Neighborhood characteristics, parenting styles, and children's behavioral problems in Chinese American immigrant families.

Science.gov (United States)

Lee, Erica H; Zhou, Qing; Ly, Jennifer; Main, Alexandra; Tao, Annie; Chen, Stephen H

2014-04-01

Using data from a socioeconomically diverse sample of Chinese American children (n = 258, aged 6-9 years) in immigrant families, we examined the concurrent relations among neighborhood economic disadvantage and concentration of Asian residents, parenting styles, and Chinese American children's externalizing and internalizing problems. Neighborhood characteristics were measured with 2000 U.S. Census tract-level data, parents (mostly mothers) rated their own parenting styles, and parents and teachers rated children's behavioral problems. Path analysis was conducted to test two hypotheses: (a) parenting styles mediate the relations between neighborhood characteristics and children's behavioral problems, and (b) children's behavioral problems mediate the relations between neighborhood and parenting styles. We found that neighborhood Asian concentration was positively associated with authoritarian parenting, which in turn was associated with Chinese American children's higher externalizing and internalizing problems (by parents' reports). In addition, neighborhood economic disadvantage was positively related to children's externalizing problems (by parents' reports), which in turn predicted lower authoritative parenting. The current results suggest the need to consider multiple pathways in the relations among neighborhood, family, and child adjustment, and they have implications for the prevention and intervention of behavioral problems in Chinese American children.

Neighborhood characteristics, parenting styles, and children's behavioral problems in Chinese American immigrant families

OpenAIRE

Lee, EH; Zhou, Q; Ly, J; Main, A; Tao, A; Chen, SH

2014-01-01

Using data from a socioeconomically diverse sample of Chinese American children (n = 258, aged 6-9 years) in immigrant families, we examined the concurrent relations among neighborhood economic disadvantage and concentration of Asian residents, parenting styles, and Chinese American children's externalizing and internalizing problems. Neighborhood characteristics were measured with 2000 U.S. Census tract-level data, parents (mostly mothers) rated their own parenting styles, and parents and te...

Perception of Child Weight and Feeding Styles in Parents of Chinese-American Preschoolers.

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Chang, Lucy Y; Mendelsohn, Alan L; Fierman, Arthur H; Au, Loretta Y; Messito, Mary Jo

2017-04-01

Parent perception of weight and feeding styles are associated with obesity in other racial groups but have not been explored in-depth in Chinese-American preschoolers. Cross-sectional survey of 253 Chinese-American parents with preschoolers was performed in a community clinic. Regression analysis was used to assess relationships between parental perception of weight and feeding styles. Parent under-perception of weight was common but more likely in boys than girls (χ 2  = 4.91, p = 0.03). Pressuring was also greater in boys [adjusted mean difference (95% CI) 0.24 (0.004, 0.49)]. In girls, pressuring was lower for children perceived as overweight [adjusted mean difference in CFQ scores -0.75 (-1.27, -0.23)]; in boys, pressuring was high regardless of perceived child weight. Weight perceptions and feeding styles related to childhood obesity in other groups were identified in Chinese-American families. Parent under-perception of child weight and pressure to eat were more common in boys. These factors should be addressed in Chinese-American preschooler obesity prevention programs.

ePortfolio & learning styles in Nursing Education

DEFF Research Database (Denmark)

Nielsen, Kirsten; Helms, Niels Henrik; Pedersen, Birthe D.

2012-01-01

Background Examination of the literature shows both advantages and disadvantages in implementing ePortfolio and learning styles in Nursing Education. The students reflect on nursing practice as well as on their strengths and weaknesses, and reflecting in the portfolio increases self-awareness, pe......Background Examination of the literature shows both advantages and disadvantages in implementing ePortfolio and learning styles in Nursing Education. The students reflect on nursing practice as well as on their strengths and weaknesses, and reflecting in the portfolio increases self...... in clinical settings. Insight into preferred learning style can be an advantage to both students and preceptors in attempt to promote students´ learning potential, but there are quite many different theoretical approaches and definitions of the concept, and reviewers call attention to the risk that teachers...... to intensify the differentiated guidance of students, and developed an ePortfolio which aim to facilitate four learning styles as described by Honey and Mumford. It was tested in a pilot project and now, a qualitative study of how learning is mediated in clinical education through this ePortfolio is passing...

Style in Educational Television

Science.gov (United States)

Cain, John

1976-01-01

Characteristics of broadcast educational television for adult audiences are discussed in terms of: style in television, television grammar, and course and resource-type programs. The current British Broadcasting Company (BBC) Adult Literacy Project and the television program "On the Move" are used as examples. (LH)

The Impact of Arab American Culture on Diabetes Self-management Education.

Science.gov (United States)

Bertran, Elizabeth A; Fritz, Heather; Abbas, Malak; Tarakji, Sandra; DiZazzo-Miller, Rosanne; Pociask, Fredrick D; Lysack, Catherine L; Arnetz, Judith; Jaber, Linda A

2015-12-01

The purpose of this study was to better understand barriers and facilitators of diabetes self-management education (DSME) among Arab American patients with diabetes. Little is known about the impact of Arab culture on DSME. Arab American adults (N = 23) with medically managed diabetes participated in 1 of 3 focus groups. An Arabic-speaking, trained moderator conducted video-recorded sessions. Verbatim Arabic transcripts were translated into English. Transcripts underwent a qualitative content analysis approach. Arab American cultural traditions such as food sharing, religious beliefs, and gender roles both facilitated and at times impeded DSME. Patients also held conflicting views about their interactions with their providers; some participants praised the authoritative patient-physician relationship style while others perceived the gaps in communication to be a product of Arab culture. Participants expressed that lack of available educational and supportive resources are key barriers to DSME. Arab American culture affects DSM activities, and culturally sensitive educational resources are lacking. Development of DSME programs tailored to address relevant aspects of Arab culture might improve DSME outcomes in Arab American population. © 2015 The Author(s).

Personality Types, Learning Styles, and Educational Goals.

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Miller, Alan

1991-01-01

Outlines a new personality typology that provides a coherent system for construing and conducting research on learning styles. Discusses analytic, holistic, objective, and subjective styles as the affect versatility. Presents implications for educational goals, such as determining which students can benefit from stylistic versatility and which…

The Learning Styles Myth is Thriving in Higher Education

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Newton, Philip M.

2015-01-01

The existence of ‘Learning Styles’ is a common ‘neuromyth’, and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for “Learning Styles” with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research. PMID:26696947

Survey Response Styles, Acculturation, and Culture Among a Sample of Mexican American Adults.

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Davis, Rachel E; Resnicow, Ken; Couper, Mick P

2011-10-01

A number of studies have investigated use of extreme (ERS) and acquiescent (ARS) response styles across cultural groups. However, due to within-group heterogeneity, it is important to also examine use of response styles, acculturation, and endorsement of cultural variables at the individual level. This study explores relationships between acculturation, six Mexican cultural factors, ERS, and ARS among a sample of 288 Mexican American telephone survey respondents. Three aspects of acculturation were assessed: Spanish use, the importance of preserving Mexican culture, and interaction with Mexican Americans versus Anglos. These variables were hypothesized to positively associate with ERS and ARS. Participants with higher Spanish use did utilize more ERS and ARS; however, value for preserving Mexican culture and interaction with Mexican Americans were not associated with response style use. In analyses of cultural factors, endorsement of familismo and simpatia were related to more frequent ERS and ARS, machismo was associated with lower ERS among men, and la mujer was related to higher ERS among women. Caballerismo was marginally associated with utilization of ERS among men. No association was found between la mujer abnegada and ERS among women. Relationships between male gender roles and ARS were nonsignificant. Relationships between female gender roles and ARS were mixed but trended in the positive direction. Overall, these findings suggest that Mexican American respondents vary in their use of response styles by acculturation and cultural factors. This usage may be specifically influenced by participants' valuing of and engagement with constructs directly associated with social behavior.

ePortfolio and learning styles in Nursing Education

DEFF Research Database (Denmark)

Nielsen, Kirsten; Helms, Niels Henrik; Pedersen, Birthe D.

ePortfolio & learning styles in Nursing Education Background Examination of the literature shows both advantages and disadvantages in implementing ePortfolio and learning styles in Nursing Education. The students reflect on nursing practice as well as on their strengths and weaknesses...... priority than learning the practical craft of nursing in clinical settings. Insight into preferred learning style can be an advantage to both students and preceptors in attempt to promote students´ learning potential, but there are quite many different theoretical approaches and definitions of the concept...... of Nursing, VIA University College, DK wanted to intensify the differentiated guidance of students, and developed an ePortfolio which aim to facilitate four learning styles as described by Honey and Mumford. It was tested in a pilot project and now, a qualitative study of how learning is mediated in clinical...

Parental socialization styles, parents' educational level, and sexist attitudes in adolescence.

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Garaigordobil, Maite; Aliri, Jone

2012-07-01

The aims of this study were to analyze the differences in the mothers' and fathers' socialization styles depending on their children's sex; whether there are differences in hostile, benevolent, and ambivalent sexism, and neosexism as a function of both parents' socialization styles; and whether the parents' educational level affects their level of sexism and their children's sexism. The sample included 1,455 adolescents and their parents (764 mothers and 648 fathers). The results showed no differences in the socialization style of the father with his children's sexism, but the mother used a more authoritarian style with her daughters. The parents' socialization style had little influence on their children's sexism, although it had a higher impact on the sons' sexism. The father's style had less influence than the mother's on their sons' sexism, and it had no influence on their daughters' sexism. The indulgent style of both parents had the highest relation with a low level of sexism. Moreover, a negative correlation was found between the parents' educational level and their level of sexism, as well as between the mother's educational level and her daughters' sexism. To conclude, the indulgent style and the mother's high educational level promote fewer sexist attitudes.

A Comparison between Collaborative and Authoritative Leadership Styles of Special Education Administrators

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Veale, Natasha W.

2010-01-01

Supervisors, administrators, and directors of special education usually use the authoritative leadership style when supervising their special education staffs; however, collaborative leadership styles are slowly overtaking authoritative leadership styles. These leaders have the task of producing an environment where the culture is inclusive, the…

Learning Style, Culture and Delivery Mode in Online Distance Education

Science.gov (United States)

Speece, Mark

2012-01-01

Adaptation to customer needs is a key component of competitiveness in any service industry. In online HE (higher education), which is increasingly worldwide, this adaptation must include consideration of learning styles. Most research shows that learning style has little impact on learning outcomes in online education. Nevertheless, students with…

Goleman's Leadership styles at different hierarchical levels in medical education.

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Saxena, Anurag; Desanghere, Loni; Stobart, Kent; Walker, Keith

2017-09-19

With current emphasis on leadership in medicine, this study explores Goleman's leadership styles of medical education leaders at different hierarchical levels and gain insight into factors that contribute to the appropriateness of practices. Forty two leaders (28 first-level with limited formal authority, eight middle-level with wider program responsibility and six senior- level with higher organizational authority) rank ordered their preferred Goleman's styles and provided comments. Eight additional senior leaders were interviewed in-depth. Differences in ranked styles within groups were determined by Friedman tests and Wilcoxon tests. Based upon style descriptions, confirmatory template analysis was used to identify Goleman's styles for each interviewed participant. Content analysis was used to identify themes that affected leadership styles. There were differences in the repertoire and preferred styles at different leadership levels. As a group, first-level leaders preferred democratic, middle-level used coaching while the senior leaders did not have one preferred style and used multiple styles. Women and men preferred democratic and coaching styles respectively. The varied use of styles reflected leadership conceptualizations, leader accountabilities, contextual adaptations, the situation and its evolution, leaders' awareness of how they themselves were situated, and personal preferences and discomfort with styles. The not uncommon use of pace-setting and commanding styles by senior leaders, who were interviewed, was linked to working with physicians and delivering quickly on outcomes. Leaders at different levels in medical education draw from a repertoire of styles. Leadership development should incorporate learning of different leadership styles, especially at first- and mid-level positions.

Management Styles. Educational Management Review Series Number 17.

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Barraclough, Terry

Management style is a major factor in the successful accomplishment of the many tasks required of an educational administrator. An administrator's leadership style develops in proportion to his adaptation to organizational structure, his personality and value system, his concept of personal success, experiences both in and out of his managerial…

The Relationship between Family Environment and Parenting Style: A Preliminary Study of African American Families.

Science.gov (United States)

Hill, Nancy E.

1995-01-01

The influence of parenting style on aspects of family environment was studied with 174 9th graders, 11th graders and college freshmen (96% African American). Findings demonstrate that types of parenting styles are significantly related to outcome measures of family environment as predicted. Implications of authoritative parenting among blacks are…

Brief report: parenting styles and obesity in Mexican American children: a longitudinal study.

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Olvera, Norma; Power, Thomas G

2010-04-01

To assess longitudinally the relations between four parenting styles (authoritative, authoritarian, uninvolved, and indulgent) and child weight status in Mexican American families. Sixty-nine low-income Mexican American mothers and their 4- to 8-year-old children participated in a 4-year longitudinal study. Mothers completed demographic and parenting measures. Children's body weight and height were assessed annually. Body mass index was calculated to determine weight status. At baseline, 65% of children were found to be normal weight, 14% were overweight, and 21% were obese. Analyses examined how parenting styles at baseline predicted child's weight status 3 years later, controlling for initial weight status. Children of indulgent mothers were more likely to become overweight 3 years later than children of authoritative or authoritarian mothers. This study provides longitudinal evidence for the role of indulgent parenting in predicting overweight in Mexican American children. Possible mediating factors that may account for this relationship (e.g., dietary patterns, physical activity patterns, and children's self-regulation) are considered.

The moderating effects of parenting styles on African-American and Caucasian children's suicidal behaviors.

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Greening, Leilani; Stoppelbein, Laura; Luebbe, Aaron

2010-04-01

Given that parenting practices have been linked to suicidal behavior in adolescence, examining the moderating effect of parenting styles on suicidal behavior early in development could offer potential insight into possible buffers as well as directions for suicide prevention and intervention later in adolescence. Hence, the moderating effects of parenting styles, including authoritarian, permissive, and features of authoritative parenting, on depressed and aggressive children's suicidal behavior, including ideation and attempts, were evaluated with young children (N = 172; 72% male, 28% female) ranging from 6 to 12 years of age. African American (69%) and Caucasian (31%) children admitted for acute psychiatric inpatient care completed standardized measures of suicidal behavior, depressive symptoms, and proactive and reaction aggression. Their parents also completed standardized measures of parental distress and parenting style. Hierarchical regression analyses revealed that, while statistically controlling for age and gender, children who endorsed more depressive symptoms or reactive aggression reported more current and past suicidal behavior than children who endorsed fewer depressive or aggressive symptoms. The significant positive relationship observed between depressive symptoms and childhood suicidal behavior, however, was attenuated by parental use of authoritarian parenting practices for African-American and older children but not for younger and Caucasian children. The ethnic/racial difference observed for the buffering effect of authoritarian parenting practices offers potential theoretical and clinical implications for conceptualizing the moderating effects of parenting styles on African-American and Caucasian children's suicidal behavior.

Learning Styles in Continuing Medical Education.

Science.gov (United States)

Bennet, Nancy L.; Fox, Robert D.

1984-01-01

Synthesizes literature on cognitive style and considers issues about its role in continuing medical education research, including whether it should be used as a dependent or independent variable and how it may be used in causal models. (SK)

HOW DO ARCHITECTS THINK? LEARNING STYLES AND ARCHITECTURAL EDUCATION

Directory of Open Access Journals (Sweden)

Magda Mostafa

2010-07-01

Full Text Available Architecture is a complex process involving the divergent resolution of a multitude of factors- social, ecological, technical, economic, functional, ethical and aesthetic. Despite this diversity all architectural problem solving processes share one common factor- they must be resolved spatially. This paper sets out to explore how best to develop these spatial thinking skills in young architects through addressing their learning styles in education. The primary hypothesis tested is twofold. First using the Solomon & Felder (2007 definition of learning styles and their Index of Learning Styles Questionnaire the average profile of a study group from the freshmen and sophomore architectural student body at the Architectural Engineering Program of the American University in Cairo is mapped and compared to that of a control group from the general population of the university from a cross-section of majors. Secondly, using the Spatial Ability test by Newton & Bristoll (2009, the spatial ability of both the control and study groups are measured and compared. The analysis of these results tests the assumption that the majority of architectural students will be visual, rather than verbal; and active, rather than reflective, learners; as well as exhibiting higher spatial abilities, as compared to the control group. The performance of students in these tests are then correlated against their learning styles profile using the following sets- low spatial ability against both reflective and verbal learning; moderate spatial ability against neutral learning styles; and high spatial ability against both active and visual learning. The results show a particular corroboration between high spatial ability and active learning in the entire group of students- both study, and control- as well as a strong corroboration between high spatial ability and visual learning- with a higher correlation in architecture students, reaching 100% in some classes. It is hoped that by

Linking educational leadership styles to the HR architecture for new teachers in primary education.

