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1.
This study investigated whether preservice teachers’ attitudes surrounding school grade labels influenced interpretations
and recall of children’s classroom behavior using the automatic attitude activation model (Fazio, In R. M. Sorrentino & E.
T. Higgins (Eds.), Handbook of motivation and cognition: Foundations of social behavior, 1986) as a theoretical framework. Participants were randomly assigned to one of three conditions: The expectation of viewing
a video of children in schools labeled as “A,” “F,” or “typical” as a result of the school’s aggregated student performance
on standardized tests. Results indicated that participants who believed that they were viewing a video of an “F” classroom
recalled more negative and fewer positive behaviors compared to the “typical” classroom. Likewise, there was a trend for participants
to recall more negative and fewer positive behaviors when viewing a video of an “F” compared to an “A” school. Therefore,
negative attitudes about a school label of “F” biased preservice teachers’ perceptions and memories of children’s classroom
behaviors.
相似文献
Tracy LinderholmEmail: |
2.
Katerina Mouratidou Vassilis Barkoukis Panayotis Zahariadis Athina Arampatzi 《Social Psychology of Education》2007,10(4):495-508
The school environment plays an important role in children’s socialization. The present report was concerned with the study
of aggressive behaviour and social insecurity among elementary school students in Greece. For this purpose, Petermann and
Petermann’s (2001; 2003) checklists for structured observation of aggressive behaviour (Checklist of Aggressive Behaviour;
CAB) and social insecurity (Checklist of Social Insecure Behaviour; CSIB) were used. The primary aim was to examine the psychometric
characteristics of the Greek versions of CAB and CSIB. Overall, 500 Greek elementary school students (M
age
= 9.46 ± 1.7) participated in the study. Students’ social behaviour was evaluated by their teachers. Confirmatory factor
analysis results showed adequate factorial structure for both checklists, the χ2 was significant, and absolute and incremental fit indices were at acceptable levels. Internal consistency coefficients were
also at satisfactory and acceptable levels. The analysis of correlation provided evidence on the construct validity of the
checklists. No gender differences were found in all aspects of aggressive and socially insecure behaviours. The findings of
the study provide initial evidence on the validity and reliability of the checklists and imply that they are valuable instruments
for the assessment of aggression and social insecurity in the school context.
相似文献
Katerina MouratidouEmail: |
3.
This study examined concurrent and longitudinal associations between peer deviance, parenting practices, and conduct and oppositional
problems among young girls ages 7 and 8. Participants were 588 African American and European American girls who were part
of a population-based study of the development of conduct problems and delinquency among girls. Affiliations with problem-prone
peers were apparent among a sizeable minority of the girls, and these associations included both males and females. Although
peer delinquency concurrently predicted disruptive behaviors, the gender of these peers did not contribute to girls’ behavior
problems. Harsh parenting and low parental warmth showed both concurrent and prospective associations with girls’ disruptive
behaviors. Similar patterns of association were seen for African American and European American girls. The findings show that
peer and parent risk processes are important contributors to the early development of young girls’ conduct and oppositional
behaviors. These data contribute to our understanding of girls’ aggression and antisocial behaviors and further inform our
understanding of risk processes for these behaviors among young girls in particular.
相似文献
Alison HipwellEmail: |
4.
Racial asymmetry, the circumstance of having a teacher’s race differ from that of his or her student’s race, is often considered
important because most Black students are taught by White teachers. This paper analyzes data from a nationally representative
sample of students and teachers to ascertain the extent to which Black and White teachers differ in their evaluations of the
work habits of their Black pupils. Unlike most other investigations on this topic, we explored the likelihood that subject
matter and school demographics influence teacher-student relationships beyond the more visible factors of racial symmetry
or asymmetry. Our analyses of NELS: 88 data using this framework reveal an inconsistent racial effect on teachers’ evaluations
of Black students. The ratings of African American pupils by both Black and White teachers seem to be influenced by both the
academic subject they teach and the demographic characteristic of the school. We discuss these findings and suggest avenues
for further study.
