Effects of Client Race‐Ethnicity on Perceptions of Counselor Trainees: Study 1 and Study 2     

Teresa A. Fisher  Linda G. Matthews  Sharon E. Robinson Kurpius  Katherine I. Burke 《Counselor Education & Supervision》2001,41(1):3-17

The authors investigated the impact that racial stereotypes have on counselor trainees' perceptions of the attributes and behaviors of ethnically diverse male clients. Two studies were conducted in which participants were counselor trainees (Study 1, N = 58; Study 2, N = 75) who received a case study in which a male student sought counseling for problems affecting his school work. No differences were revealed in Study 1. In Study 2, counselor perceptions of client attributes differed across client race–ethnicity. The results are discussed in terms of their implications for training counselors, particularly regarding multicultural courses and workshops.  相似文献   

Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa     

Elizabeth J. Pretorius  Nic Spaull 《Reading and writing》2016,29(7):1449-1471

Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English reading fluency and comprehension among rural English-second-language learners (ESL) in South Africa. We use data collected in 2013 by the National Education and Evaluation Development Unit in South Africa. This survey tested 4697 Grade 5 students from 214 schools across rural areas in South Africa. A sub-sample—1772 students—were selected for an ORF test. For these students there exist data on both reading comprehension and reading fluency. Although a number of studies have analyzed the relationship between fluency and comprehension, none have been conducted on a large-scale for ESL learners in a developing country such as South Africa. The present research contributes to the literature by analysing the size, significance and uniformity of this relationship for ESL learners in South Africa. Preliminary findings indicate a threshold at 70 words-read-correct-per-minute which is lower than the typically used threshold of 90 words-read-correct-per-minute of English first language readers.  相似文献   

Noetic dispositions: A model for intellectual excellence     

Elizabeth A. Roumell  Xinyi Bian  Qi Sun 《International Journal of Lifelong Education》2020,39(3):291-304

ABSTRACT

A burgeoning body of literature discusses the process of being and becoming a doctoral scholar, suggesting that graduate students should move beyond performing the role of ‘good student’ and transform into doctoral scholars and stewards of the profession. More recently, research has been conducted to identify more commonly held competencies and attributes doctoral scholars should develop. Even so, clear models for developing scholarly identity and specific habits-of-mind are more difficult to identify. The literature ranges from discussing this process as a form of transformation or identity development, as a form of socialisation, as regulative epistemology, or as the development of a scholarly habitus. While it would be fruitful to derive a new model for scholarly dispositions, we look to perennial wisdom and metaphors of intellectual excellence and lifelong learning that already exist. In this paper we illuminate three Confucian notions, elaborating the development of scholarly dispositions and cultivating particular habits of mind, values, and ways of being. Confucian philosophy sets forth ideal ways of being, valuing, and knowing that are highly developed in their own right and add a more holistic understanding to the conversation of scholarly identity development.  相似文献   

Psychological and Contextual Influences on the Teacher Selection Interview: A Model for Future Research     

Dane A. Delli  Elizabeth M. Vera 《Journal of Personnel Evaluation in Education》2003,17(2):137-155

Within the K-12 educational arena, interviews are a required component of the selection process and represent the most popular predictor for hiring teachers (Castetter & Young, 2000). Noticeably absent from empirical examination is the psychological interplay between interviewers and interviewees during the face-to-face teacher selection interview. While some research has identified potential ways in which isolated psychological variables affect hiring decisions, there has been little systematic investigation of how such variables, combined, influence the face-to-face teacher selection interview process. To begin filling a research void that exists in face-to-face teacher interviewing, this paper will: (a) review relevant literature on the selection interview and psychological variables' (e.g., similarity and attraction, likeability, perceived expertness) effects on the interview process, (b) apply findings of psychological research to the teacher selection interview (dyad vs. panel format), (c) propose a model that integrates these various influences, and (d) outline research directions that would allow for empirical validation of the proposed model.  相似文献   

Mexican-American and Anglo-American Children's Responsiveness to a Theory-Centered AIDS Education Program     

Carol Sigelman  Eileen Derenowski  Teresa Woods  Takayo Mukai  Corinne Alfeld-Liro  Olga Durazo  Amy Maddock 《Child development》1996,67(2):253-266

Third, fifth, and seventh graders, most of them Mexican-American, were exposed to an empirically based and culturally sensitive AIDS curriculum designed to replace their intuitive theories with a coherent, scientific account of the causal processes that lead from risk behavior to AIDS symptomatology. Compared to students in control classes, experimental students knew more about AIDS risk factors and AIDS generally, displayed more conceptual understanding of the causes of AIDS and flu, and were more willing to interact with people who have AIDS (although not less worried about AIDS) at posttest and typically at follow-up 10–11 months later. The findings point to the potential value of adopting an intuitive theories approach in assessing and modifying children's concepts of health and illness and suggest, contrary to Piagetian formulations, that even relatively young children can, with appropriate instruction, grasp scientific theories of disease.  相似文献   

EXAMINING POTENTIAL BIAS IN SCREENING MEASURES FOR MIDDLE SCHOOL STUDENTS BY SPECIAL EDUCATION AND LOW SOCIOECONOMIC STATUS SUBGROUPS     