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Vekeman, Eva; Devos, Geert; Valcke, Martin

2016-01-01

This study aims to gain insight in the relationship between principals' leadership styles and the configuration of different HR practices for new teachers in primary education. Besides the longstanding interest in educational leadership as a key element in teacher and student performance, there is a growing interest in strategic human resource management (SHRM) in the educational sector. However, few educational studies link educational leadership to SHRM. In particular, this study examines the relationship between principals' instructional and transformational leadership style and principals' strategic and HR orientation in configuring HR practices for new teachers. Data were gathered using a mixed methods approach, including interviews with 75 principals as well as an online survey of 1058 teachers in Flemish primary education. Qualitative interview data were transformed and analysed together with the quantitative survey data using logistic regression and ANOVA analyses. The results indicate that both instructional and transformational leadership is associated with the strategic orientation of principals. The HR orientation, on the other hand, is not reflected in the principals' leadership style. Recommendations for further research in this area are discussed.

Thinking and creative styles: the impact in educational and professional areas

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Solange Muglia Weschler

2015-09-01

Full Text Available Styles can be defined as thinking and behaving preferences on specific situations. Assessing thinking and creative styles can give essential information on ways creativity can be expressed in the educational and professional areas. Considering this, a scale entitled Style of Thinking and Creating was developed based on the creative persons’ characteristics. Two main studies with Brazilian samples demonstrated the validity of this scale to identify creative productive individuals. Five additional investigations conducted with high school and university students, as well as professionals on leadership positions, indicated the existence of significant relationships among styles with learning motivation, school achievement, leadership behaviors and creative attitudes, but no relationships among styles and personality types. In conclusion, the need to understand styles for thinking and creating in order to provide better educational and professional guidance was confirmed. 

Epidemiology of neurodegeneration in American-style professional football players

OpenAIRE

Lehman, Everett J

2013-01-01

The purpose of this article is to review the history of head injuries in relation to American-style football play, summarize recent research that has linked football head injuries to neurodegeneration, and provide a discussion of the next steps for refining the examination of neurodegeneration in football players. For most of the history of football, the focus of media reports and scientific studies on football-related head injuries was on the acute or short-term effects of serious, traumatic...

The Relevance of Learning Styles for International Pedagogy in Higher Education

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Eaves, Mina

2011-01-01

As the number of international students and transnational education agreements continue to rise at an unprecedented rate in many countries, an area of research that continues to lag behind is how far students' learning styles can adapt to different educational contexts. Learning styles research has recently developed from simplistic yet popular…

Learning styles in Higher Education: facing drop out and retention

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Vanessa Matos dos Santos

2018-05-01

Full Text Available Dropout and retention have been configured today as one of the greatest challenges for Higher Education, not only in Brazil, but worldwide. In this sense, this article presents the results obtained using the learning styles methodology in the development of educational audiovisuals based on the four different styles proposed by Alonso, Gallego and Honey (2007, which are: active, reflexive, theoretical and pragmatic. It is reported in this text the course developed by the group that worked on the project, which surpassed the goals initially outlined in qualitative and quantitative terms, and revealed important and innovative nuances regarding the educational process based on the students’ engagement. It is mainly highlighted here the fact that styles are not labels for student cataloging but rather a teaching methodology that implies a specific didactics.

Evidence-Based Higher Education - Is the Learning Styles 'Myth' Important?

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Newton, Philip M; Miah, Mahallad

2017-01-01

The basic idea behind the use of 'Learning Styles' is that learners can be categorized into one or more 'styles' (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a 'myth.' In this study, we used a survey of academics in UK Higher Education ( n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that 'debunking' Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education.

Teaching styles used in Malawian BSN programmes: a survey of nurse educator preferences.

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Chilemba, Evelyn B; Bruce, Judith C

2015-02-01

This paper describes the teaching styles employed by Malawian nurse educators in the four year Bachelor of Science in Nursing (BSN) programme, according to Grasha's (1996) five teaching styles. An analysis of the educational processes of undergraduate nurses in Malawi followed anecdotal reports from stakeholders on the low levels of nurses' performance in the workplace. It was postulated that, in most instances, nursing students are exposed to traditional teaching approaches that do not equip them with skills for a demanding and ever-changing healthcare system. A survey was conducted as part of a two-phased, sequential, explanatory mixed methods study. The target population comprised fifty nurse educators (N=50) who were invited to participate in the survey. Data were collected using Grasha's Teaching Styles Inventory (Version 3.0). A total of 44 inventories (n=44) were returned amounting to a response rate of 88%. Survey results were analysed using the Statistical Package for the Social Sciences (SPSS), version 16.0. Descriptive statistics were used to analyse the data. The Expert and Delegator teaching styles were moderately preferred (x̅ 4.02; SD 1.06) by the majority of nurse educators (70.45%; n=31 and 86.36%; n=38 respectively). The Facilitator teaching style was the least preferred (x̅ 3.7; SD 1.43) by 66.90% of educators (n=29), who also reported weak facilitative skills in the sub-scales. Similarly, educators reported a low preference for the Personal Model teaching style (x̅ 3.6; SD 1.17). Teacher-centred styles tend to dominate the teaching activities of Malawian nurse educators in the BSN programme. Facilitative pedagogical approaches must be encouraged coupled with appropriate staff development that enables educators to facilitate learning with confidence, competence and self-efficacy. Copyright © 2015 Elsevier Ltd. All rights reserved.

Women in Leadership in Higher Education: Leadership Styles and the "Glass Ceiling"

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Michael, Rebecka

2013-01-01

Women in upper-level leadership positions in higher education are underrepresented. This study examined the predominant leadership styles of women who have achieved upper-level leadership positions in higher education explored intentional changes in their leadership styles. Primarily, the study sought to determine if these leaders had similar…

What Teachers Should Know About Why These Students Perform so Well: An Examination of Korean-American Achievement through Student Perspectives of East Asian Parenting Beliefs, Styles and Practices

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Wendi J. OTTO

2016-09-01

Full Text Available It has been widely reported that Korean-American students as a group outperform most other groups of students in terms of academic achievement due to having parents with especially high academic expectations due to traditional Confucian values. To examine this achievement, this study examines the common factors across the indigenous East Asian parenting ideologies, styles, and practices based on the perceptions of high-achieving, Korean-American primary school students through the East Asian Parenting Model. Perceptions about child development and learning, the mother-child relationship, authoritarian parenting style, and specific East Asian parenting practices are patterns explored in this study. These findings may inform teachers, pre-service teachers, and others involved in the education of Korean-American students about differentiating factors (i.e., specific East Asian parental and/or teaching practices that may be influential for explaining and improving the academic achievement for the children in this group.

What teachers should know about why these students perform so well: An examination of Korean-american achievement through student perspectives of East Asian parenting beliefs, styles and practices

Directory of Open Access Journals (Sweden)

Wendi J. Otto

2016-09-01

Full Text Available It has been widely reported that Korean-American students as a group outperform most other groups of students in terms of academic achievement due to having parents with especially high academic expectations due to traditional Confucian values. To examine this achievement, this study examines the common factors across the indigenous East Asian parenting ideologies, styles, and practices based on the perceptions of high-achieving, Korean-American primary school students through the East Asian Parenting Model. Perceptions about child development and learning, the mother-child relationship, authoritarian parenting style, and specific East Asian parenting practices are patterns explored in this study. These findings may inform teachers, pre-service teachers, and others involved in the education of Korean-American students about differentiating factors (i.e., specific East Asian parental and/or teaching practices that may be influential for explaining and improving the academic achievement for the children in this group.

Paramedic Learning Style Preferences and Continuing Medical Education Activities: A Cross-Sectional Survey Study.

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Staple, Louis; Carter, Alix; Jensen, Jan L; Walker, Mark

2018-01-01

Paramedics participate in continuing medical education (CME) to maintain their skills and knowledge. An understanding of learning styles is important for education to be effective. This study examined the preferred learning styles of ground ambulance paramedics and describes how their preferred learning styles relate to the elective CME activities these paramedics attend. All paramedics (n=1,036) employed in a provincial ground ambulance service were invited to participate in a survey containing three parts: demographics, learning style assessed by the Kolb Learning Style Inventory (LSI), and elective CME activity. 260 paramedics (25%) participated in the survey. Preferred learning styles were: assimilator, 28%; diverger, 25%; converger, 24%; and accommodator, 23%. Advanced life support (ALS) providers had a higher proportion of assimilators (36%), and basic life support (BLS) providers had a higher proportion of divergers (30%). The learning style categories of CME activities attended by paramedics were: assimilators, 25%; divergers, 26%; convergers, 25%; and accommodators, 24%. These results suggest that paramedics are a diverse group of learners, and learning style differs within their demographics. Paramedics attend CME activities that complement all learning styles. Organizations providing education opportunities to paramedics should consider paramedics a diverse learning group when designing their CME programs.

The study of the relationship between teachers' teaching styles and TPACK education competencies

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rkan Efilti

2013-12-01

Full Text Available The aim of this study was determining teacher candidates' TPACK education competencies and qualifications and the status of different teaching styles so the relationship between TPACK education competencies and teaching styles could be shown. For this purpose, two different measuring tools of quantitative methods were applied to teacher candidates. To determine teacher candidates’ teaching styles "Teaching Style Inventory" developed by Grasha , and adapted by Uredi to Turkish was applied. Moreover, "TPACK-Deep - Technological Pedagogical Content Knowledge Scale" developed by Kabakçı-Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt was used. The participants of the study consisted of 342 senior students who were teacher candidates studying at the University of Necmettin Erbakan during the academic year of 2012-2013. As a result of the research it was seen that teacher candidates' teaching style scores were respectively listed as, facilitator, delegator, personal model, expert and authority. In terms of TPACK education competencies, teachers found themselves at a highly advanced level. On the other hand, the type of teaching style, as well as TPACK competencies didn’t show any statistically significant gender differences. Finally, between all the teaching styles and TPACK competencies, there was an intermediate and a positive correlation.

Asian American Librarians and Chinese American Librarians: Their Impact on the Profession and on U.S. Communities

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Jian-Zhong (Joe Zhou

2003-10-01

Full Text Available

頁次：14-21

style="margin: 0cm 0cm 0pt; mso-layout-grid-align: none;">style="mso-font-kerning: 0pt;" lang="EN-US">style="font-size: small;">style="font-family: Times New Roman;">Among 150,000 librarians working in the United States, about 5% were Asians and Pacific Islanders (API, who worked mainly in the academic and large public libraries. Most Asian librarians had the unique characters of bilingual and bicultural background. They not only played a key service role to the API communities in the U.S., but also served as a bridge between mainstream American culture and the Asian culture that bound the API community together for generations. The Chinese American librarians have been a major component of API librarians and their association -- Chinese American Librarians Association (CALA is one of the most active ones among U.S. minority librarians associations. Chinese American librarians worked in all areas of library profession, especially in the technical services and Asian Studies libraries. The representation of Chinese American librarians working in the management category has been below the national average, which was a common phenomenon among Asian American educators in general.

Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning styles.

Science.gov (United States)

Husmann, Polly R; O'Loughlin, Valerie Dean

2018-03-13

The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, , Improve Acad. 11:137-155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students' VARK learning styles are correlated with course outcomes regardless of the students' study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Learning styles in otolaryngology fellowships.

Science.gov (United States)

Varela, David A Diaz Voss; Malik, Mohammad U; Laeeq, Kulsoom; Pandian, Vinciya; Brown, David J; Weatherly, Robert A; Cummings, Charles W; Bhatti, Nasir I

2011-12-01

Previous studies have identified a predominant learning style in trainees from different specialties, more recently in otolaryngology residents. The purpose of our study was to determine a predominant learning style within otolaryngology fellowships and to identify any differences between otolaryngology fellows and residents. We conducted a survey of otolaryngology fellows at 25 otolaryngology fellowship programs accredited by the Accreditation Council for Graduate Medical Education. We emailed Kolb's Learning Style Index version 3.1 to 16 pediatric otolaryngology (PO) and 24 otology/neurotology (ON) fellows. This index is a widely used 12-item questionnaire. The participants answered each item in the questionnaire as it applied to their preferred learning style: accommodating, converging, diverging, or assimilating. Results were then analyzed and compared between each subspecialty and the previously reported preferred styles of otolaryngology residents. Ten PO and 20 ON fellows completed the survey, with an overall response rate of 75%. PO and ON fellows (60% of each group) preferred a learning style that was "balanced" across all four styles. For ON fellows, 35% preferred converging and 5% preferred accommodating styles. For PO fellows, converging and accommodating styles accounted for 20% each. It was previously reported that 74.4% of otolaryngology residents prefer either converging or accommodating styles. We believe that the fellowship training environment calls for fellows to use more than one learning style to become proficient physicians, hence the trend toward potentially developing a balanced style when at this level. Copyright © 2011 The American Laryngological, Rhinological, and Otological Society, Inc.

An adult learner's learning style should inform but not limit educational choices

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Barry, Margot; Egan, Arlene

2018-02-01

Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both course providers and learners to optimise learning outcomes. The evaluation of these questionnaires measures learning styles using indicators developed for this purpose, but the results are not conclusive and their utility is therefore questionable. This narrative review critically examines some of the research which explores the usefulness of considering students' learning styles in adult education. The authors present a discussion - which remains hypothetical - on why the use of learning styles measures continues to be popular despite the absence of rigorous research findings to support this practice. Factors discussed by the authors include confirmation bias (making choices which confirm our prejudices) and user qualification (limiting availability to trained users, e.g. psychologists) as well as limited resources and skills in evaluating research, paired with educators' quest to implement evidence-focused techniques. The authors conclude that while learning styles assessments can be useful for the purpose of reflection on strengths and weaknesses, they should play a limited role in educational choices.

Racism and Asian American Student Leadership

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Chung, Jennifer Y.

2014-01-01

This article provides a theoretical analysis and ethnographic account of Asian American student leadership in higher education. Existing literature highlights Asian and Asian American leadership styles as cultural differences. I shift the analysis from culture to racism in order to work toward a more socially just conception of Asian American…

Teach Them How They Learn: Learning Styles and Information Systems Education

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Cegielski, Casey G.; Hazen, Benjamin T.; Rainer, R. Kelly

2011-01-01

The rich, interdisciplinary tradition of learning styles is markedly absent in information systems-related research. The current study applies the framework of learning styles to a common educational component of many of today's information systems curricula--object-oriented systems development--in an effort to answer the question as to whether…

On teaching styles of water educators and the impact of didactic training

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Pathirana, A.; Koster, J. H.; de Jong, E.; Uhlenbrook, S.

2012-10-01

Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

Educators' Perceptions of Their Instructional Leadership Styles and Their Problem Solving Styles

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Issa, Reine M.

2014-01-01

Instructional leadership is not well-defined in the literature. The term has been used to describe the principal's role as an instructional leader. However, principals are not the only instructional leaders. Teachers are as well. In this study, data on leadership and problem solving style were collected one time from 378 educators in K-12 school…

The Impact of Lecturers’ Thinking Styles on Students’ Creativity in Distance Higher Education

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Mohammad Reza SARMADI

2016-10-01

Full Text Available The purpose of this study was to investigate the group creativity on thinking styles in distance education based on collaborative learning. Sample included 120 students from three intact classes of the College of education were selected as the participants for the main study. The instruments of measurement were the thinking styles inventory and the creative product semantic scale. Using the factorial quasi-experimental design, impact of thinking styles in the group creativity was tested. The results of the present study showed that male students tended to prefer the legislative thinking style more than the female students. There was no significant difference between male and female students in the overall creative ability. In addition, this study found that there was no significant association between the average group member creative ability and the overall group creative performance. The findings also supported Sternberg’s argument that ability is different from style.

Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?

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Newton, Philip M.; Miah, Mahallad

2017-01-01

The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a ‘myth.’ In this study, we used a survey of academics in UK Higher Education (n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that ‘debunking’ Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education. PMID:28396647

Practice of New Style Information Literacy Education Attached Internet Enviroment

OpenAIRE

堀内, 泰輔

1996-01-01

Nowadays, to say nothing of importance of Information education. And Internet technology is developed more and more. Accordingly, at elemental information processing education, it is important to teach not only information literacy but also network literacy. In this paper, we describe about practice of new style information literacy education for freshman of our technical college, and we mention about the results and problems of this education.

One Hundred Top Small District Executive Educators: Their Personalities and Leadership Styles.

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Lueder, Donald C.

1989-01-01

Of 75 small-district educational administrators identified as successful, a significant number displayed intuitive and thinking psychological types and preferred visionary rational leadership styles. This was particularly true for female administrators and was contrary to the traditional rational leadership style seen in earlier studies of…

Learning and Teaching Styles in Management Education: Identifying, Analyzing, and Facilitating

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Provitera, Michael J.; Esendal, Esin

2008-01-01

Drawing on the learning theory of the Felder-Silverman model (2002), and the work of A.F. Grasha, this paper provides a brief review of teaching and learning styles used in management education. Professors, like students, demonstrate a number of learning styles and a professor has some responsibility to organize and present a course to satisfy…

Mastering the APA Style of Referencing with Ease | Omotosho ...

