Gender differences in adolescents’ choice of heroes and admired adults in five countries     

Juan Diego Estrada  Cristina García-Ael  José Luis Martorell 《Gender and education》2015,27(1):69-87

Seven hundred and sixty-eight adolescents from five countries and regions (USA, Spain, Hong Kong, Qatar, and Malaysia), aged 13–19 (M?=?15.78; SD?=?1.28) years, responded to a questionnaire designed to determine who was their most admired famous adult or hero. Male heroes clearly outnumbered admired females (73.3% vs. 26.7%). There was a pattern of same-sex choices, but it was more likely for girls to choose male heroes than for boys to choose females. Over half of the admired adults were athletes, and movie, television, and music stars. Regarding the personally known adults, there was a more balanced choice of males and females, with parents as the most frequent choice. Results suggest that society continues to fail in providing an adequate supply of female role models.  相似文献   

Do men and women perform academic work differently?     

González Ramos  Ana M.  Fernández Palacín  Fernando  Muñoz Márquez  Manuel 《Tertiary Education and Management》2015,21(4):263-276

Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study...  相似文献   

Why has there been a decrease in the job satisfaction of faculty at Spanish universities?     

Olaskoaga-Larrauri  Jon  González-Laskibar  Xabier  Díaz-De-Basurto-Uraga  Pablo  Ignacio-Gómez  Patricia 《Tertiary Education and Management》2015,21(4):293-305

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Developmental Changes in the Relations Between RAN,Phonological Awareness,and Reading in Spanish Children     

Cristina Rodríguez  Madelon van den Boer  Juan E. Jiménez  Peter F. de Jong 《Scientific Studies of Reading》2015,19(4):273-288

We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords.  相似文献   

The academic writing process in Spanish universities: perceptions of students and faculty / El proceso de escritura académica en la universidad española: percepciones de estudiantes y profesores     

Javier Marín  Sonia López  Julio Roca-De-Larios 《Cultura y Educación》2015,27(3):504-533

Abstract

This paper is intended as an exploration of university faculty and students’ perceptions of a number of dimensions involved in the written composition of academic texts. We analysed the responses to scale 3 in the European Writing Survey (EUWRIT) (in its Spanish version: Encuesta Europea sobre la Escritura Académica, EEEA) by a group of social science and humanities students (n = 1,030) and faculty (n = 230) from nine Spanish universities. We then examined the similarities and differences in their perceptions and established a factorial structure of the different dimensions underlying the writing process. The data indicate that both groups concur in the value assigned to both changing ideas in the course of the composition process (although this process seems to be understood differently by each group) and the revision and feedback processes. The students, however, claim to be involved in more planning and previous reading activities than the teachers perceive them to be. The significance of these results for a process-oriented perspective in academic writing is discussed.  相似文献   

Leaders learning from leaders as an emergent action learning strategy     

Carol A. Mullen  Mariela A. Rodríguez  Tawannah G. Allen 《Action Learning: Research and Practice》2015,12(3):344-355

This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators’ experiences, agency, and expertise. Mature organizations can be revitalized and diversified through the action learning of executive leaders who integrate a new and diverse faculty body into the governance structure and decision-making process. The goal of facilitating diversity goals for established organizations has relevance for universities, schools, businesses, and other learning environments. Public conversations can strengthen the diversity-oriented outreach missions of professional organizations.  相似文献   

From the Editor’s Desk     

Corinne Martínez  Enrique G. Murillo Jr. 《Journal of Latinos & Education》2015,14(4):225-227

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Education as Part of the Migratory Project of Latin American Migrant Women Traveling to the United States in Undocumented Conditions     

Rocio Cardenas-Rodríguez  Teresa Terrón-Caro  Blanca Delia Vázquez Delgado  Teresa Elizabeth Cueva-Luna 《Journal of Latinos & Education》2015,14(2):86-94

Education is an indispensable element for the development of society. In Latin America, the point of origin of most of the undocumented immigrants to the United States, equal opportunity in access to education and educational achievement is still pending. The study presented here focuses on the analysis of the expectations of female migrants via Mexico’s northern border, focusing attention on educational attainment as an important aspect of the “American Dream” of the migrant women interviewed and their dependents.  相似文献   

Chicana/o Struggles for Education: Activism in the Community     

José García 《Journal of Latinos & Education》2015,14(1):73-74

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Antiracism defined as equitable sociocultural interactions in prekindergarten: Classroom racial composition makes a difference     

Stephanie M. Curenton  Shana E. Rochester  Jacqueline Sims  Nneka Ibekwe-Okafor  Iheoma U. Iruka  Arlene G. García-Miranda  Jessica Whittaker 《Child development》2022,93(3):681-698

This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills.  相似文献