Nathan A. Stevenson  Deborah K. Reed  Elizabeth L. Tighe 《Psychology in the schools》2016,53(5):533-547

To provide timely and effective supports for students reading below grade level, schools require methods for quickly and accurately identifying those students in need. One method for identifying those students is through universal screening. Assessments such as oral reading fluency (ORF) and Maze reading comprehension are commonly used as screening assessments in middle grades. The current study examined ORF and Maze for evidence of bias across two subgroups known to be at increased risk for failure in reading: (a) students with learning disabilities and (b) students from low‐income households. Data from 4,215 students in the sixth (n = 1,126), seventh (n = 1,361), and eighth grades (n = 1,728) were analyzed. Results indicate no significant differences in predictive validity for students from low‐income households compared to students from middle and upper income households. For students with learning disabilities only 8th grade scores showed any evidence of bias compared to students without diagnosed disabilities. Implications and recommendations for future research are discussed.  相似文献   

Evaluating a Special Education Training Programme in Nicaragua     

Julie Delkamiller  Kristine D. Swain  Mitzi J. Ritzman  Elizabeth M. Leader-Janssen 《International Journal of Disability, Development & Education》2016,63(3):322-333

This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants’ knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation information were collected. Results from the knowledge pre-and post-test indicated that participants made significant gains in their special education knowledge and the module evaluation forms indicate participants were highly satisfied with the project. Recommendations for planning and implementing a future training programme are also provided.  相似文献   

Understanding of proportion as embodied in the concept of fullness: An investigation into Bruner's “modes-of-representation-conflict hypothesis”     

Elizabeth P. McWhirter 《Contemporary educational psychology》1978,3(3):205-231

The present study replicates and extends an experiment by Bruner and Kenney (Bruner, J. S. American Psychologist, 1964, 19, 1–15; Beyond the information given, NY: Allen & Unwin, 1973;Bruner, J. S., Olver, R. R., & Greenfield, P. M. et al. (Eds.), Studies in cognitive growth, NY: Wiley, 1966). Children aged 5 to 11 were shown pairs of glasses containing water and were asked if one glass of each pair was fuller or emptier and to give the reason. Children aged 12 to 15 and adult subjects were subsequently included but asked to judge only fullness.The glasses differed in height, diameter, and water level and consequently in volume of water and volume of unfilled space, and in proportion full and proportion empty.It is shown that the Bruner experiment reveals weaknesses in design and procedure and focuses on the dichotomous sense of fullness rather than the partial dimension explored in the present study. Contrary to earlier findings the present results indicate that the child tends to think of fullness and emptiness in the same manner and that, far from the concept being mastered at age 11, it is still not completely understood in adulthood.By 11 years the child can cope with fractions and compare volumes, but at age 15 and in adulthood he is still not fully aware that he must not only estimate the volume of the container that is filled but also relate this volume to the total volume of the container and finally compare the two ratio measures obtained.The results are discussed in terms of Bruner's representation-conflict hypothesis, Clark's (Journal of Verbal Learning and Verbal Behvaior, 1971, 10, 266–275; Semantic development in language acquisition. Paper presented at the Third Child Language Research Forum, Stanford University, 1971; Journal of Verbal Learning and Verbal Behavior, 1972, 11, 750–758; Cognition, 1973, 2.2, 161–182; What's in a word? On the child's acquisition of semantics in his first language. In T. E. Moore (Ed.), Cognitive development and the acquisition of language. NY: Academic Press, 1973) semantic-feature theory and from a functional perspective. Follow-up research is outlined.  相似文献   

Links between early oral narrative and decoding skills and later reading in a New Zealand sample*     

Elizabeth Schaughency  Sebastian Suggate  Elaine Reese 《Australian Journal of Learning Difficulties》2017,22(2):109-132

Abstract

We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their fourth year (M = 9; 0 years). Oral narrative and decoding were assessed initially, oral reading, retell, and maze fluency, plus reading age, obtained at outcome. For the Year 2 sample, oral narrative and decoding contributed to oral reading and comprehension two years later. For the Year 1 sample, decoding contributed to most reading outcomes, with narrative quality uniquely predicting Year 3 retell fluency. Post-hoc exploratory analyses suggest story memory indirectly contributed to Year 3 reading via Year 2 retell.  相似文献   

The Association between Language and Symbolic Play at Two Years: Evidence from Deaf Toddlers   总被引：2，自引：0，他引：2  

Patricia Elizabeth Spencer 《Child development》1996,67(3):867-876

The association between expressive language and symbolic play was investigated in 3 groups of 2-year-olds: deaf children with hearing parents (dH), deaf children with deaf parents (dD), and hearing children with hearing parents (hH). (Each group included 6 girls and 4 boys.) 3 language-level groups were defined. The highest group was well into the vocabulary "explosion" and frequently produced multiword/sign utterances; a middle group was beginning the period of vocabulary expansion and occasionally produced utterances of more than 1 word/sign; a third group produced single word/sign utterances only, and had a limited vocabulary. Hearing status was associated with duration of symbolic play (deaf > hearing). Higher language levels were associated with more canonically sequenced and preplanned play, even when language delays were due to exogenous factors.  相似文献