Reasons Not to Cheat,Academic-Integrity Responsibility,and Frequency of Cheating     

Arden Miller  Carol Shoptaugh  Jessica Wooldridge 《Journal of Experimental Education》2013,81(2):169-184

The authors investigated the relations among reasons students gave for why they would not cheat in response to a cheating vignette, self-reported cheating, and the extent to which students take responsibility for promoting academic integrity. The authors surveyed 1,086 graduate and undergraduate students. Students who said they would not cheat because of punitive consequences were more likely to report that they cheated in classes and took less responsibility for promoting academic integrity. Students whose reasons related to the value of learning, personal character, and/or it being simply not right reported less cheating and took more responsibility for academic integrity. Academic-integrity responsibility correlated with less cheating. Results are discussed in terms of the effectiveness of punishment and the significance of internalizing integrity standards.  相似文献   

ELDERLY PERSONS’ ATTITUDE TOWARD CHILDREN     

Carol Seefeldt  Richard K. Jantz  Kathy Serock  Sue Bredekamp 《Educational gerontology》2013,39(5):493-506

Many school systems and other agencies across the nation are implementing or planning to implement programs involving older persons with children. Thus it now seems crucial to examine older person's attitudes toward children. Intergenerational encounters can be positive only if the attitudes of both groups are known and taken into consideration. The instrument, Elderly Persons’ Attitudes Toward Children, was administered to a random sample of persons over age 65 throughout the nation (N = 542). Results indicated that the elderly hold overall positive attitudes toward children; however, their responses reveal the complexities of attitudes. Negative attitudes toward some personality characteristics of children, as well as the belief that stricter methods of discipline should be used, were found. Higher levels of education, more frequent contact with children, and having grandchildren under the age of twelve were related to more positive attitudes toward children. This information should be useful to those involved in planning and implementing intergenerational programs in school and nonschool settings and for the design of training programs for elder volunteers desiring to work with children.  相似文献   

WOMEN AND RETIREMENT: EVOLVING ISSUES FOR FUTURE RESEARCH AND EDUCATION INTERVENTION     

Carol Kasworm  Janice Wood Wetzel 《Educational gerontology》2013,39(4):299-314

Until recent years, occupational retirement was perceived primarily as a male life transition process. Women now comprise a major population experiencing active, long‐term involvement in occupational roles and facing significant concerns in their transition from work to retirement.

This article provides an examination of the current status of research regarding women and retirement and discusses multiple issues that surround the aging woman and her relationship to the retirement process. Key orientations are discussed in relation to conceptualizing and shaping future preretirement educational programming alternatives.  相似文献   

LEARNING ABILITY FOR TWO SPATIAL ORIENTATION SYSTEMS IN ELDERLY NURSING HOME RESIDENTS     

Diane K. Klisz  Carol J. Dye 《Educational gerontology》2013,39(4):307-315

Disorientation and confusion have been identified as significant problems for older persons newly admitted to nursing homes and other institutions. The purpose of this study was to determine which of two orientating systems might be best for helping older people become accustomed to a strange environment. Middle‐aged and elderly residents of a nursing home were dichotomized by performance on three memory tests and then were given two paired‐associate learning tasks. In one task colors and a place in the nursing home were to be associated; in the other symbols and a place in the nursing home were to be associated. The results indicated that the symbol‐place paired‐associate task was learned more rapidly than the color‐place task by both high and low memory ability groups, and that the lower memory ability group showed slower learning of the color‐place task compared to the higher memory ability group. In addition, learning was slower on both tasks when the color‐place task was the first presented. These results indicated that symbol‐place codes may be more useful than color‐place codes as orientation markers and suggested that evaluation of learning performance should include examination of order effects.  相似文献   

Neoliberal Issues in Public Education     

Carol A. Mullen  Fenwick W. English  Sue Brindley  Lisa Ehrich  Eugenie A. Samier 《Interchange》2013,43(3):181-186

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A Journey Through Justice … Letting Go of the Power     

Lori Czop Assaf  Carol Delaney 《The Teacher Educator》2013,48(2):143-162

Building on Ball's (2009) Ball, A. 2009. Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1): 45–72. [Crossref], [Web of Science ®] , [Google Scholar] model of generative change, we explored how two experienced literacy teachers, after completing a graduate-level multicultural literacy course, enacted the tenets of critical literacy. Ball defined teachers' generative thinking as “connecting their personal and professional knowledge with the knowledge that they gain from their students to produce or originate knowledge that is useful to them in pedagogical problem solving and in meeting the educational needs of their students” (2009, p. 47). We uncovered how teachers' generative thinking progressed over time; how they sanctioned critical literacy practices in their own classrooms; and how they continued to guide their students to question, dispute, and examine power relations. As the teachers' generative thinking grew over the two years, they continued to express tension and doubt, showing that teacher change is never linear or simple, but often situational and complex.  相似文献   

Social class and parental agency     

Carol Vincent 《教育政策杂志》2013,28(4):347-364

This paper explores the relationship between social class and parental agency. It does so through an analysis of the findings of a recently completed qualitative research project exploring parental voice in relation to secondary schools. The first part of the paper presents a summary of a typology of parental interventions. This illustrates some of the differentials between parents in terms of their access to and deployment of a range of social, cultural and material resources, all of which translates into varying levels of effectiveness in finding and using a voice in their relationship with their children's school. The second part of the paper focuses on the middle-class parents at both schools, suggesting that more nuanced differences in their attitudes to various educational issues (namely discipline and appropriate parental involvement) are closely linked to the class fractions which they belong. It is argued that, despite the broad title of 'middleclass', variations within this general grouping in parental education, occupational pathways and spatial mobility affect their approaches to the education of their children.  相似文献   

Using books to nurture the social and emotional development of gifted students     

Carol L. Schlichter  Mary Burke 《Roeper Review》2013,35(4):280-283

One of the ways teachers can help gifted students to deal with the challenges of growing up is through bibliotherapy. Such facilitated dialogue about literature is discussed in this article. Following a brief discussion of the definition of bibliotherapy, a few basic guidelines for selecting appropriate materials to use with students are given. The practice of bibliotherapy involves several steps but the discussion step led by the teacher is crucial in helping students to interact with the literature. To illustrate the interactive process, a menu of discussion questions for each of six books is given; suggested activities are included for each book. Through this process of interacting with literature, teachers can help students to grow emotionally and socially.  相似文献   

Parental agency,identity and knowledge: mothers of children with dyslexia     

Carol Buswell Griffiths  Brahm Norwich  Bob Burden 《牛津教育评论》2013,39(3):417-433

In this paper we report and analyse findings from part of a two‐year evaluation project which focuses on parent–professional communications over the issues of learning difficulties arising from dyslexia. The key concepts in this study are dyslexia friendly schools and parental partnership, which are discussed in the current policy interest in inclusive education and parent partnership. A conceptual framework has been derived from the study which focuses on parental strategies to ensure adequate provision for their children, knowledge about dyslexia and identity, in particular that of the mother of the child with dyslexia. Excerpts from in‐depth interviews of parents are then presented to illustrate the framework. The significance of the findings is examined in relation to other studies of parent partnership. Implications for a more inclusive version of extended professionalism are also considered.