Political Socialization of International Students: Public-Issue Discourse and Discussion on the College Campus     

Mizuki H. Wyant  Elizabeth H. Hurst  Justin Reedy 《Journal of Intercultural Communication Research》2020,49(4):372-393

ABSTRACT

This study examined international students’ interests in public issues in the U.S. and motivational factors behind their discourse or avoidance of such issues. In-depth interviews with international students revealed that they discuss certain public issues in the U.S. to gain or exchange information and knowledge, because these issues are relevant to themselves and others, or due to the misconceptions that others have about their country. Moreover, international students tend to avoid certain public issues because of the level of their knowledge and lack of interest in such issues and in order to avoid dissonance caused by the public issues.  相似文献   

Preservice teachers perspectives and experiences teaching personal and social responsibility     

K. Andrew R. Richards  Jennifer M. Jacobs  Victoria Nicole Ivy  Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200

ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.  相似文献   

出生性别比研究——以福建省为例     

王娜 《湖州职业技术学院学报》2011,9(3):49-51

利用全国人口普查福建省数据和福建省公开发布的有关资料数据,分析福建省出生性别比失衡现象的现状,在此基础上,从社会性别视角分析得出出生性别比失衡的根源为性别不平等。应从转变传统观念、充分发挥社会化主体的作用以及借鉴韩国有效的经验三个方面采取有效措施,才能更好地解决出生性别比问题。  相似文献   

积极探索,推进高校房改房小区物业管理社会化     

倪晓军  杜嘉  冯慧 《实验技术与管理》2007,24(10):178-180

高校房改房小区的物业管理社会化直接关系到广大购房教职工的切身利益。推进高校房改房小区物业管理社会化需要正视住房制度改革过程中的遗留问题,并妥善解决。  相似文献   

青少年性别角色心理社会化发展及相关研究   总被引：2，自引：0，他引：2  

杨杏 《咸阳师范学院学报》2002,17(4):55-57

青少年性别角色心理社会化的过程是一个影响个体身心全面发展的重要的心理过程，对它的研究主要从青少年性别角色认同中的焦虑、性别角色认同中的偏向、性别角色认同中的较严重偏差现象等三个方面进行，并应采取相应的教育对策。  相似文献   

社会化问答网站答案认可度的影响因素研究——以知乎为例     

施国良  陈旭  杜璐锋 《现代情报》2016,36(6):41-45

以探究社会化问答网站答案认可度的影响因素为目的,选取知乎为研究对象,以信息接收模型为理论基础,从答案特征和答题者特征两个角度提出了研究假设,并采用内容分析法和回归模型对假设进行检验。研究发现答案长度、问题发布一段时间以后的答案及时性、答题者的影响力均正向影响答案认可度,答题者特征比答案特征对答案认可度的影响更大。  相似文献   

科技社会化及其给我国带来的机遇与挑战   总被引：1，自引：0，他引：1  

李光 《科学学研究》2003,21(2):113-116

本文讨论了科技社会化的概念和特点 ,指出了科技社会化的发展趋势 ,并分析了科技社会化给我国带来的机遇与挑战。  相似文献   

科研院所投资企业股权社会化探析   总被引：1，自引：0，他引：1  

林若扬 《科研管理》2005,26(3):79-83,103

本文在分析科研院所投资企业发展态势的基础上，探讨科研院所投资企业加快发展的制约瓶颈和股权社会化的必然趋势，并提出促进科研院所投资企业股权社会化的建议。  相似文献   

信息社会化研究综述   总被引：3，自引：0，他引：3  

李亚梅 《现代情报》2007,27(12):71-74

本文对目前研究信息社会化的文献作了详细的比较研究，总结出学者对信息社会化的定义、意义、必要性和可行性、主要内容（包括领域范围、服务模式、服务原则、专业人员素质、实现途径和措施）等研究的观点，指出在信息社会化的进程中还需要做大量的工作．在不断尝试和探讨中积累经验、总结教训，循序渐进地完善信息社会化服务。  相似文献   

基于转型视阈中的高校继续教育组织机构革新     

马启鹏 《教育发展研究》2011,(9)

受制于社会转型又有助于社会转型的高校继续教育,正沿着学历取向型-职业取向型-学习取向型的轨迹嬗变。为推进高校继续教育转型,高校继续教育的组织机构必须树立创业型组织、服务型组织、学习型组织等现代理念,使传统的1字型、一字型、十字型组织结构形式逐渐过渡到结构流畅、运行高效的矩阵制非实体型协作式管理的组织形式上来,为高校继续教育转型发挥组织机构应有的职能。  相似文献