the educational community of Hong Kong during the SARS crisis of 2003. It is not a carefully planned conventional research study. It is based on seven narratives written by staff at The Chinese University of Hong Kong about their experiences during SARS. The experience of an online conference run by the author has also been considered. Overall, in our context, technology was able to come naturally and appropriately to the fore in our time of crisis. For me, it is a message that technology is now a mainstream tool that can be rapidly mobilized and that is very satisfying indeed.

Die Verwendung der Berichterstattung zum Verständnis der Annäherung eines Fernstudiums an ein Hochschulstudium während der SARS‐Krise in Hongkong. Dieses Referat bezieht sich auf die Berichterstattung als Mittel zum Verständnis, wie die Verwendung von Technologie die Bildungsgemeinschaft von Hongkong während der SARS‐Krise von 2003 unterstützt hat. Es handelt sich hierbei nicht um eine sorgfältig geplante, konventionelle Forschungsstudie, sondern dieses Referat basiert auf sieben durch das Lehrerkollegium der Chinesischen Universität in Hongkong verfassten Berichten. Die Erfahrungen einer Online‐Konferenz, die der Autor durchführte, wurde ebenso berücksichtigt. Im unserem Kontext stellten wir fest, dass im Allgemeinen in Krisenzeiten die Technologie auf natürliche und passende Weise in den Vordergrund rückt. Für uns ist dies ein Hinweis, dass Technologie heute ein alltägliches und überzeugendes Mittel ist, das schnell eingesetzt werden kann.

Utilisation du récit pour comprendre la convergence de formation par correspondance et de formation institutionelle pendant la période de SARS à Hong Kong. Cet exposé se réfère à l'utilisation du récit pour comprendre comment l'utilisation de la technologie a assisté la communauté de formation de Hong Kong pendant la crise SARS en 2003. Il ne s'agit pas d'une étude de recherche classique projeté soigneusement mais se réfère à sept récits du corps enseignant de l'université chinoise de Hong Kong sur leurs expériences pendant le SARS. L'expérience d'une conférence en ligne dirigée par l’auteur a également été considérée. En total, dans ce contexte, nous pouvons résumer que dans les temps de crises, la technologie passe au premier plan de manière naturelle et appropriée Pour nous, ceci est un message que la technologie est devenu un instrument quotidien et satisfaisant qui peut être mobilisé rapidement.  相似文献   

On understanding the nature of interpersonal conflict between coaches and athletes     

Svenja Wachsmuth  Sophia Jowett  Chris G. Harwood 《Journal of sports sciences》2018,36(17):1955-1962

Conflict is a part of coach-athlete relationships and should be carefully considered as it can have effects on the quality of coaching and the level of performance. Despite its practical relevance, there is a dearth of research around coach-athlete conflict. Therefore, the current study aimed to explore the characteristics and topics of conflict, as well as coaches and athletes’ emotional, cognitive and behavioural experiences during conflict. A total of 22 independent coaches and athletes participated in semi-structured interviews evolving around the nature of interpersonal conflict. After all interviews were transcribed, a deductive-inductive content analysis was conducted. This was guided by the interview schedule as well as the by the conceptual framework of conflict in sport relationships (Wachsmuth, Jowett, & Harwood, 2017). Data were divided into five main categories: Conflict characteristics and conflict topics, as well as conflict cognitions, emotions, and behaviours. Findings highlighted the variety of ways in which participants understood and interpreted interpersonal conflict and how their impressions of conflict influenced its evolving process. Considering the participants’ cognitive, emotional and behavioural expressions of conflict, it became apparent that conflict can be described through uncertain, escalating and problem-orientated responses. Practical applications concerning (mal-) adaptive responses to conflict are discussed. (199/200)  相似文献   

Visual–motor symbol production facilitates letter recognition in young children     

Deborah Zemlock  Sophia Vinci-Booher  Karin H. James 《Reading and writing》2018,31(6):1255-1271

Previous research has suggested that handwriting letters may be an important exerciser to facilitate early letter understanding. Experimental studies to date, however, have not investigated whether this effect is general to any visual–motor experience or specific to handwriting letters. In the present work, we addressed this issue by testing letter knowledge using three measures in preschool children before and after a school-based intervention. Participants were divided into four training groups (letter-writing, digit-writing, letter-viewing, digit-viewing) that either wrote letters or digits or viewed letters or digits, twice a week for 6 weeks. We hypothesized that the visual–motor experience of handwriting letters or digits would improve letter knowledge more than viewing experience and that this effect would not be specific to training with letters. Our results demonstrated that the writing groups improved in letter recognition—one component of letter knowledge—significantly more than the viewing groups. The letter-writing group did not improve significantly more than the digit-writing group. These results suggest that visual–motor practice with any symbol could lead to increases in letter recognition. We interpret this novel finding as suggesting that any handwriting will increase letter recognition in part because it facilitates gains in visual–motor coordination.  相似文献   

Why adolescents conform to high-status peers: Associations among conformity,identity alignment,and self-esteem     

Nathan H. Field  Sophia Choukas-Bradley  Matteo Giletta  Eva H. Telzer  Geoffrey L. Cohen  Mitchell J. Prinstein 《Child development》2024,95(3):879-894

This study examined whether conformity to high- but not low-status e-confederates was associated with increases in identification with popular peers and subsequent increases in self-esteem. A sample of 250 adolescents (55.1% male; M_age = 12.70 years; 40.3% White, 28.2% Black, 23.4% Hispanic/Latino, and 7.7% multiracial/other) participated in a well-established experimental chat room paradigm where they were exposed to norms communicated by high- and low-status e-confederates. Results revealed that for boys in the high-status condition only, but not girls, the positive relation between conformity and self-esteem was mediated by greater response alignment with popular peers. These findings bolster prior research by suggesting that conformity to popular peers may be partly motivated by drives for self-esteem and alignment with a valued reference group.  相似文献