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1.
John Loewenthal Patrick Alexander Graham Butt 《International Studies in Sociology of Education》2019,28(3-4):345-361
ABSTRACTThis article presents ethnographic research on the aspirations of graduates from a private university in New York City, some of whom move to Los Angeles. Findings depict financial and family pressures exerting a governing force upon the graduates’ futures, often beyond their control. Focusing on the narratives of four individuals, we introduce the language of fate as a means of conceptualising the potential repercussions of aspiration and Higher Education. The premise of both is an increased determinacy over one’s future, yet in the high-stakes U.S. context here examined, this financial investment and articulation of family hope may generate fated (seemingly inescapable) and/or fateful (ominous) outcomes. The dynamic of ‘cruel optimism’ illustrates some of the paradoxical consequences of Higher Education, whereby people may be punished by their aspirations. We discuss what factors affect differing outlooks on the future and imply alternative dimensions to adversity beyond the remit of ‘inequality’. 相似文献
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It is widely accepted that assessment plays a role in monitoring the development of young children with special needs in early intervention/early childhood settings. The process of assessing young children's language skills often looks for delays within a solid language foundation. However, many children who are deaf or hard of hearing (DHH) may not have a solid language foundation to assess, leading to inaccurate assessment. When we reframe how we assess language skills in children who are DHH, we ensure the assessment provides a comprehensive picture of the child's language development. It is important to modify language assessment tools where necessary while ensuring the assessment stays reliable and valid. It is critical to use multiple assessment tools to monitor the child's progress, including standardized assessments and assessment tools normed for DHH populations. Finally, it is crucial to monitor the child's skills in each language that they are using, regardless of which language is used most often. We explain why each of these factors needs to be considered in the assessment of young children who are DHH, will discuss the challenges of assessing this population, and will provide solutions to some of the challenges of assessing language skills in of young children who are DHH. 相似文献
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Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators 下载免费PDF全文
This study examined the mediating roles of children's callousness and negative internal representations of family relationships in associations between family instability and children's adjustment to school in early childhood. Participants in this multimethod (i.e., survey, observations), multiinformant (i.e., parent, teacher, observer), longitudinal study included 243 preschool children (Mage = 4.60 years) and their families. Findings from the lagged, autoregressive tests of the mediational paths indicated that both children's callousness and negative internal representations of family relationships mediated longitudinal associations between family instability and children's school adjustment problems over a 2‐year period (i.e., the transition from preschool to first grade). Findings are discussed in relation to the attenuation hypothesis (E. J. Susman, 2006) and emotional security theory (EST; P. T. Davies, M. A. Winter, & D. Cicchetti, 2006). 相似文献
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One of the main goals of science education is the development of scientific investigation skills (Bryce & Robertson, 1985;
Woolnough & Allsop, 1985). This paper describes a practical test instrument developed to assess students’ attainment of skills
associated with problem analysis and planning experiments, collecting information, organizing and interpreting information,
and concluding. During administration of the test, students verbalized their thoughts as they worked on the task and their
performance was videotaped for analysis. Preliminary results reveal important areas of student weakness and lead to recommendations
for curriculum reform.
Specializations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specializations: Chemistry education, concept development and conceptual change, role of laboratory work. 相似文献
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Patrick T. Davies Morgan J. Thompson Meredith J. Martin E. Mark Cummings 《Child development》2021,92(3):1154-1172
This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (Mage = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild. 相似文献
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Peffer Melanie E. Renken Maggie Enderle Patrick Cohen Jonathan 《Research in Science Education》2021,51(5):1365-1389
Research in Science Education - Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for... 相似文献
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