African Journals Online (AJOL)

Students and lecturers in tertiary institutions whose areas of specialization are in Education and the Social and Behavioural Sciences are required to apply the APA style whenever they submit their projects and papers. However, due to the fact that the Publication Manual of the American Psychological Association is very ...

DIFFERENCES REGARDING SELF-ESTEEM AND THE COMMUNICATION STYLE DEPENDING ON THE LEVEL OF EDUCATION

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Georgeta PÂNIȘOARĂ

2015-12-01

Full Text Available The present paper aims to study the differences in self-esteem and the communication style, depending on the level of education (at high school and university subjects. It is analyzed also how the positive self-esteem can correlate with a style of communication and assertively-positive approach. The participants are 120 subjects, 60 high school students and 60 students. The data was collected using two instruments: the Rosenberg questionnaire and a questionnaire on communication style. The data analyzed using a t test for independent samples and a Pearson correlation test with SPSS statistical software. The results show that there are differences regarding the self-esteem and the communication style depending on the level of education.

THE RELATIONSHIP BETWEEN TEACHING STYLES AND MOTIVATION TO TEACH AMONG PHYSICAL EDUCATION TEACHERS

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Vello Hein

2012-03-01

Full Text Available This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985 which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students

Behavioral Style, Culture, and Teaching and Learning.

Science.gov (United States)

Hilliard, Asa G., III

1992-01-01

Argues that unique behavioral styles can be identified among African-American populations and that behavioral style may help explain differences in test performance for white and African-American students. Implications for all students of providing stylistic diversity in the schools and student ability to use multiple learning styles are…

Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire

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Sharifah Mazlina Syed Khuzzan

2015-07-01

Full Text Available With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs to specifically address learners’ needs and preferences (learning styles within managed Virtual Learning Environments (VLEs. This research posits that learners can learn better (and be more readily engaged in managed learning environments with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation. These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness. This framework can help organisations augment and align their strategic priorities to learner-specific traits.

The benefits of authoritative feeding style: caregiver feeding styles and children's food consumption patterns.

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Patrick, Heather; Nicklas, Theresa A; Hughes, Sheryl O; Morales, Miriam

2005-04-01

This research tested the associations between caregiver feeding styles and children's food consumption patterns among African-American (AA) and Hispanic (H) caregivers and their preschool children. Participants were 231 caregivers (101 AA; 130 H) with children enrolled in Head Start. Caregivers completed questionnaires on authoritarian and authoritative feeding styles (Caregiver's Feeding Styles Questionnaire; CFSQ) and various aspects of children's food consumption patterns (availability of, feeding attempts for, and child's consumption of dairy, fruit, and vegetables). Simultaneous multiple regression analyses tested the unique contribution of feeding styles in predicting food consumption patterns. Authoritative feeding was positively associated whereas authoritarian feeding was negatively associated with the availability of fruit and vegetables. Authoritative feeding was also positively associated with attempts to get the child to eat dairy, fruit, and vegetables, and reported child consumption of dairy and vegetables. Authoritarian feeding was negatively associated with child's vegetable consumption. All results remained significant after controlling for child's gender and body mass index (BMI), and caregiver's ethnicity, BMI, and level of education. Overall, results provide evidence for the benefits of authoritative feeding and suggest that interventions to increase children's consumption of dairy, fruit, and vegetables should be targeted toward increasing caregivers' authoritative feeding behaviors.

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education.

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Engels, Paul T; de Gara, Chris

2010-06-30

Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p learning style found in the residents and faculty. The predominant learning styles of the residents and faculty were convergent and accommodative, with no statistically significant differences between the residents and the faculty. We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents.

Effects of an Interteaching Probe on Learning and Generalization of American Psychological Association (APA) Style

Science.gov (United States)

Slezak, Jonathan M.; Faas, Caitlin

2017-01-01

This study implemented the components of interteaching as a probe to teach American Psychological Association (APA) Style to undergraduate university students in a psychology research methods and statistics course. The interteaching method was compared to the traditional lecture-based approach between two sections of the course with the same…

Net Generation's Learning Styles in Nursing Education.

Science.gov (United States)

Christodoulou, Eleni; Kalokairinou, Athina

2015-01-01

Numerous surveys have confirmed that emerging technologies and Web 2.0 tools have been a defining feature in the lives of current students, estimating that there is a fundamental shift in the way young people communicate, socialize and learn. Nursing students in higher education are characterized as digital literate with distinct traits which influence their learning styles. Millennials exhibit distinct learning preferences such as teamwork, experiential activities, structure, instant feedback and technology integration. Higher education institutions should be aware of the implications of the Net Generation coming to university and be prepared to meet their expectations and learning needs.

The Relationship Between Teaching Styles and Motivation to Teach Among Physical Education Teachers

Science.gov (United States)

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. Key points PE teachers were more intrinsically motivated to teach than externally. Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated. Teachers from all five countries reported a more frequent use of

The relationship between teaching styles and motivation to teach among physical education teachers.

Science.gov (United States)

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. PE teachers were more intrinsically motivated to teach than externally.Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated.Teachers from all five countries reported a more frequent use of reproductive

Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran.

Science.gov (United States)

Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-02-24

In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students' educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students' demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students' dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers.

Educational Encouragement, Parenting Styles, Gender and Ethnicity as Predictors of Academic Achievement among Special Education Students

Science.gov (United States)

Khan, Aqeel; Ahmad, Roslee; Hamdan, Abdul Rahim; Mustaffa, Mohamed Sharif

2014-01-01

Current study examines the predictors of academic achievement: role of parenting styles, educational encouragement, gender and ethnicity among special education students. Participants of this study consisted 200 special education students (N = 105 boys and N = 95 girls) age varies 14 to 19 years from one school located at Kuala Lumpur, Malaysia.…

Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review.

Science.gov (United States)

Andreou, Christos; Papastavrou, Evridiki; Merkouris, Anastasios

2014-03-01

Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Systematic review. Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies

Goleman?s Leadership styles at different hierarchical levels in medical education

OpenAIRE

Saxena, Anurag; Desanghere, Loni; Stobart, Kent; Walker, Keith

2017-01-01

Background With current emphasis on leadership in medicine, this study explores Goleman?s leadership styles of medical education leaders at different hierarchical levels and gain insight into factors that contribute to the appropriateness of practices. Methods Forty two leaders (28 first-level with limited formal authority, eight middle-level with wider program responsibility and six senior- level with higher organizational authority) rank ordered their preferred Goleman?s styles and provided...

Dental Students’ Educational Achievement in Relation to Their Learning Styles: A Cross-sectional Study in Iran

Science.gov (United States)

Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-01-01

Background and Objectives: In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students’ educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). Methods: In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students’ demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students’ dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. Results: The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Conclusion: Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers. PMID:26156915

Early Education for Asian American Children.

Science.gov (United States)

Kitano, Margie K.

1980-01-01

A review of early education for Asian American children (Japanese, Chinese, Filipinos, Vietnamese, Koreans, Hawaiians, and Samoans) focuses on the 1975 Asian American Education Project, a study of the learning characteristics of preschool age children and its educational implications. (CM)

Learning Style Preferences of Korean-, Mexican-, Armenian-American, and Anglo Students in Secondary Schools. Research Brief.

Science.gov (United States)

Park, Clara C.

1997-01-01

Investigated the four basic learning style preferences (visual, auditory, kinesthetic, and tactile) of Korean-, Armenian-, and Mexican-American students attending 10 Los Angeles schools and compared them with those of Anglo students. All four ethnic groups, regardless of sex and academic achievement level, indicate a major preference for…

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

Directory of Open Access Journals (Sweden)

de Gara Chris

2010-06-01

Full Text Available Abstract Background Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. Methods The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. Results A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p Conclusions We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents.

A cross-sectional study of learning styles among continuing medical education participants.

Science.gov (United States)

Collins, C Scott; Nanda, Sanjeev; Palmer, Brian A; Mohabbat, Arya B; Schleck, Cathy D; Mandrekar, Jayawant N; Mahapatra, Saswati; Beckman, Thomas J; Wittich, Christopher M

2018-04-27

Experiential learning has been suggested as a framework for planning continuing medical education (CME). We aimed to (1) determine participants' learning styles at traditional CME courses and (2) explore associations between learning styles and participant characteristics. Cross-sectional study of all participants (n = 393) at two Mayo Clinic CME courses who completed the Kolb Learning Style Inventory and provided demographic data. A total of 393 participants returned 241 surveys (response rate, 61.3%). Among the 143 participants (36.4%) who supplied complete demographic and Kolb data, Kolb learning styles included diverging (45; 31.5%), assimilating (56; 39.2%), converging (8; 5.6%), and accommodating (34; 23.8%). Associations existed between learning style and gender (p = 0.02). For most men, learning styles were diverging (23 of 63; 36.5%) and assimilating (30 of 63; 47.6%); for most women, diverging (22 of 80; 27.5%), assimilating (26 of 80; 32.5%), and accommodating (26 of 80; 32.5%). Internal medicine and psychiatry CME participants had diverse learning styles. Female participants had more variation in their learning styles than men. Teaching techniques must vary to appeal to all learners. The experiential learning theory sequentially moves a learner from Why? to What? to How? to If? to accommodate learning styles.

Parenting styles, adolescents' attributions, and educational outcomes in nine heterogeneous high schools.

Science.gov (United States)

Glasgow, K L; Dornbusch, S M; Troyer, L; Steinberg, L; Ritter, P L

1997-06-01

This article examined the contemporaneous and predictive relations between parenting styles, adolescents' attributions, and 4 educational outcomes. Data were collected from adolescents attending 6 high schools in California and 3 high schools in Wisconsin during the 1987-1988 and 1988-1989 school years. The results of path analyses partially confirmed the central hypotheses. Adolescents who perceived their parents as being nonauthoritative were more likely than their peers to attribute achievement outcomes to external causes or to low ability. Furthermore, the higher the proportion of dysfunctional attributions made for academic successes and failures, the lower the levels of classroom engagement and homework 1 year later. Although adolescents' attributional style provided a bridge between parenting style and 2 educational outcomes, it did not fully explain the impact of parenting on those outcomes. Additional analyses within gender and ethnic subgroups reinforced the overall pattern of findings observed within the entire sample.

Exploration of preferred learning styles in medical education using VARK modal

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Laxman Khanal

2014-09-01

Full Text Available Learning styles is a term used to refer to the methods of gathering, processing, interpreting, organizing and thinking about information. Students have different learning styles, which is the reason for the diversity seen in classrooms in regards to how students acquire information. Claxton and Murrell had divided the learning styles into the following four categories: personality models, information-processing models, social-interaction models, and instructional preferences models. VARK (an acronym for Visual, Aural, Read/write and Kinesthetic, different way of learning styles is a learning inventory categorized into the ‘instructional preference’ modal. Many studies were done using the VARK inventory among the medical education but the preferred mode of learning was variable in different parts of the world. The relationship of age, gender and academic performance with the mode of learning was also not consistent. So this article tried to conclude the preferred mode of learning and relationship of mode of learning with gender and other factors by analyzing the previous studies done using VARK questionnaire among the medical students in daily teaching and learning environment. Pub Med and Google Scholar were used as a search engine to find the article. Altogether 20 full text research papers were retrieved and reviewed. In the most of part of the world the studies showed that multimodal learning style was the predominant one over unimodal. Further in multimodal quadmodal was the most preferred one followed by other presentation. In the unimodal presentation most preferred one is kinesthetic type of learning along with visual, aural and read write in less extent. Age factors had no lucid relationship with the learning style though some variations were observed with age.This review was expected to be useful as scientific evidence in the field of medical education and also as a reference for further research.

Parental advocacy styles for special education students during the transition to adulthood.

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Rehm, Roberta S; Fisher, Lucille T; Fuentes-Afflick, Elena; Chesla, Catherine A

2013-10-01

In an ethnographic study of planning for the transition to adulthood, we explored parental advocacy styles in special education settings for youth and young adults with chronic health conditions and developmental disabilities. Of 61 parents, 43 were satisfied with outcomes in negotiations for school services for their children. We identified three parental advocacy styles for these parents: (a) high-profile parents, who insisted on specific, wide-ranging services for their children that often resulted in conflict with educators; (b) strategic parents, who negotiated for selected goals and were willing to compromise, and (c) grateful-gratifier parents, who formed close relationships with educators and trusted them to make appropriate decisions. Eighteen parents were overwhelmed, burned out, or unfocused, and generally dissatisfied with outcomes of educational planning meetings. Professional efforts to enhance parental advocacy can target development of skills and strategies that have worked for successful negotiators.

Validation of a Multidimensional Assessment of Parenting Styles for Low-Income African-American Families with Preschool Children.

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Coolahan, Kathleen; McWayne, Christine; Fantuzzo, John; Grim, Suzanne

2002-01-01

Examined the construct and concurrent validity of the Parenting Behavior Questionnaire-Head Start (PBQ-HS) with low-income African-American families with preschoolers, and whether parenting styles differed by caregiver characteristics. Derived Active-Responsive, Active-Restrictive, and Passive-Permissive parenting dimensions; the last differed…

INVESTIGATING THE RELATIONSHIPS BETWEEN TEACHING STRATEGIES AND LEARNING STYLES IN HIGHER EDUCATION

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Cristina Tulbure

2012-04-01

Full Text Available Within this paper, we are focusing on the relationships between teaching strategies, learning styles, and the students’ academic achievement in higher education. The main objective of this study is to compare three groups of pre-service teachers having different majors (i.e., Educational Sciences, Economic Sciences, and Foreign Languages in order to identify the potential differences in their academic achievement. More precisely, we attempt to highlight the categories of teaching strategies that lead to the best academic achievement for students having the same learning style, and different fields of study. A sample of 269 pre-service teachers from three faculties belonging to Transilvania University of Braşov participated in the study. The data was collected through a survey method and the one-way analysis of variance was used to determine the differences among the groups. Significant differences among the three categories of students with different majors occurred in relation with the most effective teaching strategies corresponding to each learning style category.

Perceptions of Vietnamese fathers' acculturation levels, parenting styles, and mental health outcomes in Vietnamese American adolescent immigrants.

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Nguyen, Peter V

2008-10-01

Vietnamese adult and adolescent immigrants in the United States acculturate to the Western culture at different rates. MostVietnamese parents tend to use the authoritarian parenting method in which dictatorial approaches are enforced, possibly leading to family conflicts and mental health issues. By means of the Suinn-Lew Asian Self-Identity Acculturation Scale, the Parental Authority Questionnaire, the Rosenberg Self-Esteem Scale, and the Reynolds Adolescent Depression Inventory, this exploratory study surveyed 290Vietnamese American adolescents in a major metropolitan area to examine the relationship between their fathers' acculturation levels and parenting styles and the relationships among parenting styles and self-esteem levels and depression scores of the adolescents. Findings revealed that most of the adolescents perceived that their fathers have not acculturated to the U.S. culture and continue to practice the traditional authoritarian parenting style, regardless of the amount of time spent in the United States. Furthermore, results indicate that adolescents who perceived their fathers as using the authoritarian parenting style reported lower levels of self-esteem and higher depression scores when compared with those who perceived their fathers as using the authoritative parenting style.

African American Educational Leadership in the School Superintendency

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Smith, Eva C.

2013-01-01

African American educational leadership has long been part of American education and African American activism to resist oppression. However, the field of educational leadership has rarely included the contributions of African American leaders, particularly women leaders, into mainstream leadership theory and practices. This omission is difficult…

Développement d'un Gestionnaire Automatisé de Bibliographies selon les normes de l'American Psychological Association (GABI APA Style)

OpenAIRE

Thirion, Paul

1992-01-01

Nowadays, there are plenty of complete and user-friendly database management systems. However, most of them only produce poorly organized raw data, generally lacking of internal consistency. This situation remains awkward, especially for scientists who have regularly to report references in an extremely ruled international format. GABI APA Style was built in titis context. GABl APA Style is a reference manager software using the presentation rules of the American Psychological Association ...

Leadership Style and Job Satisfaction in Higher Education Institutions

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Alonderiene, Raimonda; Majauskaite, Modesta

2016-01-01

Purpose: Although leadership is found to have impact on the followers' attitudes and performance there is a gap in leadership studies in HEIs, especially having Lithuania in mind. The purpose of this paper is to study the impact of leadership style on job satisfaction of faculty in higher education institutions (HEI). Design/methodology/approach:…

"Having Our Say": High Achieving African American Male College Graduates Speak about Parental Involvement and Parenting Style

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Odom, Lynn Lanier; McNeese, Rose M.