相似文献
Roger ShouseEmail: |
5.
This study set out to examine children’s notions of the malleability of their academic competencies and the relations of these
notions to the child’s grade-level and gender and the parent’s educational level. In interviews of a total of 103 boys and
girls of the third and the sixth grade, children of academically and vocationally educated parents were asked to rate their
potential for improving their competencies in mathematics and Finnish. The children were asked to use intrapersonal and normative
criteria in their ratings. The ratings were found to form distinct domains of the notions of malleability, as they did not
correlate with each other. The children’s ratings of their current competencies, i.e. their academic self-concepts, turned
out to be related to their normative ratings of the malleability of their competencies. The findings further suggested that
the children’s notions of the malleability of their academic competencies became more pessimistic in the course of their school
years.
相似文献
Kati KasanenEmail: |
6.
The National Institutes of Health (NIH) has a long history of supporting research to enhance the scientific understanding
of and effective interventions for a range of problems associated with children’s exposure to violence. Recently, funded research
has improved our understanding of the nature and consequences of children’s exposure to violence. This article describes an
NIH initiative for research on children’s exposure to violence, examples of projects supported by the initiative, and emerging
research topics for this important scientific area.
相似文献
LeShawndra N. PriceEmail: |
7.
This paper explores the complex relationship between childhood and sexuality by identifying prevailing discourses underpinning
the repression and regulation of children’s knowledge of sexuality in Australia since the 1950’s. Examining several primary
schooling Health Curricula, and Professional Development, Health and Physical Education Syllabi from the 1950’s to the turn
of the new century, we trace the construction of the child and children’s knowledge of sexuality in early childhood (K-6).
We believe that teaching sexual knowledge within schooling culture needs to be better aligned with the changing lives of children
so as to adequately address different and diverse family experiences.
相似文献
Kerry RobinsonEmail: |
8.
Communally organized, as opposed to bureaucratically organized, schools are expected to provide significant advantages to
students in terms of their cognitive and social growth. However, for students to avail themselves of these benefits, they
need to experience school as a community. One factor that may influence whether students view their school as a functional
community is the kind of teacher–student and peer interactions they observe or personally experience. This study examines
the effects of positive and negative interracial interactions on whether students sense that their school is a community.
Analysis of a large sample of elementary and secondary schools in a major urban school district show that positive interracial
interactions contribute to students’ sense of school community while negative actions inhibit that sense.
相似文献
Maureen T. HallinanEmail: |
9.
Eva Johansson 《Studies in Philosophy and Education》2008,27(1):33-47
This article is about young children’s morality and their concern for others’ wellbeing. Questions of what the value of others’
wellbeing can signify, how this value becomes visible to children and how it is expressed in their interaction will be posed.
In this analysis, children’s commitment to others’ wellbeing is discussed in terms of two theories, namely the philosopher
Maurice Merleau-Ponty’s (1962, 1964) theory of intersubjectivity and the psychologist Martin Hoffman’s (1984, 1987, 2000)
theory of empathy. The interaction between children and adults in pre-school, drawn from different studies of morality (Johansson,
1999, 2001, 2002, 2003), constitutes the empirical basis. In the discussion, it is claimed that children’s care for others’
wellbeing can be understood in a fruitful way as experiences of, approaches to and ways of being involved in the other’s life-world
rather than as expressions of empathy.
相似文献
Eva JohanssonEmail: |
10.
