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1.
Mark Cohan 《Sexuality & culture》2009,13(3):152-177
This research draws on in-depth, one-on-one interviews with a racially and ethnically diverse sample of 17 adolescent males,
both virgins and non-virgins, to explore how they use talk to construct their sexual selves and present themselves as sexual
decision-makers. The emphasis here is how some of the boys (n = 8) drew upon a particular discourse in their self-productions and implicated male peer groups in that production. I introduce
the concept of the male fraternity and show how its particular qualities mediate boys’ sense of masculinity and belonging, as well as their understanding of
females as sex partners. Attention is also paid to how the group context generates social control features that limit individual
resistance to collective understandings about gender and sexuality. The findings require corroboration but suggest important
ways in which adolescent talk and male peer groups are implicated in the production of male sexuality and the denial of female
subjectivity.
相似文献
Mark CohanEmail: |
2.
Tomasz Szkudlarek 《Studies in Philosophy and Education》2007,26(3):237-252
The paper assumes that education is part of the process of discursive construction of society. The theoretical framework on
which this argument is based includes Ernesto Laclau’s theory of the “ontological impossibility and political necessity of
society”, and the role discourse and empty signifiers play in the establishment of political identities. Laclau’s theory is
supplemented here by ideas of Derrida, Lacan, Žižek and Marx, and by other traits in contemporary semiotics that relate to
the notion of “the void” in semantic systems. My claim is that empty signifiers, crucial to the production of the totality
of society, are discursively produced, among others, in pedagogical debates. This is illustrated by one historical example
(Rouuseau), which gives ground for more contemporary analyses, and on the basis of the present economic discourse of educating
and the idea of “knowledge society”. The main conclusion is that education, in contemporary discourse of learning, becomes
a neurotic symptom of the lack of overt domination in social relations.
相似文献
Tomasz SzkudlarekEmail: |
3.
Ruth Amossy 《Argumentation》2009,23(3):313-324
This paper aims at showing how the New Rhetoric’s insights allow for an integration of argumentation studies in linguistic
investigation, and more specifically in discourse analysis. Claiming that argumentativity is a constitutive feature of discourse,
it endeavors to explore logos as both reason and language by analyzing patterns of reasoning in their discursive actualization. In this approach, the attempt
at influencing the audience’s representations is analyzed in the complexity of a discourse explored in its formal and socio-institutional
dimensions.
相似文献
Ruth AmossyEmail: URL: http://www.tau.ac.il/~adarr |
4.
In this paper we discuss visualizations in mathematics from a historical and didactical perspective. We consider historical
debates from the 17th and 19th centuries regarding the role of intuition and visualizations in mathematics. We also consider
the problem of what a visualization in mathematical learning can achieve. In an empirical study we investigate what mathematical
conclusions university students made on the basis of a visualization. We emphasize that a visualization in mathematics should
always be considered in its proper context.
相似文献
Kajsa Br?ting (Corresponding author)Email: |
Johanna PejlareEmail: |
5.
Haye AA 《Integrative psychological & behavioral science》2008,42(2):157-163
One of the main goals of cognitive science is to shed light on human knowledge. This paper states that, if daily conversations,
literature, and private thought, are proper expressions of human behavior, then cognitive sciences ought to elaborate a concept
of knowledge suited to this kind of activities. I draw upon the notion of discourse in Bakhtin to specify the attributes of
knowing needed to account for human behavior, whose manifestations in everyday life are not reduced to representing objects
but essentially oriented toward responding to others. As a central aspect of knowledge, I focus on intentionality and offer
a discussion about different aspects of it. Specifically, I examine the difference between intentionality as the faculty of
representation (aboutness) and intentionality as the subjective positioning toward contextually relevant ideological perspectives
(meaning).
相似文献
Andrés A. HayeEmail: |
6.
Habermas,lifelong learning and citizenship education 总被引:1,自引:0,他引:1
Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example
to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply
that significant attention be given to the moral and social development of the learner over time, to the active engagement
of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets
out a theoretical framework that offers a perspective on learning suitable for these far-reaching aims. We argue that schools
need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make
room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework
that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical
and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint
an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes
necessary for lifelong learning with a view to developing ongoing communicative action.
相似文献
Clarence W. Joldersma (Corresponding author)Email: |
7.
