Hope,optimism and loneliness among first-year college students with learning disabilities: a brief longitudinal study     

Eyal Rosenstreich  David B. Feldman  Oranit B. Davidson  Etai Maza 《欧洲特需教育杂志》2013,28(3):338-350

The goals of the study were to examine personal resources and social distress during the first month in college among students with learning disabilities (LD) and to compare their experiences with non-LD peer. The sample consisted of 335 first-year undergraduate students falling into two groups: 85 students with LD and 250 non-LD students. Questionnaires assessed hope, dispositional optimism and loneliness. We hypothesised that, after participation in a single-session hope intervention workshop, the hope and optimism levels of both students with LD and without LD would increase, while their loneliness would decrease. However, after a month of facing the academic and social demands of their new college environment, we expected that the hope and optimism scores of students with LD would be lower than their peers without LD and that their loneliness scores would be higher. As hypothesised, both groups reported enhanced hope and optimism, as well as lower loneliness, immediately after the workshop. However, students with LD – but not their peers – returned to baseline levels of hope and loneliness after a month. Loneliness after a month predicted lower hope, after controlling predictors from the beginning of the year.  相似文献   

Preconceptos erróneos en multiplicación y división entre futuros profesores     

Carlos Maza 《Infancia y Aprendizaje》2013,36(56):93-103

Resumen

A partir de la teoría de modelos intuitivos de Fischbein aplicada a la resolución de problemas de multiplicación y división, se estudian en esta investigación las relaciones entre dicha resolución y la presencia de preconceptos erróneos, así como el reciente criterio de preferencias numéricas, entre futuros profesores. De la misma se llega a la conclusión de que el conocimiento explícito de las relaciones entre elementos de una operación se desarrolla independientemente de la capacidad de interpretación y resolución de los problemas.  相似文献   

Supporting Australian Torres Strait Islander and Aboriginal nursing students using mentoring circles: an action research study     

Jane Mills  Catrina Felton-Busch  Tanya Park  Karen Maza  Frances Mills  McCauley Ghee 《高等教育研究与发展》2014,33(6):1136-1149

Attempts to recruit Aboriginal and Torres Strait Islander students into nursing degrees have made minimal impact on the number of registered nurses working in Australia's healthcare sector. Yet increasing the number of Indigenous nurses remains one of the most important objectives in strategies to close the health gap between Indigenous and non-Indigenous people. Poor retention of Aboriginal and Torres Strait Islander students in a Bachelor of Nursing Science degree offered in far north Queensland, Australia, indicates the need for a different approach to support and retain Indigenous students. This action research study used a decolonizing methodology and was conducted at a satellite university campus in a remote Torres Strait Island community. Researchers trialled the use of a mentoring circle to support and retain nursing students and interviewed mentors and mentees about their experiences. Grounded theory methods were used to analyse the data. Findings indicated a growth in participant students’ emotional intelligence as a result of participating in a mentoring circle. Students developed confidence, formed a group identity, better-negotiated the university environment, became more effective communicators and supported one another through difficulties. The mentoring circle model improved students' university experience and its use should be considered by tertiary educators working with Indigenous students.  相似文献   

Hope as a Mediator of Loneliness and Academic Self‐efficacy Among Students With and Without Learning Disabilities during the Transition to College     

David B. Feldman  Oranit B. Davidson  Shiri Ben‐Naim  Etai Maza  Malka Margalit 《Learning disabilities research & practice》2016,31(2):63-74

The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships between LD status and two outcomes: loneliness/social distress and academic self‐efficacy. In particular, we hypothesized that hope and optimism would mediate the relationship between LD status and these outcomes. The sample consisted of 344 first‐year undergraduates at the beginning of the academic year (Time‐1) and a month later (Time‐2). Results showed that LD status predicted Time‐2 levels of academic self‐efficacy and loneliness only indirectly, demonstrating that relationships between LD and loneliness as well as between LD and academic self‐efficacy are mediated by hope.  相似文献   

Mapuche political,educational and linguistic demands and public policy in Chile     

Francisca de la Maza  Carlos Bolomey 《British Journal of Sociology of Education》2019,40(4):458-474

Abstract

This article examines from a historical and contemporary perspective the political, educational and linguistic demands of Mapuche intellectuals and organisations and how they have been addressed by public policy in Chile. In particular, the article focuses on the Araucanía Region, part of the ancestral territory of the Mapuche people. We adopt a documentary and ethnographic approach to analyse the context, the development and the transformation of Mapuche demands in a political environment influenced and exacerbated by certain actions by both the state and indigenous organisations. The analysis focuses on education and the tensions generated under Chile’s neoliberal economic model, affecting the decisions and everyday lives of families and children, especially indigenous families, in the Araucanía Region.  相似文献