2014-01-01

The purpose of this study was to examine the patterns of parental involvement and parenting styles of the parents of academically successful African American males who graduated from historically Black colleges or universities (Odom, 2013). More specifically, the study investigated relationships among students' perceptions of their parents'…

Analysis of the relationship between the application of negotiation style and conflict management strategies physical education's experts in Iran

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Mojtaba Hassannejad

2018-04-01

Full Text Available The conflict is a major behavioral complication of groups. The manager who knows the basic principles of conflict and negotiation will be ready to deal successfully with these inevitable situations. However, this study aimed to explain the role of negotiation in conflict management among physical education experts in Education and Training System of Iran. This study applied analytical- correlation study. The sample consisted of 217 physical education experts. The Robbins' Conflict Management Questionnaire and PEER’s Negotiation Styles Questionnaire (1989 were used for collecting the data. The findings showed that there is a significant relationship between negotiation styles and conflict management. However, there was no relationship between negotiation styles and avoidance strategy.  The factual style and solution-oriented strategy were selected by participants. It was concluded that the negotiation styles and conflict management strategies should be used considering the situation.  It was recommended that the training courses would be hold to increase the skills of physical education managers and empower them.

Relationship Between the Parenting Styles and Students' Educational Performance Among Iranian Girl High School Students, A Cross- Sectional Study.

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Rahimpour, Parivash; Direkvand-Moghadam, Ashraf; Direkvand-Moghadam, Azadeh; Hashemian, Ataollah

2015-12-01

Parenting styles are effective in the educational performance of their child. The present study aimed to investigate the relationship between the parenting styles and students' educational performance among Iranian girl high school students. In a cross-sectional survey, female students in high schools of Ilam (Iran) evaluated during the academic year 2014-15. Multistage cluster random sampling was used to select the participants. Data were collected by two demographic and Baumrind's parenting styles questionnaire. The Cronbach's alpha coefficient was measured as an index of internal identicalness of the questionnaire to verify its reliability. A total 400 students were studied. The Mean±SD of the students' age were 14±1.08. The students' school grades were the first year of high school to pre-university course. The Mean±SD of parenting styles were 35.37±5.8, 34.69±6.34 and 19.17±6.64 for permissive parenting style, authoritarian parenting style and authoritative parenting styles, respectively. There was a significant relationship between the score of permissive parenting style (p= 0.001, r= 0.151), authoritarian parenting style (p= 0.001, r= 0.343) and authoritative parenting style (p=0. 001, r= 0.261) with the students' average score for studying. The results of this study demonstrate that parental influence plays an important role in students' educational performance.

Russian-American Experience in Science Education and Volcanological Research

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Eichelberger, J. C.; Gordeev, E. I.; Vesna, E. B.

2007-12-01

After five years experience in bringing American students to meet and learn with Russian students in Kamchatka and bringing Russian students to meet and learn with American students in Alaska, it is possible to make some generalizations about the problems and benefits this growing program. Some 200 students, including many from other countries besides the United States and Russian Federation, have now had this experience. The context of their collaboration is the International Volcanological Field School, sponsored by the University of Alaska Fairbanks, Kamchatka State University, and the Institute of Volcanology and Seismology, and also a comparison of Mount St Helens, Bezymianny, and Shiveluch volcanoes under the National Science Foundation's Partnerships in International Research in Education, with important support from the Russian Academy of Sciences, Far East Division. Elements of these two projects are adaptation to unfamiliar, harsh, and remote environments; intensive courses in Russian language, history, geography, and culture; and sharing of research and education experiences among students. The challenges faced by the program are: · Slow and complex visa processes. · Demise of a direct airline connection, necessitating round-the-world travel to go 3000 km. · Adequately communicating to students beforehand the need for physical fitness, mental fortitude in uncomfortable conditions, and patience when bad weather limits mobility. Benefits of the projects have been: · Experiences that students report to be career- and life-changing. · Much more positive perceptions of Russia and Russian people by American students and of America and Americans by Russian students. · Introduction to the "expedition style" volcanology necessary in challenging environments. · Development of long-lasting collaborations and friendships in the context of international science. Students often comment that hearing about what their peers have done or are doing in research at

Socio-demographic factors of valuing autonomous and conformist educational styles in Serbia

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Pavlović Zoran

2010-01-01

Full Text Available Analysis of preference of educational styles is highly relevant, since it points out both to the more general underlying value orientations and the expected or desired effects of socialization process. This paper deals with the level of acceptance and factors of valuing the autonomous and conformist educational styles among Serbian citizens, operationalised through estimation of importance of qualities that children should learn at home. Based on the three waves of World Values Survey, the analysis of data from Serbia was performed in longitudinal perspective in the period from 1996 to 2006 (total N=3700, as well as in comparative perspective, when the data obtained in Serbia were compared with the data collected in the European countries that participated in the last, fifth wave of World Values Survey (total N=23941. The results indicate that, in the observed period, on the average two thirds of citizens (64% are characterized by preference of autonomous educational style, while respondents' education and population size of settlement figure as the most important factors of preference. However, according to the level of acceptance of autonomy, Serbia is placed 16th out of 21 analyzed European countries, and therefore, in comparative perspective, valuing of autonomy in the country is on a relatively low level. The results imply that by a non-selective encouragement of autonomy in all students, by cooperation with parents or a more general promotion of knowledge, school may play an important role in this process.

Effect of Type of Curriculum on Educational Outcomes and Motivation among Marketing Students with Different Learning Styles

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Ackerman, David S.; Hu, Jing

2011-01-01

Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the…

The effect of surgical resident learning style preferences on American Board of Surgery In-training Examination scores.

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Kim, Roger H; Gilbert, Timothy; Ristig, Kyle

2015-01-01

There is a growing body of literature that suggests that learners assimilate information differently, depending on their preferred learning style. The VARK model categorizes learners as visual (V), aural (A), read/write (R), kinesthetic (K), or multimodal (MM). We hypothesized that resident VARK learning style preferences and American Board of Surgery In-Training Examination (ABSITE) performance are associated. The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital-based program each year to determine their preferred learning style. Resident scores from the 2012 and 2013 ABSITE were examined to identify any correlation with learning style preferences. Over a 2-year period, residents completed 53 VARK inventory assessments. Most (51%) had a multimodal preference. Dominant aural and read/write learners had the lowest and highest mean ABSITE scores, respectively (p = 0.03). Residents with dominant read/write learning preferences perform better on the ABSITE than their peers did, whereas residents with dominant aural learning preferences underperform on the ABSITE. This may reflect an inherent and inadvertent bias of the examination against residents who prefer to learn via aural modalities. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology.

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Groenwold, Rolf H H; Knol, Mirjam J

2013-07-02

Distance learning through the internet is increasingly popular in higher education. However, it is unknown how participants in epidemiology courses value live vs. distance education. All participants of a 5-day specialisation course in epidemiology were asked to keep a diary on the number of hours they spent on course activities (both live and distance education). Attendance was not compulsory during the course and participants were therefore also asked for the reasons to attend live education (lectures and practicals). In addition, the relation between participants' learning styles (Index of Learning Styles) and their participation in live and distance education was studied. All 54 (100%) participants in the course completed the questionnaire on attendance and 46 (85%) completed the questionnaire on learning styles. The number of hours attending live education was negatively correlated with the number of hours going studying distance learning materials (Pearson correlation -0.5; p education was to stay focused during lectures (50%), and to ask questions during practicals (50%). A lack of time was the most important reason not to attend lectures (52%) or practicals (61%). Learning styles were not association with the number of hours spent on live or distance education. Distance learning may play an important role in epidemiology courses, since it allows participants to study whenever and wherever they prefer, which provides the opportunity to combine courses with clinical duties. An important requirement for distance learning education appears to be the possibility to ask questions and to interact with instructors.

Eportfolio and learning styles in clinical nursing education

DEFF Research Database (Denmark)

Nielsen, Kirsten; Pedersen, Birthe D.; Helms, Niels Henrik

2015-01-01

This study reports the use of electronic portfolio in clinical nursing education. The study is part of a larger study investigating learning mediated by ePortfolio. The method takes a phenomenological-hermeneutic approach. The setting was a ten-week clinical course in basic nursing. The participa...... only in one way, lack of supervision about how to learn. The study showed some but not unambiguous connection between preferred learning styles and ePortfolio use....

The Relationship between Decision Making Styles and Leadership Styles among Public Schools Principals

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Al-Omari, Aieman Ahmad

2013-01-01

The present study examined the relationships between leadership styles and decision-making styles among public schools principals. A total of 108 principals returned questionnaires from Russaifa Education District in Jordan. The Decision Style Inventory and the Administrative Styles Questionnaire were used in this study. "Directive decision…

Perceived Parenting Styles and Goal Orientations: A Study of Teacher Education Students in Hong Kong

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Chan, Kwok-wai; Chan, Siu-mui

2005-01-01

Two achievement goals and three perceived parenting styles were identified in a sample of Hong Kong teacher education students. Significant correlations exist within the perceived parenting styles and the achievement goals. Parental authoritativeness was significantly and positively related to learning goal, and parental authoritarianism was…

Pressuring and restrictive feeding styles influence infant feeding and size among a low-income African-American sample.

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Thompson, Amanda L; Adair, Linda S; Bentley, Margaret E

2013-03-01

The prevalence of overweight among infants and toddlers has increased dramatically in the past three decades, highlighting the importance of identifying factors contributing to early excess weight gain, particularly in high-risk groups. Parental feeding styles and the attitudes and behaviors that characterize parental approaches to maintaining or modifying children's eating behavior are an important behavioral component shaping early obesity risk. Using longitudinal data from the Infant Care and Risk of Obesity Study, a cohort study of 217 African-American mother-infant pairs with feeding styles, dietary recalls, and anthropometry collected from 3 to 18 months of infant age, we examined the relationship between feeding styles, infant diet, and weight-for-age and sum of skinfolds. Longitudinal mixed models indicated that higher pressuring and indulgent feeding style scores were positively associated with greater infant energy intake, reduced odds of breastfeeding, and higher levels of age-inappropriate feeding of liquids and solids, whereas restrictive feeding styles were associated with lower energy intake, higher odds of breastfeeding, and reduced odds of inappropriate feeding. Pressuring and restriction were also oppositely related to infant size with pressuring associated with lower infant weight-for-age and restriction with higher weight-for-age and sum of skinfolds. Infant size also predicted maternal feeding styles in subsequent visits indicating that the relationship between size and feeding styles is likely bidirectional. Our results suggest that the degree to which parents are pressuring or restrictive during feeding shapes the early feeding environment and, consequently, may be an important environmental factor in the development of obesity. Copyright © 2012 The Obesity Society.

The Relationship Between Learning Style Preferences and Gender, Educational Major and Status in First Year Medical Students: A Survey Study From Iran

OpenAIRE

Sarabi-Asiabar, Ali; Jafari, Mehdi; Sadeghifar, Jamil; Tofighi, Shahram; Zaboli, Rouhollah; Peyman, Hadi; Salimi, Mohammad; Shams, Lida

2014-01-01

Background: Identifying and employing appropriate learning styles could play an important role in selecting teaching styles in order to improve education. Objectives: This study aimed to determine the relationship between learning styles preferences and gender, educational major and status in first year students at Isfahan University of Medical Sciences. Patients and Methods: A cross-sectional study employing the visual-aural-read/write-kinesthetic (VARK) learning style?s questionnaire was do...

Relations among Ethnic Identity, Parenting Style, and Adolescent Psychosocial Outcomes in European American and East Indian Immigrants.

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Bhadha, Bakhtawar

The challenges of identity formation are particularly difficult for minority youth because of the clash of traditional culture and the host culture. This study examined the effects of parenting style, acculturation, and parent and adolescent ethnic identity on the self-esteem and school performance of East Indian and European American adolescents.…

Asian American Education: Identities, Racial Issues, and Languages. Research on the Education of Asian Pacific Americans

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Rong, Xue Lan, Ed.; Endo, Russell, Ed.

2011-01-01

Asian American Education--Asian American Identities, Racial Issues, and Languages presents groundbreaking research that critically challenges the invisibility, stereotyping, and common misunderstandings of Asian Americans by disrupting "customary" discourse and disputing "familiar" knowledge. The chapters in this anthology…

Relationship Between the Parenting Styles and Students’ Educational Performance Among Iranian Girl High School Students, A Cross- Sectional Study

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Rahimpour, Parivash; Direkvand-Moghadam, Ashraf; Direkvand-Moghadam, Azadeh

2015-01-01

Introduction Parenting styles are effective in the educational performance of their child. The present study aimed to investigate the relationship between the parenting styles and students’ educational performance among Iranian girl high school students. Materials and Methods In a cross–sectional survey, female students in high schools of Ilam (Iran) evaluated during the academic year 2014-15. Multistage cluster random sampling was used to select the participants. Data were collected by two demographic and Baumrind’s parenting styles questionnaire. The Cronbach’s alpha coefficient was measured as an index of internal identicalness of the questionnaire to verify its reliability. Results: A total 400 students were studied. The Mean±SD of the students’ age were 14±1.08. The students’ school grades were the first year of high school to pre-university course. The Mean±SD of parenting styles were 35.37±5.8, 34.69±6.34 and 19.17±6.64 for permissive parenting style, authoritarian parenting style and authoritative parenting styles, respectively. There was a significant relationship between the score of permissive parenting style (p= 0.001, r= 0.151), authoritarian parenting style (p= 0.001, r= 0.343) and authoritative parenting style (p=0. 001, r= 0.261) with the students’ average score for studying. Conclusion: The results of this study demonstrate that parental influence plays an important role in students’ educational performance. PMID:26813692

Information processing style used by Compulsory Secondary Education students

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Alfredo Campos

2016-10-01

Full Text Available Mental images are mental representations of people, objects and situations that are not present and are formed by using the imagination. Many studies have addressed this psychological ability, its typology and its involvement in the academic environment. Along these lines, the aim of our study was to assess the information processing style (verbal, object, spatial scales, and mental rotation that is commonly used by students from different specialties of Compulsory Secondary Education. To that end, two tests: The Mental Rotation Test (MRT and the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ were administered to a sample of 126 Compulsory Secondary Education students. MRT assessed any significant difference in the ability to mentally rotate images depending on gender and specialty. Significant differences were found by specialty, showing that science students had better ability to mentally rotate images than humanities ones. Significant differences were found by gender and specialty in the OSIVQ. Men showed better spatial and verbal processing style than women, and humanities students excelled in object processing (in comparison to science students and in verbal processing (in comparison to science and art students.

Facts about American Indian Education

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American Indian College Fund, 2010

2010-01-01

As a result of living in remote rural areas, American Indians living on reservations have limited access to higher education. One-third of American Indians live on reservations, according to the U.S. Census Bureau. According to the most recent U.S. government statistics, the overall poverty rate for American Indians/Alaska Natives, including…

The hypothesis of matching about styles of learning and teaching at Higher Education

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Ana Clara Ventura

2013-12-01

Full Text Available A review of learning and teaching styles matching at university over the last ten years is presented. For this purpose, a review was carried out of the Dialnet, Redalyc, Scielo and Doaj data bases due to their scope and importance in the Hispanic context. The descriptors used in the search for information were the key words: learning styles, teaching styles and higher education. The data bases consulted produced a total of 53 papers, with only 17 of these complying with all the criteria for inclusion (paper: empirical research; sample: university;object: correspondence learning and teaching styles; time period 2002-2012; Spanish language. The literature review showed that the matching is researched and understanding from two approaches: (1 adaptive instruction or (2 stylistics. Results are discussed.

Parental perceptions, feeding practices, feeding styles, and level of acculturation of Chinese Americans in relation to their school-age child's weight status.

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Pai, Hsiao-Liang; Contento, Isobel

2014-09-01

Parents influence their child's eating behavior and attitudes directly as food providers and indirectly through their parental feeding styles and feeding concerns and practices. Chinese American parents' practices are likely influenced by culture. The objective of this study was to explore the relationships between parental perceptions, feeding practices, feeding styles, level of parental acculturation (LPA), and child weight status via a self-administered questionnaire. This survey study involved a convenience sample of 712 individuals who were parents of 5- to 10-year old children attending Chinese language after-school programs. The prevalence of overweight was 11.5% and obesity was 11.1%. LPA was not directly predictive of child overweight in multiple regression but from categorical data, Chinese American parents tended to use indulgent (33.2%) and authoritarian (27.9%) feeding styles, with the former increasing with acculturation and the latter decreasing. Indulgent parents had more than expected overweight and obese children, and authoritarian and authoritative parents, fewer. LPA was negatively predictive of pressure to eat healthy foods (p Parental perceptions and concerns about child weight were predictors of child weight. Consequently, parental concerns and responsiveness to child needs without also encouragement (demandingness) to eat healthy foods (indulgent feeding style) may promote overweight. The authoritative parental feeding style may contribute to children having healthy weights and therefore healthy lives. Copyright © 2014 Elsevier Ltd. All rights reserved.

English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom

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Lucero, Edgar; Scalante-Morales, Jeesica

2018-01-01

This article presents a research study on the interactional styles of teacher educators in the English language teacher education classroom. Two research methodologies, ethnomethodological conversation analysis and self-evaluation of teacher talk were applied to analyze 34 content- and language-based classes of nine English language teacher…

American Indian Education Opportunities Program. Supplement 9

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Molin, Paulette F.