Elaheh Hejazi Mehrnaz Shahraray Masomeh Farsinejad Ali Asgary 《Social Psychology of Education》2009,12(1):123-135
The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles
and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random
sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy Scales (MJSES). Path
analysis was used to analyze the data. In general, the results indicated that informational identity style had a positive
direct impact on academic achievement, while diffuse/avoidance identity style had a negative effect on academic achievement.
Data also suggested that informational and normative identity style had a positive influence on academic achievement through
the mediation of academic self-efficacy.
相似文献
Elaheh HejaziEmail: |
8.
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: |
9.
Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of
African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic
identity and anti-white attitudes predicted the academic achievement of African American students at a historically Black
university. A hypothesized path model was proposed that included ethnic identity, attitudes toward other ethnic groups, anti-white
attitudes, perceptions of caring faculty, academic self-concept, and devaluing academic success. The path analysis model explained
27% of the variance in grade point average and revealed three direct effects on grade point average: (a) academic self-concept
(positive), (b) devaluing academic success (negative), and (c) anti-white attitudes (negative). Ethnic identity was indirectly
linked with grade point average (GPA) through academic self-concept and devaluing academic success. Tests of two alternative
nested models suggest that even in an indirect role, ethnic identity may be more important than anti-white attitudes in a
model of African American academic achievement.
相似文献
Collette ChapmanEmail: |
10.
Christina N. Baker 《Social Psychology of Education》2008,11(3):273-298
Several studies indicate that students who are involved in extracurricular activities during college are more academically
successful than are those who are not; however, most studies do not distinguish between different types of activities nor
do they adequately consider the unique experiences of under-represented college students. Drawing on Ogbu’s theory of oppositional
culture and Tinto’s theory of educational departure, I examine the effect of involvement in six different types of student
organizations, as well as involvement in a co-ethnic student organization, on the academic performance of African American
and Latino college students attending 27 different selective colleges. I find that student organizations differentially affect
academic performance, depending on the type of organization and the race and gender of the students.
相似文献
Christina N. BakerEmail: |
11.
Linguistic and cognitive prominence in anaphor resolution: topic,contrastive focus and pronouns 总被引:1,自引:0,他引:1
This paper examines the role that linguistic and cognitive prominence play in the resolution of anaphor–antecedent relationships.
In two experiments, we found that pronouns are immediately sensitive to the cognitive prominence of potential antecedents
when other antecedent selection cues are uninformative. In experiment 1, results suggest that despite their theoretical dissimilarities,
topic and contrastive focus both serve to enhance cognitive prominence. Results from experiment 2 suggest that the contrastive
prosody appropriate for focus constructions may also play an important role in enhancing cognitive prominence. Thus different
types of linguistic prominence (topic, contrastive focus) appear to have the common effect of increasing the cognitive prominence
of the discourse referent. For pronouns with two possible antecedents, the cognitive prominence of an antecedent aids in anaphor
resolution, immediately biasing selection towards the more prominent (and ultimately preferred) antecedent.
相似文献
H. Wind CowlesEmail: |
12.
The present study tested whether the perceived academic values of a school moderate whether highly curious students thrive
academically. We investigated the interactive effects of curiosity and school quality on academic success for 484 Hong Kong
high school students. Chinese versions of the Curiosity and Exploration Inventory, Subjective Happiness Scale, and Rosenberg
Self-Esteem scales were administered and shown to have acceptable measurement properties. We obtained Hong Kong Certificate
of Education Examination (HKCEE) scores (national achievement tests) from participating schools. Results yielded Trait Curiosity × Perceived
School Quality interactions in predicting HKCEE scores and school grades. Adolescents with greater trait curiosity in more
challenging schools had the greatest academic success; adolescents with greater trait curiosity in less challenging schools
had the least academic success. Findings were not attributable to subjective happiness or self-esteem and alternative models
involving these positive attributes were not supported. Results suggest that the benefits of curiosity are activated by student
beliefs that the school environment supports their values about growth and learning; these benefits can be disabled by perceived
person-environment mismatches.
相似文献
Todd Barrett KashdanEmail: URL: http://www.mason.gmu.edu/~tkashdan |
13.
Michael B. Gill 《Philosophical Studies》2009,145(2):215-234
14.
