Why are women underrepresented in Computer Science? Gender differences in stereotypes,self-efficacy,values, and interests and predictors of future CS course-taking and grades     

Sylvia Beyer 《Computer Science Education》2013,23(2-3):153-192

This study addresses why women are underrepresented in Computer Science (CS). Data from 1319 American first-year college students (872 female and 447 male) indicate that gender differences in computer self-efficacy, stereotypes, interests, values, interpersonal orientation, and personality exist. If students had had a positive experience in their first CS course, they had a stronger intention to take another CS course. A subset of 128 students (68 females and 60 males) took a CS course up to one year later. Students who were interested in CS, had high computer self-efficacy, were low in family orientation, low in conscientiousness, and low in openness to experiences were more likely to take CS courses. Furthermore, individuals who were highly conscientious and low in relational-interdependent self-construal earned the highest CS grades. Efforts to improve women’s representation in CS should bear these results in mind.  相似文献   

Periodicals     

Sylvia D. Mariner 《Quarterly Journal of Speech》2013,99(2):239-242

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Give Me A Hill!     

Sylvia Lien 《The Educational forum》2013,77(2)

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PEER GROUP COUNSELING FOR OLDER PEOPLE     

Elinor Waters  Sylvia Fink  Betty White 《Educational gerontology》2013,39(2):157-170

>For a variety of reasons, psychological services are largely unavailable for older people who want help in coping with their interpersonal problems. Group counseling, when it is used, proves to be an effective and efficient method for meeting their needs. It also addresses the reality of the limited numbers of gerontologically trained professionals currently available in the field. A readily attainable, and largely untapped, resource for working with this population is older people themselves. The Continuum Center of Oakland University selects, trains, and supervises older men and women, who serve as paraprofessional group leaders in a self‐exploration program offered in a variety of community centers in the Detroit metropolitan area. The service and training programs, and some of the outcomes for clients and group leaders, are briefly described.  相似文献   

Going Places: Social and Legal Aspects of International Faculty Mobility     

Sylvia G. M. Van De Bunt-Kokhuis 《Higher Education in Europe》2000,25(1):47-55

The first part of this article assesses the various determinants, such as academic rank, age, discipline, and sex that influence international faculty mobility. The data indicate that faculty members of higher rank and those having technical backgrounds and who are senior staff members and men travel more frequently than others do. The second part discusses the various legal obstacles to international faculty mobility. The third part presents recent social and legal developments and formulates some recommendations for the enhancement of faculty mobility.  相似文献   

GIFTED STUDENTS IN THE UNIVERSITIES OF THE SLOVAK SOCIALIST REPUBLIC     

Sylvia Brychoá 《Higher Education in Europe》1988,13(1-2):159-164

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Reflections on Hegemony: towards a model of teacher competence     

Sylvia Warham 《Educational studies》1993,19(2):205-217

This article considers the gap between teaching theory and teaching practice in the context of recent calls for reform in teacher education. It argues that leaping into radical reforms without any apparent understanding of present difficulties is a mistake. It considers current models of teaching, highlighting some of their strengths and weaknesses, and asks what kind of model of teaching competency might narrow the gap between theory and practice. The second section concludes that a competency model which situates teaching in its social context, which takes account of the political nature of teaching and its professional power structures might more appropriately describe the activities of teachers. The third section considers a model of hegemony which provides insights into teaching which do not exist in present models.  相似文献   

Relational uncertainty management in adult children of divorce     

Sylvia L. Mikucki-Enyart  Sarah R. Petitte  Sarah E. Wilder 《Journal of Applied Communication Research》2018,46(4):469-490

Utilizing uncertainty management theory (UMT) and a multiple goals theory of personal relationships (MGPR) the present study examined how adult children of divorce (ACOD) manage relational uncertainty following parental divorce. In-depth, semi-structured interviews with 25 adult children who had experienced parental divorce when they were 18 years of age or older revealed two, broad types of information acquisition strategies: deliberate (i.e. information-seeking and information-avoiding) and incidental (i.e. incidental information acquisition). Deliberate information acquisition strategies were animated by several goals, including reducing and maintaining uncertainty, avoiding feeling caught, and protection. Alongside goals, various constraints (e.g. target efficacy, coping efficacy) played a role in ACOD’s relational uncertainty management. We discuss these results in relation to their theoretical and practical applications.  相似文献   

Young Children’s Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play     

Sliogeris  Marija  Almeida  Sylvia Christine 《Research in Science Education》2019,49(6):1569-1593

Research in Science Education - Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in...  相似文献   

MEETING THE EDUCATIONAL AND CULTURAL NEEDS OF SOVIET NEWCOMERS     

Sylvia F. Abrams 《Religious education (Chicago, Ill.)》2013,108(2):315-323

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