1997-01-01

Activities of the American Indian Educational Opportunities Program (AIEOP) at Hampton University for this reporting period included the establishment of a student chapter of the American Indian Science & Engineering Society (AISES), a move to new office space, hosting events on campus for visiting students from the American Indian Education Program of Oxon Hill, Maryland and Onondaga Community College in Syracuse, New York, collaboration with the Multicultural Leadership Team at NASA Langley Research Center for a Native American elder to serve as a speaker, participation in Native American conferences and other events, and continuing efforts to recruit and retain American Indian students.

Successfully Educating Our African-American Students

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Moncree-Moffett, Kareem

2013-01-01

The purpose of this empirical study was to explore the lived experiences of African American retired female teachers who have prior experience with educating urban African American students in public schools. Also explored are the experiences of active African American female teachers of urban African American students and comparisons are…

Association between learning style preferences and anatomy assessment outcomes in graduate-entry and undergraduate medical students.

Science.gov (United States)

O'Mahony, Siobhain M; Sbayeh, Amgad; Horgan, Mary; O'Flynn, Siun; O'Tuathaigh, Colm M P

2016-07-08

An improved understanding of the relationship between anatomy learning performance and approaches to learning can lead to the development of a more tailored approach to delivering anatomy teaching to medical students. This study investigated the relationship between learning style preferences, as measured by Visual, Aural, Read/write, and Kinesthetic (VARK) inventory style questionnaire and Honey and Mumford's learning style questionnaire (LSQ), and anatomy and clinical skills assessment performance at an Irish medical school. Additionally, mode of entry to medical school [undergraduate/direct-entry (DEM) vs. graduate-entry (GEM)], was examined in relation to individual learning style, and assessment results. The VARK and LSQ were distributed to first and second year DEM, and first year GEM students. DEM students achieved higher clinical skills marks than GEM students, but anatomy marks did not differ between each group. Several LSQ style preferences were shown to be weakly correlated with anatomy assessment performance in a program- and year-specific manner. Specifically, the "Activist" style was negatively correlated with anatomy scores in DEM Year 2 students (rs = -0.45, P = 0.002). The "Theorist" style demonstrated a weak correlation with anatomy performance in DEM Year 2 (rs = 0.18, P = 0.003). Regression analysis revealed that, among the LSQ styles, the "Activist" was associated with poorer anatomy assessment performance (P learning styles contribute little to variation in academic performance in medical students. Anat Sci Educ 9: 391-399. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The Relationship between Parenting Styles and Adult Attachment Styles from Jordan University Students

OpenAIRE

Ahmad M. Mahasneh; Zohair H. Al-Zoubi; Omar T. Batayenh; Mohammad S. Jawarneh

2013-01-01

The purpose of this study was to examine the relationship between parenting styles and adult attachment styles. A random sample of (564) male and female students at the faculty of educational sciences was chosen selected. Two questionnaires on attachment styles and parenting styles were administered to the selected sample population during the academic year of 2012-2013. Results indicated significant positive correlations between the authoritative, negligent and authoritarian parenting styles...

Impacts of mothers' occupation status and parenting styles on levels of self-control, addiction to computer games, and educational progress of adolescents.

Science.gov (United States)

Abedini, Yasamin; Zamani, Bibi Eshrat; Kheradmand, Ali; Rajabizadeh, Ghodratollah

2012-01-01

Addiction to computer (video) games in adolescents and its relationship with educational progress has recently attracted the attention of rearing and education experts as well as organizations and institutes involved in physical and mental health. The current research attempted to propose a structural model of the relationships between parenting styles, mothers' occupation status, and addiction to computer games, self-control, and educational progress of secondary school students. Using multistage cluster random sampling, 500 female and male secondary school students in Kerman (Iran) were selected and studied. The research tools included self-control, parenting styles, and addiction to computer games questionnaires and a self-made questionnaire containing demographic details. The data was analyzed using exploratory factor analysis, Cronbach's alpha coefficient and route analysis (in LISREL). We found self-control to have a linking role in the relationship between four parenting styles and educational progress. Mothers' occupation status was directly and significantly correlated with addiction to computer games. Although four parenting styles directly and significantly affected addiction to computer games, the findings did not support the linking role of addiction to computer games in the relationship between four parenting styles and educational progress. In agreement with previous studies, the current research reflected the impact of four parenting styles on self-control, addiction to computer games, and educational progress of students. Among the parenting styles, authoritative style can affect the severity of addiction to computer games through self-control development. It can thus indirectly influence the educational progress of students. Parents are recommended to use authoritative parenting style to help both self-management and psychological health of their children. The employed mothers are also recommended to have more supervision and control on the degree

Impacts of Mothers’ Occupation Status and Parenting Styles on Levels of Self-Control, Addiction to Computer Games, and Educational Progress of Adolescents

Science.gov (United States)

Abedini, Yasamin; Zamani, Bibi Eshrat; Kheradmand, Ali; Rajabizadeh, Ghodratollah

2012-01-01

Background Addiction to computer (video) games in adolescents and its relationship with educational progress has recently attracted the attention of rearing and education experts as well as organizations and institutes involved in physical and mental health. The current research attempted to propose a structural model of the relationships between parenting styles, mothers’ occupation status, and addiction to computer games, self-control, and educational progress of secondary school students. Methods Using multistage cluster random sampling, 500 female and male secondary school students in Kerman (Iran) were selected and studied. The research tools included self-control, parenting styles, and addiction to computer games questionnaires and a self-made questionnaire containing demographic details. The data was analyzed using exploratory factor analysis, Cronbach’s alpha coefficient and route analysis (in LISREL). Findings We found self-control to have a linking role in the relationship between four parenting styles and educational progress. Mothers’ occupation status was directly and significantly correlated with addiction to computer games. Although four parenting styles directly and significantly affected addiction to computer games, the findings did not support the linking role of addiction to computer games in the relationship between four parenting styles and educational progress. Conclusion In agreement with previous studies, the current research reflected the impact of four parenting styles on self-control, addiction to computer games, and educational progress of students. Among the parenting styles, authoritative style can affect the severity of addiction to computer games through self-control development. It can thus indirectly influence the educational progress of students. Parents are recommended to use authoritative parenting style to help both self-management and psychological health of their children. The employed mothers are also recommended to

A comparative study about learning styles preferences of two cultures

Science.gov (United States)

Kutay, Huban

From an anthropologist's (Maddock, 1981) point of view, "science and science education are cultural enterprises which form a part of the wider cultural matrix of society and educational considerations concerning science must be made in the light of this wider perspective" (p.10). In addition, Spindler (1987) states that teaching science is considered cultural transmission while, Wolcott (1991) focuses on learning science as culture acquisition. In these statements, culture is defined as "an ordered system of meaning and symbols, in terms of which social interaction takes place" (Geertz, 1973). Thus, learning and culture are a partnership. Jones and Fennimore (1990) state: "Every culture brings habits of thought, resources, and context, which have built into them vehicles that promote learning and inquiry. Accordingly, children of any culture can and should have curriculum and instructional practices that draw from that culture." (p.16). Unfortunately, even though this statement is probably accurate, most schools still use the same curriculum, instructional methods, and assessment strategies for all students regardless of their differences in learning styles. The purpose of this study is to identify the relationship between students' learning styles and their culture. This is a correlational study. Does culture limit or expand the learning of individuals? For this study Turkish students who graduated from a Turkish high school and undertook undergraduate education in the United States or finished their undergraduate education in Turkey and pursued graduate education in the United States were identified. These Turkish subjects were compared to American college students through learning styles data and anxiety levels as cultural markers. To identify individuals' learning styles we used the Building Excellence (BE) instrument, which is an adult version of The Learning Style Inventory by Dunn, and Rundle (1996.1997, 1998, 1999, and 2000). BE assesses twenty four

Examining Leadership Style Influence on Engagement in a National Change Process: Implications for Leadership Education

Science.gov (United States)

Lamm, Alexa J.; Lamm, Kevan W.; Rodriguez, Mary T.; Owens, Courtney T.

2016-01-01

Individuals expected to offer leadership are often chosen based on their power position within the field of interest and specialization in the context area being addressed and not on their leadership style. Leadership education curriculum often focuses on change as a product of leadership and leadership styles but places little emphasis on how the…

THE RELATIONSHIP BETWEEN MANAGERS' LEADERSHIP STYLES IN PHYSICAL EDUCATION OFFICES UNIVERSITIES AND SPORT VOLUNTEERS' SATISFACTION

Directory of Open Access Journals (Sweden)

Reza Andam

2012-08-01

Full Text Available The purpose of the present study was to investigate the relationship between managers' leadership styles in physical education offices universities and sport volunteers' satisfaction. Statistical populations of this study included the whole volunteer students in sport associations of countries decimal zones universities. The sample of the study consisted of 231 volunteers who were selected by Morgan Table (n=231, which the results of 208 questionnaires were statistically analyzed. After verifying the validity of questionnaires by the experts, their reliability were calculated as (α=0.91 and α=0.88 respectively for leadership style and Satisfaction questionnaires by Cronbach's alpha coefficient in a pilot study. Data were analyzed with parametric tests at P0.05. Also, There was negative significant relationship between laissez-faire leadership style and volunteers' satisfaction (r= -0.355, sig=0.001. Furthermore, there was a significant difference between preferences of managers' leadership styles. Thus, transformational style (3.723+0.683 was in first and the transactional (3.476+0.572 and laissez-faire (2.827+0.833 styles were in next preferences. Also, from volunteer students' perspective, Satisfaction of acquiring experience, career and social were the most important dimensions, and material Satisfaction was the least important factor. According to research results, It seems that managers of Physical Education offices universities can increase the amount of volunteers' Satisfaction and provide background of their more and most effective attendance in sport association with transformational and inspiration leadership styles, appropriate incentive policies and converting sport association environment to a place in which easier accessibility to individuals' volunteer incentives becomes possible.

Illinois Directors' of Special Education Perceptions of Their Leadership Styles and Importance of the Illinois Standards for Director of Special Education

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Gunnell, James W.

2013-01-01

This research examined the relationship between Illinois Directors, of special education leadership styles and the importance of the Illinois mandated standards for Director of special education. It extends the current research in educational leadership by specifically exploring the relationship between the importance of special education…

Asian-American Parents: Are They Really Different?

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Wu, Fang; Qi, Sen

2004-01-01

Using the base year data of parent interviews (n=15,376) conducted by the U. S. Department of Education for the national Early Childhood Longitudinal Study (ECLS-K), this study examined patterns of parenting style of Asian-American parents (n=536) in six domains. Descriptive and ANOVA analyses revealed significant differences between…

Successful African American Women School Leaders in Florida

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Waldron-Asuncion, Alma

2016-01-01

The focus of this basic qualitative study was to explore the lived experiences of Floridian African American women in secondary educational leadership positions. Using critical race theory and Black feminist standpoint theory as a theoretical framework, this narrative analysis serves to increase the understanding of leadership styles among a…

Stress, competence, and parental educational styles in victims and aggressors of bullying and cyberbullying.

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Garaigordobil, Maite; Machimbarrena, Juan M

2017-08-01

The family can be a protective/risk factor for violence. The study analyzes differences in family variables (parental stress, parental competence and parenting styles) among severe student victims, aggressors, cybervictims, and cyberaggressors (who have very frequently suffered or carried out bullying/cyberbullying behaviors in the past year) and those who have neither suffered nor carried out any aggressive behavior or only occasionally. Participants were 1,993 students in the 5th-6th grade (9-13 years old). Victims and aggressors of bullying had parents with higher levels of parental stress, who used more authoritarian educational styles (low affection, coercive discipline, high control), and more permissive practices (high affection/overprotection, low demand/control); parents of aggressors also had a lower level of parental competence. Cybervictims had parents with higher parental stress who used more permissive educational styles. Cyberaggressors had parents with a low level of parental competence. The family context is relevant for bullying/cyberbullying, but family variables have more influence on bullying than on cyberbullying.

75 FR 49484 - Office of Postsecondary Education; Asian American and Native American Pacific Islander-Serving...

Science.gov (United States)

2010-08-13

... DEPARTMENT OF EDUCATION Office of Postsecondary Education; Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI), Native American-Serving Nontribal Institutions (NASNTI), Hispanic Serving Institutions-STEM and Articulation (HSI-STEM), and Predominantly Black Institutions (PBI...

Do quality improvement collaboratives' educational components match the dominant learning style preferences of the participants?

Science.gov (United States)

Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen; Slaghuis, Sarah-Sue

2015-06-20

Quality improvement collaboratives are used to improve healthcare by various organizations. Despite their popularity literature shows mixed results on their effectiveness. A quality improvement collaborative can be seen as a temporary learning organization in which knowledge about improvement themes and methods is exchanged. In this research we studied: Does the learning approach of a quality improvement collaborative match the learning styles preferences of the individual participants and how does that affect the learning process of participants? This research used a mixed methods design combining a validated learning style questionnaire with data collected in the tradition of action research methodology to study two Dutch quality improvement collaboratives. The questionnaire is based on the learning style model of Ruijters and Simons, distinguishing five learning style preferences: Acquisition of knowledge, Apperception from others, Discovery of new insights, Exercising in fictitious situations and Participation with others. The most preferred learning styles of the participants were Discovery and Participation. The learning style Acquisition was moderately preferred and Apperception and Exercising were least preferred. The educational components of the quality improvement collaboratives studied (national conferences, half-day learning sessions, faculty site visits and use of an online tool) were predominantly associated with the learning styles Acquisition and Apperception. We observed a decrease in attendance to the learning activities and non-conformance with the standardized set goals and approaches. We conclude that the participants' satisfaction with the offered learning approach changed over time. The lacking match between these learning style preferences and the learning approach in the educational components of the quality improvement collaboratives studied might be the reason why the participants felt they did not gain new insights and therefore ceased

Evaluating linear-nonlinear thinking style for knowledge management education

OpenAIRE

Constantin Bratianu; Simona Vasilache

2009-01-01

The purpose of this paper is to present a new perspective of the linear-nonlinear thinking style and its critical role in knowledge management education. Previous works in this field identified linear thinking as being rational, logic and analytic, and nonlinear thinking as being based on intuition, insight and creativity. In this perspective, linear thinking is related mostly with cognitive intelligence, while nonlinear thinking is related mostly with emotional intelligence. These interpreta...

American Educators' Confrontation with Fascism

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Fallace, Thomas

2018-01-01

This historical study explores how educators in the United States responded to the rise of fascism between the World Wars. By considering and then ultimately rejecting the fascist approach to education and philosophy, American educators defined democratic education in contrast to fascist/totalitarian approaches to education by rejecting…

Afrikaans, American and British Models for South African English ...

African Journals Online (AJOL)

tions in a national and international context, by comparing the traditions and the roles of the lan- ... The changing linguistic, social, and educational situations in South Africa ... abroad, by the British and American leXicographical traditions. ... interactional styles in the South African social psychology and cross-cultural.

Adaptation Provisioning with Respect to Learning Styles in a Web-Based Educational System: An Experimental Study

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Popescu, E.

2010-01-01

Personalized instruction is seen as a desideratum of today's e-learning systems. The focus of this paper is on those platforms that use learning styles as personalization criterion called learning style-based adaptive educational systems. The paper presents an innovative approach based on an integrative set of learning preferences that alleviates…

Maternal socialization goals, parenting styles, and social-emotional adjustment among Chinese and European American young adults: testing a mediation model.

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Li, Yan; Costanzo, Philip R; Putallaz, Martha

2010-01-01

The authors compared the associations among perceived maternal socialization goals (self-development, filial piety, and collectivism), perceived maternal parenting styles (authoritative, authoritarian, and training), and the social-emotional adjustment (self-esteem, academic self-efficacy, and depression) between Chinese and European American young adults. The mediation processes in which socialization goals relate to young adults' adjustment outcomes through parenting styles were examined. Results showed that European American participants perceived higher maternal self-development socialization goals, whereas Chinese participants perceived higher maternal collectivism socialization goals as well as more authoritarian parenting. Cross-cultural similarities were found in the associations between perceived maternal authoritative parenting and socioemotional adjustment (e.g., higher self-esteem and higher academic self-efficacy) across the two cultural groups. However, perceived maternal authoritarian and training parenting styles were found only to be related to Chinese participants' adjustment (e.g., higher academic self-efficacy and lower depression). The mediation analyses showed that authoritative parenting significantly mediated the positive associations between the self-development and collectivism goal and socioemotional adjustment for both cultural groups. Additionally, training parenting significantly mediated the positive association between the filial piety goal and young adults' academic self-efficacy for the Chinese group only. Findings of this study highlight the importance of examining parental socialization goals in cross-cultural parenting research.

Parenting Styles, Adolescents' Attributions, and Educational Outcomes in Nine Heterogeneous High Schools.

Science.gov (United States)

Glasgow, Kristan L.; And Others

1997-01-01

Examined contemporaneous and predictive relations between parenting styles, adolescents' attributions, and educational outcomes. Found that adolescents who perceived their parents as nonauthoritative were more likely than peers to attribute achievement outcomes to external causes or low ability. The higher the proportion of dysfunctional…

Demystifying APA style.