Clarence W. Joldersma 《Studies in Philosophy and Education》2009,28(3):193-208
This paper argues for an alternative notion of spirituality for education, based on Theo de Boer’s idea of a spirituality
of the desert. Rather than depicting an inner, additional region named the spiritual, spirituality here is thought of as a
discourse that depicts the everyday world in a particular way. In dialogue with David Purpel’s analysis, the paper argues
for a notion of spirituality that is located in an ongoing oscillation between ‘the individual’ and ‘the community.’ This
oscillation turns out to be the call of justice. This analysis helps understand classroom dynamics differently, providing
a place of critique for current practices.
相似文献
Clarence W. JoldersmaEmail: |
15.
Carlo Tomasetto Maria Cristina Matteucci Felice Carugati Patrizia Selleri 《Social Psychology of Education》2009,12(2):191-211
Research on academic learning indicates that many students experience major difficulties with introductory statistics and
methodology courses. We hypothesized that students’ difficulties may depend in part on the fact that statistics tasks are
commonly viewed as related to the threatening domain of math. In two field experiments which we carried out in the ecological
context of introductory statistics courses, the representation of a statistics task administered to undergraduate students
in Psychology (Study 1; n = 127) and Biology (Study 2; n = 166) was manipulated. In both studies we found that students who reported the least favorable prior attainments in math
had their performance thwarted when the task was presented as related to the math domain, whereas no performance impairment
was observed when the task was presented as related to the verbal/linguistic domain. Implications of the findings for the
design and delivery of introductory statistics and research methodology courses are discussed.
相似文献
Carlo TomasettoEmail: |
16.
The present study experimentally examined how counselor perceptions of hypothetical students are affected by student gender
and socioeconomic status (SES). Results showed that counselors perceive students from low SES backgrounds as having less promising
futures and lower math abilities. Counselors also rated female students as lower in math abilities than male students. Our
results indicate that institutions should consider providing more school counselor training to reduce bias based on gender
and SES.
相似文献
Mara S. Aruguete (Corresponding author)Email: |
17.
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: |
18.
Devender R. Banda James K. McAfee David L. Lee Richard M. KubinaJr 《Journal of Behavioral Education》2007,16(3):207-223
We conducted this study to determine the relationship between math preference and mastery for five middle school students
with autism spectrum disorders. We randomly presented several math addition and subtraction problem formats to determine the
students’ preferences. Results indicated that preference was idiosyncratic across students. In addition, preference was not
related to mastery in some students. Results are discussed within a theoretical framework of matching law. Implications for
practitioners are discussed.
相似文献
Devender R. BandaEmail: |
19.
Kirk R. Blankstein David M. Dunkley January Wilson 《Current psychology (New Brunswick, N.J.)》2008,27(1):29-61
We examined the mediational role of self-esteem in the relation between evaluative concerns (EC) and personal standards (PS)
perfectionism, and measures of personal concerns, academic concerns, and estimated grade point average (EGPA) in 386 university
students. Self-esteem partially mediated the relation between EC perfectionism and students’ personal and academic concerns.
EC perfectionism was a weak predictor of EGPA. PS perfectionism was not related to academic concerns. Although PS was associated
with personal concerns both directly and indirectly through low levels of self-esteem in women only, these findings did not
hold when controlling for EC perfectionism. PS perfectionism had a direct positive relation with EGPA. Neither PS nor EC perfectionism
interacted with self-esteem to predict unique variance in personal or academic concerns or EGPA. The results are consistent
with our view that a perfectionism dimension that is primarily maladaptive can be distinguished from a dimension that can
be adaptive. The implications for research and treatment are considered.
相似文献
Kirk R. BlanksteinEmail: |
20.
The correlation between three conceptions of social presence (seen as 1. a subjective quality of a medium that determines
the quality of the communication and perception of others, 2. self-projection onto the group, and 3. identification with the
group) and different aspects of perceived learning in online discussion groups were tested. Six hundreds and fifty nine students
completed a web-based questionnaire that was distributed via 50 course Websites. Self projection, perception of others and
identification with the group correlated positively with each other. They also correlated positively with most aspects of
perceived learning. The subjective quality of the medium did not correlate with these conceptions and also did not correlate
with any aspects of perceived learning. Thus, social presence may afford learning by setting a convenient climate. Alternatively,
it may contribute only to the socioemotional source of perceived learning while leaving cognitive source unaffected.
相似文献
Avner CaspiEmail: |