Corporation-school alliances     

Carol Ascher 《The Urban Review》1984,16(2):116-119

Conclusions Even in urban areas where they predominate, corporation-school alliances have not been monitored or systematically studied. Thus, most lessons to be learned from existing programs are impressionistic. One issue does come up again and again, both as an implied question and in heated debate: does giving business a greater role in schools shift the values and priorities of education? There are those who read the new cooperative experience as pointing in the direction of an often mindless acceptance of business priorities and corporate point of view. On the other side, some argue that business people are integral and necessary members of any community, and that differences between their views and those of educators and other constituencies should be brought closer together through alliances, discussion, and mutual education.  相似文献   

The Development of Gender Stereotype Components   总被引：2，自引：0，他引：2  

Carol Lynn Martin  Carolyn H. Wood  Jane K. Little 《Child development》1990,61(6):1891-1904

Developmental research has been limited by a narrow concept of stereotypes. A more complex model is presented, and developmental changes in gender stereotypes were investigated using the new model. In 2 studies, children were told about several sex-unspecified children, each described as having 1 masculine or 1 feminine characteristic. The children then predicted the likelihood of each story child having other masculine and feminine characteristics. In Study 1, 56 children (4–6 years) were told about target children who liked either a masculine or feminine toy, and then children predicted the targets' interests in other toys. In Study 2, 76 older children (6, 8, 10 years) were told about target children with a masculine or feminine characteristic from 1 of 4 categories (appearance, personality, occupations, toys), and then they predicted the likelihood of targets having other masculine and feminine characteristics from the same and from different categories as the cue. 2 developmental trends emerged: ( a ) children appear first to learn associations among characteristics relevant to their own sex and, later, to learn them for the other sex, and ( b ) older children's stereotypic judgments are more extreme than those of younger children. The implications of these results for the development of stereotypes, assessing gender knowledge, and understanding social judgments are discussed.  相似文献   

Dialect variation,dialect-shifting,and reading comprehension in second grade     

Nicole Patton Terry  Carol McDonald Connor  Lakeisha Johnson  Adrienne Stuckey  Novell Tani 《Reading and writing》2016,29(2):267-295

The purpose of this study was to examine second graders’ (n = 680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills—in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring.  相似文献   

Academic Self-Handicapping: What We Know, What More There is to Learn   总被引：17，自引：0，他引：17  

Tim Urdan  Carol Midgley 《Educational Psychology Review》2001,13(2):115-138

Some students put off studying until the last minute, fool around the night before a test, and otherwise reduce effort so that if their subsequent performance is low, these circumstances will be seen as the cause rather than lack of ability. These strategies are called self-handicapping because they often undermine performance. In this paper, we begin with a definition of academic self-handicapping. Next, we review our research in which we used achievement goal theory as a framework for examining academic handicapping among elementary and middle school students. We discuss the implications of the recent conceptualization of approach and avoidance components of performance goals for handicapping. We conclude with a consideration of some potentially fruitful future directions for research on academic self-handicapping, focusing particularly on individual differences in handicapping, contextual influences, and the methods used to study handicapping.  相似文献   

A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students     

Young K. Kim  Carol A. Lundberg 《Research in higher education》2016,57(3):288-309

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Effects of presentation modes,explicitness, and student aptitudes on learning     

Carol A. Carrier  Richard E. Clark 《Educational technology research and development : ETR & D》1978,26(4):329-336

Research on the relationship between learner aptitudes and presentation modes has taken several approaches — and raised a number of questions. This study sought to clarify the relationships between modes of presentation (verbal vs. spatial), explicitness of presentation (little or much), and student aptitudes (verbal vs. spatial). Explicit guidance clearly was helpful in teaching the fourth-grade subjects, regardless of type of aptitude, how to compute surface areas of two- and three-dimensional objects. The relationship between mode of presentation and aptitude was less clear. The authors discuss their findings at length and suggest several areas for future aptitude-treatment-interaction research.  相似文献   

Cohesion,citizenship and coherence: schools’ responses to the British values policy     

Carol Vincent 《British Journal of Sociology of Education》2019,40(1):17-32

This paper explores how teachers respond to the requirement to promote ‘fundamental British values’ (FBV) to their pupils. It offers a preliminary analysis of data drawn from interviews with teachers and (mostly lesson) observations in schools. It argue that, first, the policy cannot be understood without a consideration of the multi-layered context in which it is being enacted in schools. Second, it locates the policy to promote FBV as a liberal nationalist one and considers some of the problematic issues that arise from this philosophy. Third, it turns to schools and teachers to consider their reactions and responses. It is concluded that teachers and schools in this research often did attempt to neutralize potentially exclusionary readings of the policy and were effective in absorbing the requirement to promote British values. However, doubt is cast on the policy’s ability to meet its aims and the paper also raise concerns about the limited amount of time given to pupils’ engagement with the values.  相似文献   

The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference?     

Avi Kaplan  Carol Midgley 《Contemporary educational psychology》1997,22(4):415-435

Researchers using a goal orientation framework have hypothesized that learning goals are associated with adaptive patterns of behavior, regardless of the level of perceived ability. In contrast, perceived ability is hypothesized to moderate the relation between performance goals and patterns of adaptive or maladaptive behavior. We examined this hypothesis in two samples of seventh grade middle school students, focusing on the math domain in one sample and on the English domain in the other. Using two different statistical methods, median split and multiple regression, we found only little support for the role of perceived competence as a moderator between performance goals and patterns of behavior. Contrary to what has been suggested, we found some evidence that perceived competence moderated the relation between learning goals and behavior. Implications of these findings for recent efforts to use goal theory to reform classrooms and schools are discussed.  相似文献   

PERSONALITY,LEARNING STYLE AND COGNITVE STYLE PROFILES OF MATHEMATICALLY TALENTED STUDENTS     

Carol J. Mills 《High Ability Studies》1993,4(1):70-85

Clear personality differences were found for a sample of academically talented students when compared to a general population of same age students. On the Myers‐Briggs dimensions, the academically talented students differed significantly from the comparison group on all four dimensions. Specifically, the academically talented group expressed greater preferences for introversion, intuition, and thinking. Although there were more judging types in this group than in the comparison group, overall more academically talented students expressed a preference for a perceptive style. They also tended to be higher on achievement motivation and lower on interpersonal and social concerns. In particular, a cognitive style that empasizes a thinking over a feeling mode appears to mediate gender differences in mathematics ability and achievement.  相似文献   

Elements of Supervision in Sexual Violence Counselors' Narratives: A Qualitative Analysis     

Carol A. Sommer  Jane A. Cox 《Counselor Education & Supervision》2005,45(2):119-134

The literature on vicarious traumatization has suggested that traumasensitive supervision may help to minimize the effects of vicarious exposure to trauma; however, nothing from the perspective of trauma counselors was noted. The present qualitative study involved 1 male and 8 female sexual violence counselors who had worked with sexual violence survivors from 1 to 9 years. The use of semistructured interviews and basic interpretive analysis revealed 4 themes: counselor feelings, vicarious traumatization, helpful qualities of supervision, and organizational considerations.  相似文献