III. Gender Constructivism Reconsidered     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):22-39

  相似文献   

A study of an adapted social–emotional learning: Small group curriculum in a school setting     

Jennifer H. Green  Rebecca E. Passarelli  Mills K. Smith‐Millman  Keshia Wagers  Anne E. Kalomiris  Madeline N. Scott 《Psychology in the schools》2019,56(1):109-125

Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research.  相似文献   

The Effect of Cooperative Groups on Regular Class Spelling Achievement of Special Needs Learners     

Marvin Lew  Rebecca Bryant 《教育心理学》1984,4(4):275-283

This study examined the utility of cooperative groups as a technology for mainstreaming academically deficit students in a regular fourth grade classroom. Twenty‐seven students (mean age 8.6 years), including five targeted special needs learners, took a weekly spelling test of 20 words chosen from the fourth grade reader. A return to baseline research design indicated that cooperative groups promoted higher academic mastery among those with special needs and regular education learners when compared with two types of individualistic techniques. Results support the use of cooperative groups as a technique for academic as well as social mainstreaming in the regular classroom.  相似文献   

Establishing a Quality Literature Base: Barriers that African Americans Face in Becoming Teachers     

Rebecca A. Godwin 《The Urban Review》2018,50(5):757-772

Researchers have long documented the need for increased representation of African American teachers in the United States teacher workforce. However, much of the resulting literature has been unsuccessful in eliciting change, as it does not explain why this need for increased representation persists. To address this gap, various researchers have turned to documenting the barriers which exist for African Americans at multiple stages of the process of becoming a teacher. This paper reviews, summarizes, and critiques this literature in order to document and describe the current depiction of the context of becoming a teacher for African Americans. Limitations in the literature are described based on Padilla (Handb Res Multicult Educ 2:127–145, 2004), and future steps to accommodate for and surpass the weaknesses of the current literature are provided.  相似文献   

Community Cultural Wealth: Uyghurs,Social Networks,and Education     

Rebecca A. Clothey 《Diaspora, Indigenous, and Minority Education》2016,10(3):127-140

This article employs Yosso’s framework of ‘community cultural wealth’ to explore the ways in which educated Uyghurs, one of China’s 56 officially recognized ethnic groups, build on social networks like family and friends to improve their own social standing and contribute to the benefit of their communities. Through Yosso’s lens, ethnic minorities have their own cultural capital, which is distinct from the dominant group, and which can also be maximized to garner a successful status within society. This study undertook to discover: (a) In what ways do Uyghurs draw from their own community resources to navigate within a Mandarin Chinese-dominant education and economic system? (b) In what ways do Uyghurs support others within their own community for success? The article is based on ethnographic fieldwork collected within Xinjiang during the fall of 2013, interviews conducted with educated Uyghurs in Xinjiang and eastern China during multiple visits between the years of 2010-2013, and an analysis of interactive Uyghur language websites during the Spring of 2014.  相似文献   

Preschool children's attention to environmental messages about groups: social categorization and the origins of intergroup bias     

Patterson MM  Bigler RS 《Child development》2006,77(4):847-860

This study was designed to examine the effects of adults' labeling and use of social groups on preschool children's intergroup attitudes. Children (N=87, aged 3-5) attending day care were given measures of classification skill and self-esteem and assigned to membership in a novel ("red" or "blue") social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After 3 weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms.  相似文献   

A Qualitative Investigation of Fifth- and Sixth-grade Students’ Attitudes towards Intellectual Disability     

Rebecca Beaulieu-Bergeron  Diane Morin 《International Journal of Disability, Development & Education》2016,63(5):514-528

Research suggests that attitudes of typically developing children towards intellectual disability (ID) play an important role in the social integration and acceptance of children with IDs. To date, however, few studies have investigated children’s attitudes towards ID. The primary objective of this study was to examine the cognitive, affective, and behavioural components of children’s attitudes towards ID. Thirty-nine (14 boys, 25 girls) fifth- and sixth-grade elementary school students participated in the study. Seven focus groups were created in five different schools. Results suggested that inaccurate beliefs and negative emotions regarding ID may contribute to social and school integration problems experienced by children with IDs. The findings of the present study could be useful for the development of education and awareness programs that promote the development of more positive attitudes towards ID.  相似文献   

Immigrant Acculturation in Suburban Schools Serving the New Latino Diaspora     

Rebecca Lowenhaupt 《Peabody Journal of Education》2016,91(3):348-365

Recent immigration patterns have led to widespread growth in school enrollments of Spanish-speakers in nontraditional immigrant destinations in many parts of the United States. This paper explores the ways in which suburban school districts respond to this demographic shift, with a focus on how schooling impacts the acculturation experiences of immigrants to this particular context. Drawing on a statewide survey of administrators and teachers in schools serving Wisconsin's New Latino Diaspora, results from suburban schools are analyzed in comparison to urban and rural contexts. In this paper, I explore the ways in which suburban schools in the study were more likely to structure integration than schools in rural or urban locales. At the same time, these contexts were less likely to provide asset-based supports for Spanish-speakers, particularly those no longer designated as “beginner” English learners. These findings suggest that the opportunity to foster additive acculturation was limited, as many schools espoused a “sink or swim” approach in the context of scarce resources. Given the ongoing growth of immigrant communities in new suburban destinations, the paper ends with implications for future research and practice.  相似文献   

Uncovering Young Children's Psychological Selves: Individual and Developmental Differences   总被引：2，自引：0，他引：2  

Rebecca A. Eder 《Child development》1990,61(3):849-863

3 major goals were addressed: (1) to examine whether 3 1/2-7 1/2-year-old children have consistent and meaningful concepts that reflect psychological self-understanding, (2) to uncover individual differences in young children's self-concepts, and (3) to determine whether any observed differences are stable over time. A new method was developed for assessing young children's self-concepts. 180 children between 3 and 8 years of age were presented with pairs of statements representing the high and low end points of 10 psychological dimensions. For example, the statements "It's not fun to scare people" and "It's fun to scare people" represent the low and high ends of the psychological dimension of aggression. Children were then asked to pick the statement that best described themselves. The dimensional scores were factor analyzed and higher-order factor scales were constructed. These factor scales were found to be internally consistent and psychologically meaningful in each age group, indicating that even young children have psychological concepts of themselves. Moreover, substantial individual differences were demonstrated on the scales even among the youngest children. Finally, these differences were found to be moderately stable over a 1-month test-retest.  相似文献   

Mental toughness and transitions to high school and to undergraduate study     

Helen St Clair-Thompson  Rebecca Giles  Sarah P. McGeown  David Putwain  Peter Clough  John Perry 《教育心理学》2017,37(7):792-809

Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training.  相似文献