Andres De Los Reyes David B. Henry Patrick H. Tolan Lauren S. Wakschlag 《Journal of abnormal child psychology》2009,37(5):637-652
Prior work has not tested the basic theoretical notion that informant discrepancies in reports of children’s behavior exist,
in part, because different informants observe children’s behavior in different settings. We examined patterns of observed
preschool disruptive behavior across varying social contexts in the laboratory and whether they related to parent-teacher
rating discrepancies of disruptive behavior in a sample of 327 preschoolers. Observed disruptive behavior was assessed with
a lab-based developmentally sensitive diagnostic observation paradigm that assesses disruptive behavior across three interactions
with the child with parent and examiner. Latent class analysis identified four patterns of disruptive behavior: (a) low across
parent and examiner contexts, (b) high with parent only, (c) high with examiner only, and (d) high with parent and examiner. Observed disruptive behavior specific to the parent and examiner contexts were uniquely related to parent-identified
and teacher-identified disruptive behavior, respectively. Further, observed disruptive behavior across both parent and examiner
contexts was associated with disruptive behavior as identified by both informants. Links between observed behavior and informant
discrepancies were not explained by child impairment or observed problematic parenting. Findings provide the first laboratory-based
support for the Attribution Bias Context Model (De Los Reyes and Kazdin Psychological Bulletin 131:483–509, 2005), which posits
that informant discrepancies are indicative of cross-contextual variability in children’s behavior and informants’ perspectives
on this behavior. These findings have important implications for clinical assessment, treatment outcomes, and developmental
psychopathology research.
相似文献
Lauren S. WakschlagEmail: |
11.
Theoretically informed models are required to further the comprehensive understanding of children’s ETV. We draw on the stress
process paradigm to forward an overall conceptual model of ETV (ETV) in childhood and adolescence. Around this conceptual
model, we synthesize research in four dominant areas of the literature which are detailed but often disconnected including:
(1) exposure to three forms of physical violence (e.g., child physical maltreatment, interparental violence, and community
ETV); (2) the multilevel correlates and causes of ETV (e.g., neighborhood characteristics including concentrated disadvantage;
family characteristics including socio-economic status and family stressors); (3) a range of consequences of ETV (e.g., internalizing
and externalizing mental health problems, role transitions, and academic outcomes); and (4) multilevel and cross domain mediators
and moderators of ETV influences (e.g., school and community factors, family social support, and individual coping resources).
We highlight the range of interconnected processes through which violence exposures may influence children and suggest opportunities
for prevention and intervention. We further identify needed future research on children’s ETV including coping resources as
well as research on cumulative contributions of violence exposure, violence exposure modifications, curvilinearity, and timing
of exposure.
相似文献
Holly FosterEmail: |
12.
Kurt Mosser 《Philosophia》2009,37(1):1-20
Kant’s reputation for making absolutist claims about universal and necessary conditions for the possibility of experience
are put here in the broader context of his goals for the Critical philosophy. It is shown that within that context, Kant’s
claims can be seen as considerably more innocuous than they are traditionally regarded, underscoring his deep respect for
“common sense” and sharing surprisingly similar goals with Wittgenstein in terms of what philosophy can, and at least as importantly
cannot, provide.
相似文献
Kurt MosserEmail: |
13.
Researchers of social networks commonly distinguish between “behavioral” and “cognitive” social structure. In a school context,
for example, a teacher’s perceptions of student friendship ties, not necessarily actual friendship relations, may influence
teacher behavior. Revisiting early work in the field of sociometry, this study assesses the level of agreement between teacher
perceptions and student reports of within-classroom friendship ties. Using data from one middle school teacher and four classes
of students, the study explores new ground by assessing agreement over time and across classroom social contexts, with the
teacher-perceiver held constant. While the teacher’s perceptions and students’ reports were statistically similar, 11–29%
of possible ties did not match. In particular, students reported significantly more reciprocated friendship ties than the
teacher perceived. Interestingly, the observed level of agreement varied across classes and generally increased over time.
This study further demonstrates that significant error can be introduced by conflating teacher perceptions and student reports.
Findings reinforce the importance of treating behavioral and cognitive classroom friendship networks as distinct, and analyzing
social structure data that are carefully aligned with the social process hypothesized.
相似文献
Brian V. CarolanEmail: |
14.
Julius Bautista 《Contemporary Islam》2008,2(1):75-83
This paper discusses the extent to which Saba Mahmood’s ideas about Muslim women and agency are relevant for works beyond
her ethnographic speciality. The first part will reflect upon her arguments about Muslim female piety within the larger context
of progressive politics in the USA and the Middle East. The second part will describe the implications of Mahmood’s work towards
the production of alternative discourses—that is, works inspired by and produced from outside the overarching influence of
a Euro-American intellectual tradition.