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Cuddy, Claudia M

2002-01-01

Many nursing schools and health care journals have adopted the Publication Manual of the American Psychological Association (APA stylebook) as their guide to achieve uniformity and consistency in manuscript preparation as well as in usage and writing style. Published in 2001, the fifth edition of the APA stylebook contains 440 pages and can overwhelm someone who tries to use it for the first time. This article delineates main points in the areas of manuscript preparation, reference lists, in-text citations, and style choices.

Ethnicity as Conversational Style. Sociolinguistic Working Paper Number 55.

Science.gov (United States)

Tannen, Deborah

The relationship of one aspect of conversational style, the degree of directness in the sending and interpretation of messages, to ethnicity was investigated in a comparison of the communication styles of Greeks and Americans. It was hypothesized that Greeks tend to be more indirect in speech than Americans, and that English speakers of Greek…

Clothing Preferences of Older Women: Implications for Gerontology and the American Clothing Industry.

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Spruiell, Phyllis R.; Jernigan, Marian

1982-01-01

Investigated the clothing preferences and problems of older women, using personal interviews. Presents results of preferred styles in detail. Discusses implications of the research for gerontologists in higher education and for the American clothing industry. (RC)

Examining Student Opinions on Computer Use Based on the Learning Styles in Mathematics Education

Science.gov (United States)

Ozgen, Kemal; Bindak, Recep

2012-01-01

The purpose of this study is to identify the opinions of high school students, who have different learning styles, related to computer use in mathematics education. High school students' opinions on computer use in mathematics education were collected with both qualitative and quantitative approaches in the study conducted with a survey model. For…

Learning styles of medical students - implications in education.

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Buşan, Alina-Mihaela

2014-01-01

The term "learning style" refers to the fact that each person has a different way of accumulating knowledge. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. According to Fleming and Mills the learning styles can be classified in Visual, Auditory and Kinesthetic. There is no evidence that teaching according to the learning style can help a person, yet this cannot be ignored. In this study, a number of 230 medical students were questioned in order to determine their learning style. We determined that 73% of the students prefer one learning style, 22% prefer to learn using equally two learning style, while the rest prefer three learning styles. According to this study the distribution of the learning styles is as following: 33% visual, 26% auditory, 14% kinesthetic, 12% visual and auditory styles equally, 6% visual and kinesthetic, 4% auditory and kinesthetic and 5% all three styles. 32 % of the students that participated at this study are from UMF Craiova, 32% from UMF Carol Davila, 11% University of Medicine T Popa, Iasi, 9% UMF Cluj Iulius Hatieganu. The way medical students learn is different from the general population. This is why it is important when teaching to considerate how the students learn in order to facilitate the learning.

Perceived Parenting Style of Fathers and Iranian Adolescents' Self-efficacy: The Moderating Role of Gender and Education.

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Keshavarz, Somayeh; Mounts, Nina S

2017-01-01

The authors examined the moderating role of adolescent's gender and father's education on the associations between perceived paternal parenting styles and self-efficacy in a socioeconomical diverse sample of Iranian ado-lescents (n = 382). Results revealed that paternal authoritative parenting was significantly and positively related to self-efficacy. Interestingly, a significant and positive relation was also found between paternal authoritarian parenting and self-efficacy. This finding might have been the result of the fact that this study was conducted as part of a collectivist culture. In addition, the results indicated that boys who perceived their fathers as highly authoritative indicated higher self-efficacy than girls did. Furthermore, the findings demonstrated that higher educational levels attenuate the negative impact of the permissive parenting style on self-efficacy. The present findings underscore the need to focus on the role of gender and father's education when assessing the link between parenting style and adolescents' self-efficacy.

Successful Instructional Leadership Styles in Education

Science.gov (United States)

Smith, Gina; Minor, Maria; Brashen, Henry; Remaly, Kristie

2017-01-01

The purpose of this research study was to explore the dominant leadership styles of online college instructors. Online instructors voluntarily participated in a survey to indicate which of four leadership styles they use in their classes: transformational, situational, democratic, or authoritarian. The surveys indicated that the transformational…

An integrative review on conflict management styles among nursing students: Implications for nurse education.

Science.gov (United States)

Labrague, Leodoro J; McEnroe-Petitte, Denise M

2017-12-01

Nurse education plays a critical role in the achievement of conflict management skills in nursing students. However, a wider perspective on this concept has not been explored. This paper is a report of a review appraising and synthesizing existing empirical studies describing conflict management styles among nursing students. An integrative review method guided this review. Five (5) bibliographic databases (CINAHL, Medline, Psych Info, Embase and SCOPUS) were searched to locate relevant articles. An electronic database search was performed in December 2016 to locate studies published from 2007 onwards. The search words included: 'conflict', 'management resolution', 'management style', 'management strategy', 'nursing', 'student'. Thirteen (13) articles met the inclusion criteria. Nursing students preferred 'constructive/positive conflict management styles' when handling conflicts. However, more studies are needed to identify factors that may affect their choice of styles. Further, this review emphasizes the need for empirical studies to identify appropriate interventions that would effectively enhance nursing students' skills in managing conflicts using rigorous methods. Nursing faculty play a critical role in teaching, training, and modeling constructive conflict resolution styles in nursing students. Simulation scenarios, reflective exercises, and role playing may be useful to facilitate such learning in choosing constructive conflict management styles. Structured training programme on conflict management will assist nursing students develop positive conflict management styles. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Comparative Study of the Relationships between Conflict Management Styles and Job Satisfaction, Organizational Commitment, and Propensity to Leave the Job among Saudi and American Universities' Faculty Members

Science.gov (United States)

Alzahrani, Mohammed

2013-01-01

This study used Rahim Organizational Conflict Inventory-II, Form C to examine the preference for conflict management styles among Saudi and American faculty members. Additionally, the study examined the relationships between conflict management styles and job satisfaction, organizational commitment, and propensity to leave the job. A random sample…

The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students.

Science.gov (United States)

Abar, Beau; Carter, Kermit L; Winsler, Adam

2009-04-01

This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic achievement, and risk behavior. Participants also completed youth report measures of parental religiosity and perceived maternal parenting style. Correlational analyses show authoritative parenting to be associated with high levels of academic performance and study skills. Additional correlations revealed that highly religious students tend to perform well academically, study better, and engage in fewer risk behaviors than youth less committed to religion. Although no direct relations were observed between parenting style and student religiosity, maternal parenting style was found to moderate relations between parental and student religiosity. Findings are discussed in terms of their relevance to the population studied.

Critical thinking in higher education: The influence of teaching styles and peer collaboration on science and math learning

Science.gov (United States)

Quitadamo, Ian Joseph

Many higher education faculty perceive a deficiency in students' ability to reason, evaluate, and make informed judgments, skills that are deemed necessary for academic and job success in science and math. These skills, often collected within a domain called critical thinking (CT), have been studied and are thought to be influenced by teaching styles (the combination of beliefs, behavior, and attitudes used when teaching) and small group collaborative learning (SGCL). However, no existing studies show teaching styles and SGCL cause changes in student CT performance. This study determined how combinations of teaching styles called clusters and peer-facilitated SGCL (a specific form of SGCL) affect changes in undergraduate student CT performance using a quasi-experimental pre-test/post-test research design and valid and reliable CT performance indicators. Quantitative analyses of three teaching style cluster models (Grasha's cluster model, a weighted cluster model, and a student-centered/teacher-centered cluster model) and peer-facilitated SGCL were performed to evaluate their ability to cause measurable changes in student CT skills. Based on results that indicated weighted teaching style clusters and peer-facilitated SGCL are associated with significant changes in student CT, we conclude that teaching styles and peer-facilitated SGCL influence the development of undergraduate CT in higher education science and math.

Perceived parenting style of fathers and adolescents' locus of control in a collectivist culture of Malaysia: the moderating role of fathers' education.

Science.gov (United States)

Keshavarz, Somayeh; Baharudin, Rozumah; Mounts, Nina S

2013-01-01

The authors investigated the moderating role of father's education on the associations between perceived paternal parenting styles and locus of control among 382 Malaysian adolescents with an average age of 14.27. Data were collected by means of adolescents' self-report using standardized instruments (i.e., parental authority questionnaire and Nowicki-Strickland Internal-External Control Scale for Children). Results revealed that there were significant negative relationships between fathers' authoritative parenting style (r = -.243, p parenting style (r = -.130, p parenting and locus of control (b = -0.147, p parents' education when assessing the links between parenting styles and adolescents' locus of control.

Conflict management styles of Asian and Asian American nurses: implications for the nurse manager.

Science.gov (United States)

Xu, Yu; Davidhizar, Ruth

2004-01-01

Foreign nurses and American nurses who are culturally diverse make up an increasing number of the US nursing workforce. Of foreign nurses, Asians constitute the largest number. Conflict is an inevitable aspect of human relations in health care settings. Nurses and other health team members with diverse cultural background bring to the workplace different conflict behaviors that directly impact the outcomes of conflicts. It is essential for health care team members and managers to be cognizant of different conflict behaviors as well as different conflict management styles so that strategies can be designed to build a culturally diverse health care team that is able to effectively achieve group and organizational objectives.

The relationship between learning style preferences and gender, educational major and status in first year medical students: a survey study from iran.

Science.gov (United States)

Sarabi-Asiabar, Ali; Jafari, Mehdi; Sadeghifar, Jamil; Tofighi, Shahram; Zaboli, Rouhollah; Peyman, Hadi; Salimi, Mohammad; Shams, Lida

2015-01-01

Identifying and employing appropriate learning styles could play an important role in selecting teaching styles in order to improve education. This study aimed to determine the relationship between learning styles preferences and gender, educational major and status in first year students at Isfahan University of Medical Sciences. A cross-sectional study employing the visual-aural-read/write-kinesthetic (VARK) learning style's questionnaire was done on 184 first year students of medicine, pharmacy, dentistry, nursing and health services management at Isfahan University of Medical Sciences in 2012. The validity of the questionnaire was assessed through experts' views and reliability was calculated using Cronbach's alpha coefficients (α = 0.86). Data were analyzed using the SPSS ver.18 software and x(2) test. Out of 184 participants who responded to and returned the questionnaire, 122 (66.3%) were female; more than two-thirds (68.5%) of the enrolled students were at the professional doctorate level (medicine, pharmacy, dentistry) and 31.5% at the undergraduate level (nursing and health services management). Eighty-nine (48.4%) students preferred a single-modal learning style. In contrast, the remaining 95 students (51.6%) preferred multi-modal learning styles. A significant relationship between gender and single modal learning styles (P = 0.009) and between status and learning styles (P = 0.04) was observed. According to the results, male students preferred to use the kinesthetic learning style more than females, while, female students preferred the aural learning style. Knowledge about the learning styles of students at educational institutes is valuable and helps solve learning problems among students, and allows students to become better learners.

Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool?

Science.gov (United States)

Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason

2015-04-01

Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.

[Parenting styles].

Science.gov (United States)

Torío López, Susana; Peña Calvo, José Vicente; Inda Caro, Mercedes

2008-02-01

Parental educational styles constitute one of the key elements of family socialization. The aim of the present essay is to present the results of a research project carried out in the Principality of Asturias (Spain) among 2,965 families with children of infant and primary-school age (5-8 years old). This research attempts to analyse, among other aspects, parental behaviour tendencies in child upbringing. The analysis of the results obtained allows us to: 1) identify the most common attitudinal and behavioural tendencies of parents in the upbringing of their children; 2) determine how many people have a well defined parental style, and delimit their socio-educational characteristics. Lastly, we consider the need to change some parental behaviour patterns and stress the importance of family education programmes, with the aim of promoting appropriate parenting models and modifying or improving current practices.

Correlation between Students' Self-Efficacy and Teachers' Educational Leadership Style in Iranian Midwifery Students.

Science.gov (United States)

Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2015-12-18

Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers' leadership style and students' self-efficacy in midwifery students. This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker's scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers' leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (pstyle is appropriate for midwifery teachers.

American Indians in Graduate Education.

Science.gov (United States)

Kidwell, Clara Sue

1989-01-01

The number of American Indians enrolled in institutions of higher education is very small. Enrollment figures for fall 1984 show Indians made up .68% of the total enrollment in institutions of higher education in the country, but only 15% of them were in universities. Their largest representation was in two-year institutions, where 54% of Indian…

Educating the Newest Americans: Report of the Task Force on New Immigrants and American Education.

Science.gov (United States)

American Jewish Committee, New York, NY.

American education will be challenged over the next decades by a flow of increasingly diverse immigrants from all over the world and a workplace that will require a technologically sophisticated labor force. The response of the educational system to the new immigrants will have important consequences for society. Current immigrants do not have the…

Factor Structure and Measurement Invariance of the Need-Supportive Teaching Style Scale for Physical Education.

Science.gov (United States)

Liu, Jing-Dong; Chung, Pak-Kwong

2017-08-01

The purpose of the current study was to examine the factor structure and measurement invariance of a scale measuring students' perceptions of need-supportive teaching (Need-Supportive Teaching Style Scale in Physical Education; NSTSSPE). We sampled 615 secondary school students in Hong Kong, 200 of whom also completed a follow-up assessment two months later. Factor structure of the scale was examined through exploratory structural equation modeling (ESEM). Further, nomological validity of the NSTSSPE was evaluated by examining the relationships between need-supportive teaching style and student satisfaction of psychological needs. Finally, four measurement models-configural, metric invariance, scalar invariance, and item uniqueness invariance-were assessed using multiple group ESEM to test the measurement invariance of the scale across gender, grade, and time. ESEM results suggested a three-factor structure of the NSTSSPE. Nomological validity was supported, and weak, strong, and strict measurement invariance of the NSTSSPE was evidenced across gender, grade, and time. The current study provides initial psychometric support for the NSTSSPE to assess student perceptions of teachers' need-supportive teaching style in physical education classes.

Effects of a Technology-Friendly Education Program on Pre-Service Teachers' Perceptions and Learning Styles

Science.gov (United States)

Kim, Dong-Joong; Choi, Sang-Ho

2016-01-01

A technology-friendly teacher education program can make pre-service teachers more comfortable with using technology from laggard to innovator and change their learning styles in which they prefer the use of technology in teaching. It is investigated how a technology-friendly mathematics education program, which provided 49 pre-service teachers an…

Conflict management styles in the health professions.

Science.gov (United States)

Sportsman, Susan; Hamilton, Patti

2007-01-01

The purpose of the study was to determine prevalent conflict management styles chosen by students in nursing and to contrast these styles with those chosen by students in allied health professions. The associations among the level of professional health care education and the style chosen were also determined. A convenience sample of 126 students in a comprehensive university completed the Thomas-Kilmann Conflict Mode Instrument (TKI), which requires respondents to choose behaviors most characteristic of their response to conflict and classifies these behaviors as one of five styles. There was no significant difference between the prevalent conflict management styles chosen by graduate and undergraduate nursing students and those in allied health. Some of the students were already licensed in their discipline; others had not yet taken a licensing exam. Licensure and educational level were not associated with choice of styles. Women and men had similar preferences. The prevalent style for nursing students was compromise, followed by avoidance. In contrast, avoidance, followed by compromise and accommodation, was the prevalent style for allied health students. When compared to the TKI norms, slightly more than one half of all participants chose two or more conflict management styles, commonly avoidance and accommodation at the 75th percentile or above. Only 9.8% of the participants chose collaboration at that level. Implications for nurse educators, researchers, and administrators are discussed.

Asian American Giving to US Higher Education

Science.gov (United States)

Tsunoda, Kozue

2010-01-01

Asian Americans have had significant impacts on and within mainstream US society, and their great efforts and gifts in the name of charitable causes are no exception. This study aims to examine perceptions within American university development offices about Asian American giving to US higher education. The article begins with a literature review…

Relations of Maternal Style and Child Self-Concept to Autobiographical Memories in Chinese, Chinese Immigrant, and European American 3-Year-Olds

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Wang, Qi

2006-01-01

The relations of maternal reminiscing style and child self-concept to children's shared and independent autobiographical memories were examined in a sample of 189 three-year-olds and their mothers from Chinese families in China, first-generation Chinese immigrant families in the United States, and European American families. Mothers shared…

The influence of maternal psychosocial characteristics on infant feeding styles.

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Barrett, Katherine J; Thompson, Amanda L; Bentley, Margaret E

2016-08-01

Maternal feeding styles in infancy and early childhood are associated with children's later risk for overweight and obesity. Maternal psychosocial factors that influence feeding styles during the complementary feeding period, the time during which infants transition from a milk-based diet to one that includes solid foods and other non-milk products, have received less attention. The present study explores how maternal psychosocial factors-specifically self-esteem, parenting self-efficacy, parenting satisfaction, and depression symptoms-influence mothers' infant feeding styles at nine months of age, a time during which solid foods eating habits are being established. Participants included 160 low-income, African-American mother-infant pairs in central North Carolina who were enrolled in the Infant Care and Risk of Obesity Study. Regression models tested for associations between maternal psychosocial characteristics and pressuring and restrictive feeding styles. Models were first adjusted for maternal age, education, marital status and obesity status. To account for infant characteristics, models were then adjusted for infant weight-for-length, distress to limitations and activity level scores. Maternal self-esteem was negatively associated with pressuring to soothe. Maternal parenting self-efficacy was positively associated with restriction-diet quality. Maternal parenting satisfaction and depression symptoms were not associated with feeding styles in the final models. Focusing on strengthening maternal self-esteem and parenting self-efficacy may help to prevent the development of less desirable infant feeding styles. Copyright © 2016 Elsevier Ltd. All rights reserved.

