Predicting Two Components of Career Maturity in School Based Adolescents     

Peter A. Creed  Wendy Patton 《Journal of Career Development》2003,29(4):277-290

Three hundred and sixty-seven secondary school students across five year levels (8–12) were assessed for levels of career maturity (attitude and knowledge), work commitment, work value, career decidedness (indecision and certainty), career decision-making self-efficacy and self-esteem, and indicated their age, gender, socioeconomic status, school achievement and work experience. Using two multiple regression analyses, the predictor variables were able to account for 52% of the variance of career maturity attitude, and account for 41% of the variance of career maturity knowledge. Self-efficacy, age, career decidedness (certainty) and work commitment were the main predictors of career maturity attitude. Age, gender, career decidedness (certainty), work commitment and career decidedness (indecision) were the main predictors of career maturity knowledge. Results demonstrated the importance of examining two aspects of career maturity (attitude and knowledge), and were discussed in the context of Super's (1957, 1990) theory of career development.  相似文献   

The policyscape of transgender equality and gender diversity in the Western Australian education system: a case study     

Wendy Cumming-Potvin  Wayne Martino 《Gender and education》2018,30(6):715-735

ABSTRACT

In this paper, our purpose is to investigate policy informing texts and discourses referencing transgender equality and gender diversity in the Western Australian education system. Drawing on scholarship from transgender, queer and policy studies, we highlight the interplay of progressive and conservative forces affecting the Western Australian education system’s commitment to supporting transgender and gender non-binary students. Based on a Social Sciences and Humanities Research Council of Canada (SSHRC) project, the paper constructs a Western Australian case study, which threads together the critical examination of policy informing texts, qualitative interview data and media discourses surrounding public narratives, such as the Safe School Coalition Australia’s attempt to implement a school program, which builds awareness about gender and sexual diversity. Emerging through the material, discursive and spatial elements of locales and networks, our case study has the potential to deepen knowledge regarding the heuristic capacity of employing policyscape as an analytic category. In this vein, we draw attention to the possibilities and challenges for re-conceptualizing gender and providing trans-affirmative school spaces that promote equality.  相似文献   

The Psychometric Characteristics of Choice Items     

Anne R. Fitzpatrick  Wendy M. Yen 《Journal of Educational Measurement》1995,32(3):243-259

This study investigated the psychometric characteristics of constructed-response (CR) items referring to choice and non-choice passages administered to students in Grades 3, 5, and 8. The items were scaled using item response theory (IRT) methodology. The results indicated no consistent differences in the difficulty and discrimination of the items referring to the two types of passages. On the average, students' scale scores on the choice and non-choice passages were comparable. Finally, the choice passages differed in terms of overall popularity and in their attractiveness to different gender and ethnic groups  相似文献   

Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability     

Zhenghan Qi  Yoel Sanchez Araujo  Wendy C. Georgan  John D. E. Gabrieli  Joanne Arciuli 《Scientific Studies of Reading》2019,23(1):101-115

ABSTRACT

There is growing interest in the link between implicit statistical learning (SL) and reading ability. Although learning to read involves both auditory and visual modalities, it is not known whether reading skills might be more strongly associated with auditory SL or visual SL. Here we assessed SL across both modalities in 36 typically developing children and 36 healthy adults using the classic triplet-learning paradigm. Auditory SL was significantly associated with sentence reading fluency (Woodcock Johnson III Test of Achievement) in the combined sample of children and adults after controlling for age and nonverbal intelligence. In further analysis of the child data, auditory SL was significantly associated with nonword reading accuracy (Woodcock Reading Mastery Test), a relationship which appeared to be mediated by phonological processing abilities (Comprehensive Test of Phonological Processing). These findings suggest that auditory SL might contribute more strongly to certain aspects of reading development compared to visual SL.  相似文献   

The ‘Problem’ of the Female Pupil Teacher: constructions,conflict and control 1860‐1910     