相似文献
Julius BautistaEmail: |
15.
Paul L. Morgan George Farkas Marianne M. Hillemeier Steven Maczuga 《Journal of abnormal child psychology》2009,37(3):401-413
We used a large sample of singleton children to estimate the effects of socioeconomic status (SES), race/ethnicity, gender,
additional socio-demographics, gestational and birth factors, and parenting on children’s risk for learning-related behavior
problems at 24 months of age. We investigated to what extent these factors increased a child’s risk of displaying inattention,
a lack of task persistence, disinterest, non-cooperation, or frustration as he or she completed a series of cognitive and
physical tasks with a non-caregiver. Results indicated that boys are about twice as likely as girls to display learning-related
behavior problems. Children from lower SES households are about twice as likely as those from high SES households to display
such behavior problems, which is largely attributable to the effects of having a mother with a low educational level. Statistically
controlling for these factors, we found consistently significant patterns of elevated learning-related behavior problems for
some Asian and Native American children. Results for African-American children were mixed. Hispanic children did not have
consistently elevated risks of problem behaviors. Only small portions of these effects are explained by variation in the children’s
gestational or birth characteristics. A significant portion, but still less than half of the socio-demographic effects are
attributable to measured features of the children’s parenting. This study helps provide population-based estimates of children’s
risk for learning-related behavior problems while at an age when early interventions are most effective.
相似文献
Steven Maczuga |
16.
Yujin Nagasawa 《Sophia》2007,46(1):65-67
I provide a further response to Jason A. Beyer’s objections to the alleged inconsistency between God’s omniscience and His
other attributes.
相似文献
Yujin NagasawaEmail: |
17.
Joke Bruinsma-de Beer 《Pastoral Psychology》2006,55(2):167-174
In this article the author discusses the differences between pastoral care and psycho-social therapy. She clarifies the specific identity of pastoral care on the basis of Henning Luther’s theology. He distinguishes different anthropological presuppositions in pastoral care and psycho-social therapy. Consequently, she demonstrates the relevancy of Luther’s theology for today’s Practical Theology.
相似文献
Joke Bruinsma-de BeerEmail: |
18.
Erin Eaker 《Philosophia》2009,37(3):455-457
This paper raises questions concerning Ted Morris’ interpretation of Hume’s notion of meaning and investigates the private
and public aspects of Hume’s notion of meaning.
相似文献
Erin EakerEmail: |
19.
Restating an interlocutor’s position in an incredulous tone of voice can sometimes serve legitimate dialectical ends. However,
there are cases in which incredulous restatement is out of bounds. This article provides an analysis of one common instance
of the inappropriate use of incredulous restatement, which the authors call “modus tonens.” The authors argue that modus tonens
is vicious because it pragmatically implicates the view that one’s interlocutor is one’s cognitive subordinate and provides
a cue to like-minded onlookers that dialectical opponents are not to be treated as epistemic peers.
相似文献
Robert B. TalisseEmail: |
20.
This paper explores the development of social competence by examining examples of research interviews conducted with 35 British
undergraduate students on work placements. Work placement schemes are a characteristic of contemporary higher education, which
is particularly geared towards students’ development of employability and transferable skills. Among these skills is that
of social competence which is often taken for granted as emerging from normative adult developmental processes. Research on
social competence is mostly confined to developmental psychology and focused on studying children and adolescents in their
social settings. Moreover, the methodology of social competence is often developed from a child-developmental perspective,
neglecting the situation-specific development beyond childhood. The paper argues that social competence is examinable as situated
discursive practice and that it is essential to understanding career development. Membership categorisation analysis identifies
the participant’s fluid positioning in narrating experiences of work and university. Lastly the paper addresses implications
for theories of development and learning and considers ways in which this study can be expanded in the future.
相似文献
Kyoko MurakamiEmail: |