A cross-cultural perspective of parental influence on female adolescents' achievement beliefs and behaviors in sport and school domains     

Bhalla JA  Weiss MR 《Research quarterly for exercise and sport》2010,81(4):494-505

Little is known about parental socialization processes for youth participants from different cultural backgrounds. The purpose of this study was to examine parental influence on self-perceptions, task values, and achievement behaviors among female adolescents from two cultures using Eccles' expectancy-value theory (Eccles et al., 1983). Twelve Anglo Canadian and nine East Indian female adolescents were interviewed about perceptions of parental influence on expectancy-value constructs for sport and academic domains. Inductive and deductive content analyses were performed to identify lower and higher order themes from interview responses. Similarities and differences in perceived parental influence emerged for girls of both cultural groups and in both domains. Our findings support links among expectancy-value constructs and highlight cultural variations in parental socialization of achievement cognitions and behaviors in multiple domains.  相似文献   

Introduction     

Maureen Neihart Guest Editor 《Roeper Review》2013,35(1)

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Ageing,loss, and learning: Hong Kong and Australian seniors     

Gillian M. Boulton-Lewis  Lucinda Pike  Maureen Tam  Laurie Buys 《Educational gerontology》2017,43(2):89-100

In this article, the discussion of loss and its relationship to learning is based on the analysis of interview data from 39 older adults in Hong Kong and 40 in Australia. The focus of the research was on ageing and learning. The phenomenon of life changes, specifically losses, and their relationship to learning was frequently mentioned, and this theme is described here. Three different kinds of loss were identified in the data as motivators for organized or nonorganized learning or for negatively affecting learning. These included loss of aspects of health, of job, or of partner. The results are potentially useful to policy makers and learning providers in encouraging older adults to engage in learning as one way of coping with loss.  相似文献   

Inside and outside the integrated bilingual Palestinian-Jewish schools in Israel: Teachers’ perceptions of personal, professional and political positioning     

Maureen Rajuan  Zvi Bekerman 《Teaching and Teacher Education》2011,27(2):395-405

The purpose of this study was to investigate how teachers of the integrated bilingual Palestinian-Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. Field notes from an in-service training workshop were analyzed according to three levels of the teaching context: the personal, professional and political. It was found that the teachers perceive themselves as primarily pedagogical experts with a shared vision based on multiculturalism and coexistence. According to the findings, recommendations are made for improving the positioning of the teachers in relation to pupils, parents and policy-makers.  相似文献   

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children     

Katherine Ray  Maureen C. Smith 《Early Childhood Education Journal》2010,38(1):5-18

This article describes kindergarten from the perspective of the whole child. Specifically, it reviews current research on best practices to improve children’s math and language arts competencies, memory skills, and the role of kindergarten in beginning science. It also describes the social experiences children have in kindergarten with respect to their academic success. Similarly, it reviews the impact of emotional competence on school success. This article then reviews research describing three major influences on children’s kindergarten adaptation and success (i.e., transition, parental involvement, retention). The article concludes with a discussion of full-day kindergarten programs and their potential for improving the chances of all kindergarten children, especially low-income and ethnic minority children, for success in school.  相似文献   

Destination,Imagination and the Fires Within: Design Thinking in a Middle School Classroom     

Maureen Carroll  Shelley Goldman  Leticia Britos  Jaime Koh  Adam Royalty  Michael Hornstein 《The International Journal of Art & Design Education》2010,29(1):37-53

The purpose of the Taking Design Thinking to Schools Research Project was to extend the knowledge base that contributes to an improved understanding of the role of design thinking in K‐12 classrooms. The ethnographic qualitative study focused on the implementation of an interdisciplinary design curriculum by a team of university instructors in a public charter school. Three questions framed the study. How did students express their understanding of design thinking classroom activities? How did affective elements impact design thinking in the classroom environment? How is design thinking connected to academic standards and content learning in the classroom?  相似文献   

Cognitive development, culture, and conversation: comments on Harris and Koenig's "truth in testimony: how children learn about science and religion"     

Callanan MA 《Child development》2006,77(3):525-530

Harris and Koenig make a compelling case for the importance of adult "testimony" and its influence on children's developing conceptions of topics in science and religion. This commentary considers how their analysis relates to constructivist and sociocultural theories and discusses several ways in which Harris and Koenig's arguments help to debunk some prevalent assumptions about research on the social context of cognitive development. Finally, a number of additional issues are raised for debate and discussion, and some critiques and suggestions for future research are discussed. The issues discussed by Harris and Koenig are crucial if we are to take seriously the importance of culture in cognitive development.  相似文献   

Lost gems: Identifying rare and unusual monographs in a university's circulating collection     

Michael Barnes  Robert G. Kelly  Maureen Kerwin 《Library Collections, Acquisitions, and Technical Services》2010,34(2-3):57-65

Identifying and evaluating the oldest published content held by the library using a set of transfer criteria provided a means to systematically evaluate and, if necessary, move rare or unusual content into a more secure location. The process enabled us to correct cataloging errors, identify and address items with condition issues, be familiar with the library's unique holdings and finally, to identify and add content distinctly associated with EMU's history to the University Archives and Special Collections.  相似文献   

Achievement/affiliation conflicts in gifted adolescents     

Maureen Neihart 《Roeper Review》2013,35(4):196-202

Achievement/affiliation conflicts arise for gifted students when they associate certain achievement attitudes or behaviors with betrayal of their social, gender, ethnic, or racial culture. Studies suggest that a good number of gifted students begin to struggle with these conflicts during early adolescence and that these conflicts are a contributing factor to academic underachievement, risk avoidance, and a long‐term reduction in aspirations and overall achievement. The essence of keeping motivation and achievement high among gifted young adults is not so much avoiding these conflicts, but developing the attitudes and skills needed to manage them as they arise. Interventions and supports should be aimed at anticipating and normalizing such conflicts as well as at direct instruction of specific coping strategies.  相似文献   

An Unfortunate Distraction: the real books debate, 10 years on     

Roger Beard  Maureen McKay 《Educational studies》1998,24(1):69-81

This paper re‐examines some aspects of the ‘real books‐reading scheme books’ debate which erupted into the British literacy education field a decade ago. It argues that the debate was not only over‐polarised but that it did not take appropriate account of a scholarly review of related research by Professor Jeanne Chall which had been published a few years earlier. Subsequent research has further supported Chall's arguments. The paper indicates how the use of reading scheme and real books can be reconciled in curriculum programmes which are sensitive to how learning needs change in the course of early literacy development. It also notes the related significance of some current developments in the field, such as the National Literacy Project and the Literacy Task Force.  相似文献