Wendy Robinson 《Cambridge Journal of Education》1997,27(3):365-377

This paper highlights just one aspect of the highly gendered nature of nineteenth century pupil teaching and focuses on how the female pupil teacher was constructed as a ‘problem’. The paper consists of two broad sections and draws extensively upon the experience of female pupil teachers who attended pupil teacher centres during the school board period. First, to set the scene and contextualise the ‘problem’, a brief account of the feminisation of teaching and what this meant for the female pupil teacher and pupil teaching in general is explored, with particular reference to the complexities of female pupil teachers’ working life and the issue of mixed centre organisation. Secondly, there follows an analysis of how attempts were made to solve or contain the perceived ‘problem’ of the female pupil teacher through the simultaneous exercise of: moral control; protection and concern with physical and mental well‐being; moulding through the medium of ‘healthful recreation’.  相似文献   

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning     

Sarah E. Montgomery  Wendy Miller  Page Foss  Denise Tallakson  Maria Howard 《Early Childhood Education Journal》2017,45(1):1-14

Teaching about the Universal Declaration of Human Rights, which was adopted by the United Nations General Assembly in 1948, is one way to support students’ learning about issues of fairness. However, learning about this document is not enough. Students need to have experiences where they explore issues of justice and equity in order to learn about respect and dignity for others. The present study explored an arts-based project in a kindergarten classroom about the Universal Declaration of Human Rights Article 26—The Right to Education. Over the course of several months, nineteen kindergarten students learned about educational inequities around the world and specifically about an under-resourced partner school in El Salvador. Children’s literature about human rights became the catalyst for critical conversations, written responses, and drawings inspiring action. Students worked to address injustice by screen printing images they drew about their beliefs regarding a child’s right to education on fabric banners to raise awareness about school inequity. These banners were then displayed in their school and in the partner school. Overall findings from students’ discussions, writing, illustrations, and interviews indicated that the kindergartners were able to recognize their own rights and educational privilege. Through the project they demonstrated active citizenship centered on care and sought further connections with children at the partner school. In using arts-based service learning, educators involved in the study discovered how art can be used as a creative process and a teaching method to support young learners raising awareness about global inequities.  相似文献   

Teachers’ journeys towards critical use of ICT     

Renato Schibeci  Judith MacCallum  Wendy Cumming‐Potvin  Cal Durrant  Barry Kissane  Erica‐Jane Miller 《Learning, Media and Technology》2008,33(4):313-327

Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures.  相似文献   

Epidemiology of abusive abdominal trauma hospitalizations in United States children     

Lane WG  Dubowitz H  Langenberg P  Dischinger P 《Child abuse & neglect》2012,36(2):142-148

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Contexts built and found: a pilot study on the process of archival meaning-making     

Wendy M. Duff  Emily Monks-Leeson  Alan Galey 《Archival Science》2012,12(1):69-92

Over the last 20 years, humanities and archival scholars have theorized the ways in which archives imbue records with meaning. However, archival scholars have not sufficiently examined how users understand the meaning of the records they find. Building on the premise that how users come to make meaning from records is greatly in need of examination, this paper reports on a pilot study of four book history students and their processes of archival meaning-making. We focus in particular on behaviors of an interpretive rather than forensic nature. This article includes a discussion of the theoretical concepts and scholarly literature that shaped our goals for this paper. It then discusses the methodology and our interpretations of the research findings, before turning to a discussion of the findings’ implications and directions for future work.  相似文献   

Integrating environmental sustainability into universities   总被引：1，自引：0，他引：1  

Meredith Ralph  Wendy Stubbs 《Higher Education》2014,67(1):71-90

Universities play a fundamental role in addressing global environmental challenges as their education, research and community involvement can produce long-lasting environmental effects and societal change. By demonstrating best practice in their operations, research and teaching, universities have both multiple and multiplier effects on society. For universities to comprehensively address sustainability, a ‘learning for sustainability’ approach needs to be embedded across every aspect of institutional operations in a synergistic way. Using semi-structured interviews, this research explored the factors that influence the integration of sustainability into the operations, teaching and research activities of universities in Australia and England. The research found that individuals, committed to the goal of a more sustainable world, play a vital role in the success of integrating environmental sustainability into universities. The factors critical to enabling universities to undertake the transformational changes necessary to embed environmental sustainability into all university areas included: a strong policy environment, resourcing of strategies, and encouragement of leaders and environmental sustainability advocates. Educating and building the awareness of university staff of the importance of environmental sustainability to future generations was key to a successful strategy.  相似文献