Wandering and wondering: Traversing the uneven terrain of the second college year     

Molly A. Schaller 《About Campus》2005,10(3):17-24

The academy's middle child, the sophomore, is beginning to earn the kind of attention that has been trained on first‐year students for the past several decades. Molly Schaller shares insights on the stages she has found to exist in the sophomore year, arguably the rockiest of them all.  相似文献   

The experience of academic learning: uneven conceptions of learning across research and teaching     

Greg Light  Susanna Calkins 《Higher Education》2015,69(3):345-359

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Mothers’ Implicit and Explicit Attitudes and Attributions in Relation to Self-Reported Parenting Behavior     

Charlotte Johnston  Laura Belschner  Joanne L. Park  Kurtis Stewart  Amira Noyes  Mark Schaller 《Parenting, science and practice》2017,17(1):51-72

Objective. Parenting behavior is presumed to be related to the thoughts about child behavior that parents report in a controlled and explicit manner and to more implicit parent cognitions that occur outside of conscious awareness and are less accessible to verbal report. Design. We examined mothers’ attitudes toward their children as correlates of self-reported parenting behavior. We used a combination of a self-report questionnaire and a reaction-time method (the Implicit Association Test) to assess explicit and implicit attitudes, respectively. We also assessed mothers’ implicit and explicit attributions for child misbehavior in relation to parenting, using a questionnaire measure of attributions completed under high-cognitive load (implicit attributions) or under low-cognitive load (explicit attributions). Mothers of 124, 6- to 10-year-olds (52% male) participated. Results. Attitudes assessed by self-report questionnaire and the Implicit Association Test were uniquely associated with negative parenting. The cognitive load manipulation moderated associations between attributions and parenting, such that child-blaming attributions were inversely associated with positive parenting only under conditions of high-cognitive load. Conclusions. Compared to traditional self-report questionnaires, methods such as the Implicit Association Test or cognitive load manipulations may more effectively assess implicit parent cognitions.  相似文献   

Teachers' Voices in the Context of Higher Education Reforms in Armenia     

Susanna Karakhanyan  Klaas van Veen  Th.C.M. Bergen 《European Journal of Education》2011,46(4):508-523

In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian higher education teachers showed that they mainly felt distrust towards reforms and that the implementation initiatives caused dissatisfaction, frustration and therefore distortion. At a deeper level, the teachers mostly felt excluded from the reform process and that their role was depreciated. One striking feature was the predominant causal attribution of teachers to external, unstable and uncontrollable factors which question the success of the reforms.  相似文献   

“Et sachiez qu’il se repenti fort quant yl y envoia” (Jean de Joinville,Vie de saint Louis). Par-delà la désillusion mongole. Mœurs et légendes “tartares” au temps du roi Saint Louis     

Sophie Schaller Wu 《Al-Masaq: Islam & the Medieval Mediterranean》2011,23(3):237-255

The passage that John of Joinville, faithful companion of Louis IX, devotes to the Mongols in his chronicle of the Seventh Crusade, known as “La Vie de Saint Louis”, cross-conceives two structures under the sign of hope: historical facts and legends on the one hand, and Christian sensibilities on the other, giving way to a set of “ethnological” observations about what are presented as “barbarian” customs. The text gives a faithful reflection on sentiments which agitated the Crusaders and their King: hope and disillusion. But Joinville's testimony goes far beyond that: it is first and foremost a testimony of love upon which history could be re-written.  相似文献   

Spielerziehung     

Hans-Jürgen Schaller  K. Dietrich 《Sportwissenschaft》1976,6(2):218-221

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The purposes outdoor education does,could and should serve in Singapore     

Susanna Ho 《Journal of Adventure Education & Outdoor Learning》2013,13(2):153-171

This paper discusses the purposes that outdoor education does, could and should serve in Singapore. Gert Biesta’s conceptualisation of three functions of education is adapted to frame deliberations on the purposes of outdoor education in Singapore’s socio-political and educational milieu. The author suggests that outdoor education in Singapore could and should give high priority to serving three educational purposes; namely, building resilience, building emotional bonds with the place that constitutes Singapore, and building ecological literacy. In pursuing such purposes, outdoor education in Singapore might lessen the gap between the educational outcomes it currently produces and those it could achieve in the future.  相似文献   

Female jockeys in Swedish horse racing 1890–2000: From minority to majority – complex causes     

Susanna Hedenborg 《国际体育史杂志》2013,30(4):501-519

The aim of this paper is to describe and explain the changes in the gender balance of jockeyship in Swedish horse racing in the period 1890–2000. The change in gender coding, and its causes, are both complex. Two distinctive periods of change are argued to have been crucial, the 1940s and 1970s. In the first period women were given permission to ride in amateur races; in the second period they were allowed to become professionals. It is suggested here that the changes in the gender balance are explained by male support, the intersection of gender and social class and gender coding.  相似文献   

The Relations of Parental Characteristics and Practices to Children''s Vicarious Emotional Responding   总被引：3，自引：0，他引：3  

Nancy Eisenberg  Richard A. Fabes  Mark Schaller  Gustavo Carlo  Paul A. Miller 《Child development》1991,62(6):1393-1408

We examined the relation of parental empathy-related characteristics and emotion-related child-rearing practices to third and sixth graders' vicarious emotional responding. Children's heart rate, skin conductance, facial, and self-reported reactions to a sympathy-inducing film were assessed, as were their dispositional sympathy, empathy, and self-monitoring. Parental sympathy was positively related to low levels of personal distress in same-sex children and, for both parents, with sons' dispositional sympathy or empathy. Parental emphasis on problem-focused coping strategies when their sons were anxious was positively correlated with indexes of sons' situational and dispositional sympathy. Same-sex parental restrictiveness in regard to the control of inappropriate, hurtful emotional displays was associated with sons' and daughters' dispositional and situational sympathy, whereas maternal restrictiveness in regard to emotions that are unlikely to hurt others was correlated with nonverbal indexes of personal distress and self reports of low distress. Parental emphasis on control of the child's own negative emotion was associated with children's self-monitoring.  相似文献   

On personal and collective dimensions of agency in doctoral training: medicine and natural science programs     

Kai Pekka Hakkarainen  Susanna Wires  Jenni Keskinen  Sami Paavola  Pasi Pohjola  Kirsti Lonka 《Studies in Continuing Education》2014,36(1):83-100

The purpose of the present study was to investigate knowledge-creating agency by examining doctoral students' accounts of their pursuits, using structured interviews. We examined all of the talk apparently related to agency of 13 doctoral students taking part in collective doctoral training in two, highly regarded Finnish research communities (natural science and medicine). The doctoral process involved the participants pursuing article-based theses based on collectively shared research problems and journal articles co-authored with the supervisor and other senior researchers. Based on the qualitative analysis of the interviews, three categories of agentic talk were identified, respectively, for three proposed types of knowledge-creating agency: personal, distributed, and ‘object-related’. Personal agency involved participants' reflection on their academic competence, self-efficacy, and personal strengths and weaknesses. Distributed agency played an important role in assisting these participants overcoming challenges; this includes sharing of expertise, receiving social support, and having a sense of collective efficacy. Object-related agency, in turn, represented integration of a doctoral student's efforts with those of her immediate research community while pursuing shared research objects (e.g., co-authored articles). Apart from issues of agency which, the authors propose, are raised in the interviews, the data provide content-rich accounts of the collective nature of doctoral experiences.  相似文献