Parental feeding styles, young children's fruit, vegetable, water and sugar-sweetened beverage consumption, and the moderating role of maternal education and ethnic background.

Science.gov (United States)

Inhulsen, Maj-Britt Mr; Mérelle, Saskia Ym; Renders, Carry M

2017-08-01

To examine the associations between parental feeding styles and children's dietary intakes and the modifying effect of maternal education and children's ethnicity on these associations. Cross-sectional study of parental feeding styles, assessed by the Parental Feeding Style Questionnaire, and children's dietary intakes. Multiple regression analyses were carried out to assess the associations between the parental feeding styles studied ('control', 'emotional feeding', 'encouragement to eat' and 'instrumental feeding') and children's dietary intakes (consumption of fruit, vegetables, water and sugar-sweetened beverages (SSB)). The modifying effect of maternal education and children's ethnicity on these associations was explored. North-western part of the Netherlands. Children aged 3-7 years (n 5926). Both 'encouragement' and 'control' were associated with higher consumption of vegetables and lower consumption of SSB, but only 'encouragement' was positively associated with fruit and water intakes. 'Instrumental feeding' showed a positive association with SSB and negative associations with fruit, vegetable and water consumption. No significant associations were found for 'emotional feeding'. Maternal educational level and children's ethnicity moderated some associations; for example, 'control' was beneficial for vegetable intake in all subgroups, whereas the association with SSB was beneficial only in highly educated mothers. The study shows that both encouraging and controlling feeding styles may improve children's dietary behaviour, while 'instrumental feeding' may have a detrimental effect. Furthermore, maternal educational level and children's ethnicity influence these associations. The study's findings could provide a basis for development of interventions to improve parental feeding styles.

A social work study on the effect of different factors on leadership style: A case study of educational system

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Hajar Jannesari

2013-03-01

Full Text Available Leadership style plays an important role on job satisfaction in educational systems. In this paper, we present a study among 180 school principals in city of Khomeinishahr, located in province of Esfahan, Iran. The study selects a sample of 123 principals and examines ten hypotheses including the effects of personality trait neuroticism, extroversion, resilience, participative, conscientiousness on job satisfaction. The study also investigates the impacts of transformational leadership style, transactional leadership style and Laissez – fair leadership style on job satisfaction. Finally, the study considers the relationship between personality trait neuroticism and transformational leadership style as well as personality trait extraversion and transformational leadership style. The study uses Pearson correlation test and verify that nine out of ten hypotheses have been confirmed and the relationship between Laissez – fair leadership style and job satisfaction is not confirmed.

Family Decision-Making Style, Peer Group Affiliation and Prior Academic Achievement as Predictors of the Academic Achievement of African American Students

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Engerman, Kimarie

2006-01-01

A study analyzed family decision-making style, peer group affiliation, and academic achievement in 10th grade as predictors of academic achievement of African American students in 12th grade. Findings indicated that though peer groups were known to influence academic performance, affiliation with learning oriented peers in 10th grade did not…

Teacher’s asserting premises and possibilities of efficient managerial styles

OpenAIRE

Claudiu Marian Bunăiașu

2014-01-01

The issue of teacher's managerial styles is unitary approached along with educational styles issue and institutional management styles issue, and is part of the class' managerial dimension. Comparative, educational and managerial styles (of the school manager) have a theoretical history and benefit from validated techniques and tools, whereas teacher's managerial styles issue are about to gain consistency as part of the pedagogical literature, and present researches emphasize their roles in e...

Parental feeding styles, young children's fruit, vegetable, water and sugar-sweetened beverage consumption, and the moderating role of maternal education and ethnic background

NARCIS (Netherlands)

Inhulsen, Maj-Britt Mr; Mérelle, Saskia Ym; Renders, Carry M

OBJECTIVE: To examine the associations between parental feeding styles and children's dietary intakes and the modifying effect of maternal education and children's ethnicity on these associations. DESIGN: Cross-sectional study of parental feeding styles, assessed by the Parental Feeding Style

Profiling & Utilizing Learning Style.

Science.gov (United States)

Keefe, James W., Ed.

The purpose of the National Association of Secondary School Principals (NASSP) Learning Style Profile is to provide educators with a well-validated and easy-to-use instrument for diagnosing the cognitive styles, perceptual response tendencies, and study/instructional preferences of middle level and senior high school students. The Learning Style…

Correlation between Students’ Self-Efficacy and Teachers’ Educational Leadership Style in Iranian Midwifery Students

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Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2016-01-01

Background: Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers’ role. This study aimed to determine relationship between teachers’ leadership style and students’ self-efficacy in midwifery students. Method: This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker’s scale (0-5). Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Result: Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers’ leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (pstyle is appropriate for midwifery teachers. PMID:26925916

Driving styles and their associations with personality and motivation.

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Taubman-Ben-Ari, Orit; Yehiel, Dalia

2012-03-01

The associations between driving styles and the Big-Five personality factors and perceived costs and benefits of driving were examined in order to obtain a more comprehensive understanding of driving styles. Questionnaires tapping driving style, personality traits, motivations for driving, and background variables were completed by 320 drivers (150 men and 170 women). The results show that each driving style is associated with a unique set of sociodemographic, personality, and motivational factors. The reckless and angry styles were both endorsed more by men than women, by younger drivers, and by those displaying higher levels of Extroversion and thrill seeking, and lower levels of Agreeableness and Conscientiousness. However, whereas the reckless style was also predicted by the perceived costs of driving-related distress, as well as higher perceived risk to life among those with higher education, the angry style was also predicted by perceptions of both control and annoyance among more educated drivers. The anxious style was endorsed more by women, and by drivers lower on Conscientiousness and higher on Neuroticism. Individuals reporting this style regard driving as a cause of distress and annoyance, and, depending on their level of education, perceive it as entailing more risk to life and as a potential damage to their self-image (higher education), or as providing more opportunities for impression management (lower education). The careful driving style was endorsed more by women, and associated with higher Agreeableness, Conscientiousness, and Openness, along with higher pleasure (especially among younger drivers), but lower thrill seeking and worries about damage to self-esteem. The discussion focuses on the importance of looking at driving styles and their predictors holistically in order to design practical interventions suited to different profiles of drivers. Copyright © 2011 Elsevier Ltd. All rights reserved.

Multicultural and Popular Music Content in an American Music Teacher Education Program

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Wang, Jui-Ching; Humphreys, Jere T.

2009-01-01

The teaching of multicultural music, and to a lesser extent popular music, has been the stated goal of music education policy makers for many decades. Accordingly, the purpose of this study was to estimate the amount and percentage of time music education majors in a university teacher education program spent on 13 styles of music in history,…

The Japanese and the American First-Line Supervisor.

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Bryan, Leslie A., Jr.

1982-01-01

Compares the American and Japanese first-line supervisor: production statistics, supervisory style, company loyalty, management style, and communication. Also suggests what Americans might learn from the Japanese methods. (CT)

Style and ideology in translation

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Munday, Jeremy

2013-01-01

Adopting an interdisciplinary approach, this book investigates the style, or 'voice,' of English language translations of twentieth-century Latin American writing, including fiction, political speeches, and film. Existing models of stylistic analysis, supported at times by computer-assisted analysis, are developed to examine a range of works and writers, selected for their literary, cultural, and ideological importance. The style of the different translators is subjected to a close linguistic investigation within their cultural and ideological framework.

Parenting style of mothers and fathers of adolescent eyes

OpenAIRE

KŘÍŽOVÁ, Hana

2013-01-01

The thesis titled "Parenting style of mothers and fathers eyes adolescents' explores the differences of perception and evaluation of educational access of mothers and fathers to daughters and sons. The theoretical part contains basic information about the family, types of families, developmental characteristics during adolescence, types of educational styles. Part of this work is to present the research results of the educational style of mothers and fathers in terms of girls and boys. Data w...

The Effects of Maternal Parenting Style and Religious Commitment on Self-Regulation, Academic Achievement, and Risk Behavior among African-American Parochial College Students

Science.gov (United States)

Abar, Beau; Carter, Kermit L.; Winsler, Adam

2009-01-01

This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic…

Asian Americans and Education

Science.gov (United States)

Chang, Benjamin

2017-01-01

The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, "Asian…

First-generation Korean-American parents' perceptions of discipline.

Science.gov (United States)

Kim, Eunjung; Hong, Seunghye

2007-01-01

Nurses not only need to be familiar with professional guidelines of discipline and but also need to be aware of variances in styles of acceptable discipline across cultural groups. The goal of this study was to explore cultural influences in relation to (1) first-generation Korean-American parents' perceptions of common discipline strategies in the United States, and (2) discipline strategies commonly used among first-generation Korean-American parents. Inductive content analysis was used to analyze interview data from seven first-generation Korean-American parents. Derived themes indicated that parents considered spanking/hitting and less hugging/kissing as Korean style, and time-out, use of sticker charts, hugging/kissing, removing/adding privileges, and giving chores as American style. Recent immigrant parents were not familiar with common positive discipline strategies in the United States. As they adapted to mainstream society, they discontinued what they perceived to be negative aspects of Korean style and adopted positive aspects of American style. They were sensitive to children's views on discipline, and they experienced communication difficulties with children. These findings indicated that Korean-American parents' perceptions of discipline strategies were shaped by living in two cultures and were different from western viewpoints.

Education styles in a family versus life aims and values preferred by young people [Style wychowania w rodzinie a preferowane przez młodzież cele życiowe i wartości

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Małgorzata DUBIS

2017-11-01

Full Text Available The socio-cultural, economic and political outlook changes visible in the contemporary world provoke deep transformations in all fields of life. The social conditions of life have been also deeply changing, often causing changes in views, expectations, behaviour patterns and life standards. In such a situation a young person experiences chaos and the feeling of being lost and looses the feeling of influence on their life. In an uncertain situation and with the feeling of being lost, and with difficulties connected with the adolescent crisis, young people need support from people being close to them. The special role plays family in that case. Family is the first social environment, integrally fulfilling different needs of a child and influencing his development in all areas of his life. All socialization processes developing in a family influence the shape of opinion and attitudes, patterns, traditions and accepted values. The correct one shapes proper, real and rational ideas of future life in children. The responsible parental function and shaping the proper social system in children is based on education styles that are very important for children. These styles are influenced mainly by parents, their views, educational aims, personal experience and patterns from their home. Education styles in a family decide mainly the level of psychological and social needs fulfillment, they shape the behaviour patterns in a family and can be internalized on different levels by imitation and identification, allowing for the adoption of values and standards. The article includes the source of research concerning the declared system of values and aims in life by the respondents. The results of behaviour styles in a family research have been discussed-all meanings, the frequency of particular education styles. The author also tried to show the connection between the family functioning and values chosen by children.

The relationship among parenting styles, academic self-concept ...

African Journals Online (AJOL)

The relationship among parenting styles, academic self-concept, academic ... the four specific parenting styles, the authoritative style has the medium correlation 'r' ... school level parent education programs should be incorporated and parents ...

MANAGERS AND THEIR STYLE OF LEADING

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Vlad FLOREA

2013-06-01

Full Text Available As main model for a manager, the German managers come from all walks of life, are graduates of higher technically and economically education, paying special attention to the individual qualities of leadership and to community professional competence to professionalism and to experience. In this paper we describe managers’ style of leading. A key feature of the Euroentrepeneur and Euromanager activity is achieving a sixth feature (creating outposts in major economic centers of Europe that is not addressing to traditional management techniques, but making use of specific techniques. The main conclusion reveals that the consolidation of European single market will grow the European management model rapidly, with its economic, social and cultural traits that will confer distinction from the North American and Japanese management.

The Relationship of Assertiveness and Locus of Control with Learning Styles of the Physical Education and Sports School Students

OpenAIRE

SUCAN, Serdar; TURAN, Mehmet Behzat; PEPE, Osman; KARAOĞLU, Barış; DOĞAN, Doğan

2016-01-01

The present study have been conducted to investigate Physical Education and Sports School students’ learning style preferences in terms of assertiveness and locus of control to see relationship between and learning style.For this purpose “Kolb’s Learning Style Inventory” translated in Turkish by Askar and Akkoyunlu (1993), “Rathus Assertiveness Scale” which was developed by Rathus A.S. (1973) and “Rotter’s Locus of Control Scale” (1966) which was developed into Turkish by Dağ (1990) was admin...

The Structural Model in Parenting Style, Attachment Style, Self-regulation and Self-esteem for Smartphone Addiction

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Kwan Hoi Ching

2017-08-01

Full Text Available Excessive smartphone usage has become a highly controversial and substantial worldwide issue. This paper explores the complexities and challenges of smartphone addiction with a particular focus on parenting styles, attachment, and self-regulation. Convenience sampling was used to gather data from 211 university students in Hong Kong (138 females/74 males through their responses to four questionnaires. One structural equation model was formed successfully which indicated that parenting style (authoritative or permissive could be a reasonable predictor of attachment style (secure or dismissive and self-regulation (impulse control or goal setting for smartphone addictions (positive anticipation, withdrawal, cyberspace relationship or overuse. Parenting style was a positive correlate to predict attachment, while the attachment positive correlated to predict self-regulation. Self-regulation was a negative correlate to smartphone addiction. It was revealed that a positive parenting style and positive attachment style could form a significant model with self-regulation and smartphone addiction. Furthermore, secure attachment had higher mediation effect, while impulse control and goal setting behavior had a fair mediation power over influencing addiction tendency. This model helped explore the relationships between smartphone addiction and other constructs in educational psychology. Based on findings, educators can gain insights into how parenting and self-regulation can influence the tendency towards excessive smartphone usage. More educational programs which aim at promoting adequate parenting skills, motivating children through self-regulation and goal setting, is proposed through this study.

Teaching APA Style Documentation: Discovery Learning, Scaffolding and Procedural Knowledge

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Skeen, Thomas; Zafonte, Maria

2015-01-01

Students struggle with learning correct documentation style as found in the Publication Manual of the American Psychological Association and teachers are often at a loss for how to best instruct students in correct usage of APA style. As such, the first part of this paper discusses the current research on teaching documentation styles as well as…

Red Women, White Policy: American Indian Women and Indian Education.

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Warner, Linda Sue

This paper discusses American Indian educational policies and implications for educational leadership by Indian women. The paper begins with an overview of federal Indian educational policies from 1802 to the 1970s. As the tribes have moved toward self-determination in recent years, a growing number of American Indian women have assumed leadership…

The Significance of Leadership Style.

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Goldman, Elise

1998-01-01

In a learning environment, leadership style reflects a leader's deeply held educational beliefs, which are mirrored in the school's culture. Case studies illustrate how the leadership styles of three principals affect school ambience. Good leadership practice means acknowledging each person's differing gifts, strengths, and concerns, and utilizing…

Pain education in North American medical schools.

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Mezei, Lina; Murinson, Beth B

2011-12-01

Knowledgeable and compassionate care regarding pain is a core responsibility of health professionals associated with better medical outcomes, improved quality of life, and lower healthcare costs. Education is an essential part of training healthcare providers to deliver conscientious pain care but little is known about whether medical school curricula meet educational needs. Using a novel systematic approach to assess educational content, we examined the curricula of Liaison Committee on Medical Education-accredited medical schools between August 2009 and February 2010. Our intent was to establish important benchmark values regarding pain education of future physicians during primary professional training. External validation was performed. Inclusion criteria required evidence of substantive participation in the curriculum management database of the Association of American Medical Colleges. A total of 117 U.S. and Canadian medical schools were included in the study. Approximately 80% of U.S. medical schools require 1 or more pain sessions. Among Canadian medical schools, 92% require pain sessions. Pain sessions are typically presented as part of general required courses. Median hours of instruction on pain topics for Canadian schools was twice the U.S. median. Many topics included in the International Association for the Study of Pain core curriculum received little or no coverage. There were no correlations between the types of pain education offered and school characteristics (eg, private versus public). We conclude that pain education for North American medical students is limited, variable, and often fragmentary. There is a need for innovative approaches and better integration of pain topics into medical school curricula. This study assessed the scope and scale of pain education programs in U.S. and Canadian medical schools. Significant gaps between recommended pain curricula and documented educational content were identified. In short, pain education was

American education: the challenge of change.

