Self-regulatory climate: A positive attribute of public schools     

Curt M. Adams  Jordan K. Ware  Ryan C. Miskell  Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180

This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance.  相似文献   

A comparison of achievement and creativity of elementary school students using project vs. textbook programs     

Terry Davis  Anne Raymond  C. Mac Rawls  Janice Jordan 《科学教学研究杂志》1976,13(3):205-212

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Using kindergarten number sense to predict calculation fluency in second grade   总被引：2，自引：0，他引：2  

Locuniak MN  Jordan NC 《Journal of learning disabilities》2008,41(5):451-459

Children's number sense in kindergarten was used to predict their calculation fluency in second grade (N = 198). Using block entry regression, usual predictors of age, reading, memory, and verbal and spatial cognition were entered in the first block and number sense measures were added in the second block. Number sense measures contributed a significant amount of variance over and above the more general predictors (26%-42%). Uniquely predictive subareas were active memory for numbers, number knowledge, and number combinations, with number combinations standing out as the strongest single predictor. Number sense screening in kindergarten, using "at-risk" versus "not-at-risk" criteria, successfully ruled out 84% of the children who did not go on to have calculation fluency difficulties and positively identified 52% of the children who later showed fluency difficulties. The relation of early number skills to later calculation fluency has important implications for math screening and intervention.  相似文献   

The Role of Sex Hormone Replacement Therapy on Self-Perceived Competence in Adolescents with Delayed Puberty     

Jacqueline Schwab  Howard E. Kulin  Elizabeth J. Susman  Jordan W. Finkelstein  Vernon M. Chinchilli  Susan J. Kunselman  Lynn S. Liben  M. Rose DÂ⊃Arcangelo  & Laurence M. Demers 《Child development》2001,72(5):1439-1450

The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences.  相似文献   

Competence and Memory: Integrating Psychosocial and Cognitive Correlates of Child Depression     

David A. Cole  Augustus E. Jordan 《Child development》1995,66(2):459-473

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The complexities and contexts of school reform: a review of three recent books     

Terry Wrigley 《Critical Studies in Education》2016,57(2):271-275

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A Way with Words: Launching Literacy into the Community     

Jennifer E. Jordan  Caryn N. Lubetsky 《Journal of Career Development》1998,25(2):141-148

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An “Ideal” Home for Care: Nel Noddings,Thomas Hill Green,and an Ontological Support for a Phenomenology of Care     

Decoste  Jordan  Boyd  Dwight 《Interchange》2009,40(3):309-334

This paper is grounded in a deep appreciation of Nel Noddings’ “ethics of care” as an important contribution to moral philosophy and moral education. We seek to offer some philosophical reflections that have the potential to strengthen this important alternative to mainstream ethics and to how moral education might be conceived and practiced differently. After identifying some ambivalence in Noddings’ own position toward abstract philosophy, and despite the practical reasons for this that we share, we then find grounds for pressing in this speculative direction, some of which indeed accord with Noddings’ own statements and philosophical concerns. To show how such further philosophical reflection upon her relational morality could help, we focus on elaborating a perspective on ontological issues that we find in the work of Thomas Hill Green, a 19^th century idealist, and seek to show its compatibility with Noddings’ more pragmatic stance. A concluding point addresses, and dispels, a possible worry that the grand narrative structure of Green’s idealism might undercut Noddings’ aim of having an ethic that is melioristic and open.  相似文献   

‘Knowledge’, curriculum and social justice     

Terry Wrigley 《Curriculum Journal》2018,29(1):4-24

This article considers the place of knowledge in developing a socially just curriculum. It pursues the unusual route of a critique of Social Realism, a small but influential tendency in curriculum studies which claims that knowledge has been squeezed out by recent curriculum reforms and that there has been a descent into relativism. This paper shares the Social Realist view that ‘powerful knowledge’ is needed, and particularly by disadvantaged or marginalised young people. However, it critiques Social Realism's limited definition of ‘powerful knowledge’, arguing that for knowledge to be truly powerful, it must open up issues of power and inequality. It contests the Social Realist argument that critical pedagogy which begins from a subaltern stance is intrinsically relativist, arguing instead that alternative perspectives can help uncover concealed truths and break through hegemonic paradigms and ideologies. It argues that this is entirely compatible with a Critical Realist epistemology. Furthermore, the paper presents reasons why a socially just curriculum needs to draw upon the vernacular knowledge of marginalised groups as well as the canonical knowledge of academic disciplines to produce truly powerful knowledge and a social justice curriculum.  相似文献   

Practice makes proficient: teaching undergraduate students to understand published research     

Trina C. Kershaw  Jordan P. Lippman  Jennifer M. B. Fugate 《Instructional Science》2018,46(6):921-946

Scientific knowledge, including the critical evaluation and comprehension of empirical articles, is a key skill valued by most undergraduate institutions for students within the sciences. Students often find it difficult to not only summarize empirical journal articles, but moreover to successfully grasp the quality and rigor of investigation behind the source. In this paper, we use instructional scaffolds (reading worksheets, RWs, with tutorials) to aid students in being able to comprehend, and ultimately transfer, the skills necessary in critically evaluating primary sources of research. We assess students’ learning of these skills on a multiple-choice assessment of Journal Article Comprehension (JAC). Students in experimental classes, who received instructional scaffolds, improved on the JAC post-test compared with students in control classes. This result shows that students are acquiring fundamental research skills such as understanding the components of research articles. We also showed that improvement on the JAC post-test for the experimental class extended to a written summary test. This result suggests that students in the experimental group are developing discipline-specific science process skills that allow them to apply JAC skills to a near-transfer task of writing a summary.  相似文献