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Griffith, J E; Frase, M J; Ralph, J H

1989-12-01

The American education system is being challenged to raise the academic achievement of students to prepare them for the jobs of the future. Yet many demographic, as well as economic and social factors, are making the task more difficult. Low birth rates, especially among non-Hispanic whites, along with high immigration rates, have increased the share of minority and non-English students in public schools. The rise in single-parent families has increased the number of poor students and migration from the cities to the suburbs has concentrated poor and minority students in inner city schools. These same children will make up a greater share of the future labor force. At the same time, the aging of the general population may lessen the commitment of homeowners- -whose taxes pay between 1/3 and 1/2 of education costs. The aging labor force may bring a shortage of qualified teachers, particularly in specialized subject areas. Poor and minority students generally have below average academic skills and are more likely to drop out of high school than non-minority students. However, the skills of American students rank below those of most other industrialized nations, calling into question the ability of Americans to succeed in an increasingly international economic system. How can schools be improved and minority student achievement be enhanced? Reforms of education finance systems, court-ordered integration, and stiffer requirements for teachers and for graduation from high school are among many attempts to meet the immense challenges faced by American schools.

Relationships between Special Education Teachers' Leadership Styles, Self-Efficacy, and the Team Dynamics in Their Classrooms

Science.gov (United States)

Uresti, Mario Alberto

2017-01-01

This study examined the relationships between leadership styles, self- efficacy, and team dynamics of special education teachers (SETs) working with the moderate/severe student population. Review of the literature suggests that it is common for special education teacher candidates to receive little to no training on how to supervise and…

Why do Americans stink at math? Some of the answer.

Directory of Open Access Journals (Sweden)

Wayne Bishop

2014-10-01

Full Text Available On July 23, 2014, a lengthy and persuasive article appeared in the New York Times Magazine written by the author as an introduction to her new book by the same eye-catching name: Why Do Americans Stink at Math? by Elizabeth Green Ms. Green’s basic premise is that somehow Japanese classrooms modified their style from the purportedly traditional approach of rote response and memorization of meaningless algorithms to the American style of teaching mathematics following the National Council of Teachers of Mathematics (NCTM Standards. Unfortunately, her article - and, presumably, book - represent so much education industry misinformation that it almost cries out for clarification/correction. Herein is an attempt toward that end. It is far from complete but I will try to cover the high points. In summary, Ms. Green has referenced much of the same source material as mentioned herein but a deeper look at those sources leads to quite a different interpretation of the past and, more importantly, implications for trying to improve performance in mathematics in many American precollegiate schools. For the record, there are many American precollegiate schools with exemplary mathematics performance.

Smoke-free policies among Asian-American women: comparisons by education status.

Science.gov (United States)

Tong, Elisa K; Tang, Hao; Tsoh, Janice; Wong, Candice; Chen, Moon S

2009-08-01

California has significantly decreased racial/ethnic and educational disparities in smoke-free home and indoor work policies. California's ethnic-specific surveys present an opportunity to disaggregate data and examine the impact of California's smoke-free social norm campaign for Asian-American women. The California Tobacco Use Surveys for Chinese Americans and Korean Americans were conducted in 2003 and analyzed in 2008 to compare women with lower (education status for smoke-free policy adoption and enforcement. Lower-educated and higher-educated women had similar proportions of smoke-free policies at home (58%) or indoor work (90%). However, lower-educated women were more likely than higher-educated women to report anyone ever smoking at home (OR=1.62, 95% CI=1.06, 2.48, p=0.03) and exposure during the past 2 weeks at an indoor workplace (OR=2.43, 95% CI= 1.30, 4.55, p=0.005), even after controlling for ethnicity, smoke-free policy, knowledge about the health consequences of secondhand smoke exposure, and acculturation. There was no interaction between education and knowledge about secondhand smoke health harms. The intended consequences of California's tobacco-control efforts have resulted in similar rates of smoke-free policies at home and in indoor work environments among Asian-American women across educational levels. However, an unintended consequence of this success is a disparity in enforcement by educational status, with lower-educated Asian-American women reporting greater smoke exposure despite similar rates of knowledge about the health consequences of secondhand smoke exposure. Besides establishing policies, lower-educated Asian-American women may need to be empowered to assert and enforce their right to smoke-free environments.

Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

OpenAIRE

de Gara Chris; Engels Paul T

2010-01-01

Abstract Background Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which ...

Followership Styles at a Two-Year Higher Education Institution

Science.gov (United States)

Ellie, Bethine J.

2017-01-01

This study examined relationships among reported followership styles and employee demographics at one Midwestern two-year college. It replicated a study by Ghislieri, Gatti, and Cortese (2015), and provided a baseline measure of followership styles at one Midwestern two-year college. It found that conformist follower styles showed the highest…

Maternal Resources, Parenting Practices, and Child Competence in Rural, Single-Parent African American Families.

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Brody, Gene H.; Flor, Douglas L.

1998-01-01

Tested a model linking maternal/family characteristics to child cognitive and psychosocial competence in African-American 6- to 9-year olds in rural single-mother-headed households. Found that maternal education, religiosity, and financial resources were linked with parenting style, mother-child relationship, and maternal school involvement.…

Learning style preferences of surgical residency applicants.

Science.gov (United States)

Kim, Roger H; Gilbert, Timothy

2015-09-01

The learning style preferences of general surgery residents have been previously reported; there is evidence that residents who prefer read/write learning styles perform better on the American Board of Surgery In-Training Examination (ABSITE). However, little is known regarding the learning style preferences of applicants to general surgery residency and their impact on educational outcomes. In this study, the preferred learning styles of surgical residency applicants were determined. We hypothesized that applicant rank data are associated with specific learning style preferences. The Fleming VARK learning styles inventory was offered to all general surgery residency applicants that were interviewed at a university hospital-based program. The VARK model categorizes learners as visual (V), aural (A), read/write (R), kinesthetic (K), or multimodal (MM). Responses on the inventory were scored to determine the preferred learning style for each applicant. Applicant data, including United States Medical Licensing Examination (USMLE) scores, class rank, interview score, and overall final applicant ranking, were examined for association with preferred learning styles. Sixty-seven applicants were interviewed. Five applicants were excluded due to not completing the VARK inventory or having incomplete applicant data. The remaining 62 applicants (92%) were included for analysis. Most applicants (57%) had a multimodal preference. Sixty-nine percent of all applicants had some degree of preference for kinesthetic learning. There were statistically significant differences between applicants of different learning styles in terms of USMLE step 1 scores (P = 0.001) and USMLE step 2 clinical knowledge scores (P = 0.01), but not for class ranks (P = 0.27), interview scores (P = 0.20), or final ranks (P = 0.14). Multiple comparison analysis demonstrated that applicants with aural preferences had higher USMLE 1 scores (233.2) than those with kinesthetic (211.8, P = 0.005) or multimodal

Higher education in Latin American: the necessary converge

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Rodolfo Joaquim Pinto da Luz

2005-01-01

Full Text Available This paper investigates the current status of higher education and its reflection upon economic and social policies in Latin American countries. The university, as one of the most important social institutions – due to its plurality of ideas, creativity and dynamic nature – produces scientific and technological research which transforms society. The present paper identifies the main evaluation and accreditation systems in the region and points out the necessity to converge Latin American education systems, aiming at strengthening and increasing competition in the region economy, taking as an example what has been happening in Europe with the signing of the Bologna Agreement, which in turn has created a common European higher education Space. To achieve this, it is necessary to encourage scientific and cultural exchange programs, review evaluation and accreditation systems and discuss curricula that allow for academic and professional mobility between Latin American countries.

Learning style-based teaching harvests a superior comprehension of respiratory physiology.

Science.gov (United States)

Anbarasi, M; Rajkumar, G; Krishnakumar, S; Rajendran, P; Venkatesan, R; Dinesh, T; Mohan, J; Venkidusamy, S

2015-09-01

Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject. Copyright © 2015 The American Physiological Society.

Smoke-Free Policies Among Asian-American Women: Comparisons by Education Status

Science.gov (United States)

Tong, Elisa K; Tang, Hao; Tsoh, Janice; Wong, Candice; Chen, Moon S.

2009-01-01

Background California has significantly decreased racial/ethnic and educational disparities in smoke-free home and indoor work policies. California's ethnic-specific surveys present an opportunity to disaggregate data and examine the impact of California's smoke-free social norm campaign for Asian-American women. Methods The California Tobacco Use Surveys for Chinese Americans and Korean Americans were conducted in 2003 and analyzed in 2008 to compare women with lower (≤ high school graduate) or higher education status for smoke-free policy adoption and enforcement. Results Lower-educated and higher-educated women had similar proportions of smoke-free policies at home (58%) or indoor work (90%). However, lower-educated women were more likely than higher-educated women to report anyone ever smoking at home (OR=1.62, 95% CI=1.06, 2.48, p=0.03) and exposure during the past 2 weeks at an indoor workplace (OR=2.43, 95% CI= 1.30, 4.55, p=0.005), even after controlling for ethnicity, smoke-free policy, knowledge about the health consequences of secondhand smoke exposure, and acculturation. There was no interaction between education and knowledge about secondhand smoke health harms. Conclusions The intended consequences of California's tobacco-control efforts have resulted in similar rates of smoke-free policies at home and in indoor work environments among Asian-American women across educational levels. However, an unintended consequence of this success is a disparity in enforcement by educational status, with lower-educated Asian-American women reporting greater smoke exposure despite similar rates of knowledge about the health consequences of secondhand smoke exposure. Besides establishing policies, lower-educated Asian-American women may need to be empowered to assert and enforce their right to smoke-free environments. PMID:19591754

Concussion attitudes, behaviors, and education among youth ages 12-17: Results from the 2014 YouthStyles survey.

Science.gov (United States)

Donnell, Zoe; Hoffman, Rosanne; Sarmiento, Kelly; Hays, Cameron

2018-02-01

This study assessed young athletes' (ages 12 to 17) concussion attitudes and behaviors, particularly their self-reported experience learning about concussion and intentions to report a concussion and disparities in these experiences. We used data from Porter Novelli's 2014 YouthStyles survey that is conducted each year to gather insights about American consumers. Of the 1,005 respondents, 57% reported sports participation. Fourteen percent reported they may have had a previous concussion, and among them 41% reported having a concussion more than once while playing sports. Males (17.7%) were significantly more likely to report having a concussion than females (10.0%; χ 2 (1)=7.01, p=0.008). Fifty-five percent of respondents reported having learned about what to do if they think they may have a concussion, and 92% reported that they would tell their coach if they thought they sustained a concussion while playing youth or high school sports. Youth from higher income families ($75,000-$124,999) were significantly more likely than youth from lower income families (less than $35,000) to report that they learned about what do if they suspected that they had a concussion. Age of athlete, parental income level, athlete's sex, and living in a metro versus non-metro area led to disparities in athletes' concussion education. There is a need for increased access to concussion education and an emphasis on customizing concussion education efforts to meet the needs of different groups. We identified athletes' self-reported previously sustained concussions and predictors of education related to concussion. Further research is needed to explore the age, gender and income gaps in concussion education among athletes. Published by Elsevier Ltd.

77 FR 68045 - American Education Week, 2012

Science.gov (United States)

2012-11-15

... reaffirm our national mission of educating our students and training our workers better than any other country on earth. My Administration is committed to enhancing American education by raising standards... students' needs first, increasing financial aid for millions of young people. We also invested in training...

Tablet PC Support of Students' Learning Styles

Directory of Open Access Journals (Sweden)

Shreya Kothaneth

2012-12-01

Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

Science.gov (United States)

Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

2010-12-01

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

Creating Teacher Capacity in Early Childhood Education and Care Institutions Implementing an Authoritative Adult Style

Science.gov (United States)

Omdal, Heidi

2018-01-01

The being together intervention intends to raise teacher capacity in Norwegian Early Childhood Education and Care (ECEC) institutions and promote social and emotional development in preschoolers by implementing an authoritative (warm and predictable) adult style in the institution. An authoritative adult balances between building up high quality…

Cognitive Styles and Educational-Vocational Preferences and Selection

Science.gov (United States)

Osipow, Samuel H.

1969-01-01

Vocational Preference Inventory (VPI) and other instruments administered to 365 students, both undecided and in various interest fields, revealed several differences in cognitive style. No differences regarding cognitive style variations and VPI high-point codes or ease of vocational selection were observed. (Author/CJ)

AMERICAN INDIANS AND EDUCATIONAL LABORATORIES.

Science.gov (United States)

BASS, WILLARD P.; BURGER, HENRY G.

MANY OF THE DIVERSE EDUCATIONAL PROBLEMS OF THE AMERICAN INDIAN HAVE BEEN IDENTIFIED FOR YEARS, BUT HAVE BEEN PERMITTED TO LAY DORMANT. SOCIO-ECONOMIC DISADVANTAGEMENT IS EXHIBITED IN AREAS OF INCOME, UNEMPLOYMENT, SCHOOL DROPOUT RATE, EXPECTED LIFE SPAN, INFANT MORTALITY RATE, BIRTH RATE, AND HEALTH HISTORY. COMMUNICATION PROBLEMS BLOCK THE…

Can We Choose a Management Style?

Science.gov (United States)

James, Thomas O.

1985-01-01

Options in management style from corporate administration literature available to educational institutions include the choices of Theory X vs. Theory Y, the managerial vs. academic grid, management by objectives, autocratic vs. bureaucratic vs. participative vs. free-rein leadership styles, situational leadership, presidential role, leadership…

A Global Perspective for Business Education.

Science.gov (United States)

Gustafson, Marolyn J.

1981-01-01

Americans must realize the growing importance and frequency of foreign involvement in our lives and economy. In dealing with other countries, we must overcome the language barrier, learn about laws and customs, and deal with living style differences. Business education has a responsibility to lead in these areas. (JOW)

Effective colorectal cancer education for Asian Americans: a Michigan program.

Science.gov (United States)

Wu, Tsu-Yin; Kao, John Y; Hsieh, Hsing-Fang; Tang, Yu-Ying; Chen, Judy; Lee, Janilla; Oakley, Deborah

2010-06-01

Asian Americans are among the fastest growing population groups in the USA. Despite the fact that colorectal cancer (CRC) is the second most common cancer for this group, Asian Americans have low CRC screening rates. An established health promotion program, Healthy Asian Americans Project (HAAP), expanded to include community-based CRC education during 2005-2006. Using Asian-language media, HAAP promoted awareness throughout local Asian Indian, Chinese, Filipino, Hmong, Japanese, Korean, and Vietnamese American communities and recruited men and women over 50 years to attend health fairs at local community/cultural centers. Evaluation data from 304 participants in an evidence-based educational intervention showed significantly increased knowledge and attitudes about the importance of screening. Follow-up conducted between 6 and 12 months showed that 78% of those receiving the educational intervention had been screened in the last 12 months, compared with the 37% who had ever been screened with any of the tests prior to the study. This community-based health promotion program reached underserved populations and the educational intervention improved CRC screening rates. This and similar programs may help lower CRC mortality among Asian Americans.

A Study of Students' Learning Styles, Discipline Attitudes and Knowledge Acquisition in Technology-Enhanced Probability and Statistics Education

Science.gov (United States)

Christou, Nicolas; Dinov, Ivo D.

2011-01-01

Many modern technological advances have direct impact on the format, style and efficacy of delivery and consumption of educational content. For example, various novel communication and information technology tools and resources enable efficient, timely, interactive and graphical demonstrations of diverse scientific concepts. In this manuscript, we report on a meta-study of 3 controlled experiments of using the Statistics Online Computational Resources in probability and statistics courses. Web-accessible SOCR applets, demonstrations, simulations and virtual experiments were used in different courses as treatment and compared to matched control classes utilizing traditional pedagogical approaches. Qualitative and quantitative data we collected for all courses included Felder-Silverman-Soloman index of learning styles, background assessment, pre and post surveys of attitude towards the subject, end-point satisfaction survey, and varieties of quiz, laboratory and test scores. Our findings indicate that students' learning styles and attitudes towards a discipline may be important confounds of their final quantitative performance. The observed positive effects of integrating information technology with established pedagogical techniques may be valid across disciplines within the broader spectrum courses in the science education curriculum. The two critical components of improving science education via blended instruction include instructor training, and development of appropriate activities, simulations and interactive resources. PMID:21603097

A Study of Students' Learning Styles, Discipline Attitudes and Knowledge Acquisition in Technology-Enhanced Probability and Statistics Education.

Science.gov (United States)

Christou, Nicolas; Dinov, Ivo D

2010-09-01

Many modern technological advances have direct impact on the format, style and efficacy of delivery and consumption of educational content. For example, various novel communication and information technology tools and resources enable efficient, timely, interactive and graphical demonstrations of diverse scientific concepts. In this manuscript, we report on a meta-study of 3 controlled experiments of using the Statistics Online Computational Resources in probability and statistics courses. Web-accessible SOCR applets, demonstrations, simulations and virtual experiments were used in different courses as treatment and compared to matched control classes utilizing traditional pedagogical approaches. Qualitative and quantitative data we collected for all courses included Felder-Silverman-Soloman index of learning styles, background assessment, pre and post surveys of attitude towards the subject, end-point satisfaction survey, and varieties of quiz, laboratory and test scores. Our findings indicate that students' learning styles and attitudes towards a discipline may be important confounds of their final quantitative performance. The observed positive effects of integrating information technology with established pedagogical techniques may be valid across disciplines within the broader spectrum courses in the science education curriculum. The two critical components of improving science education via blended instruction include instructor training, and development of appropriate activities, simulations and interactive resources.

Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.

NARCIS (Netherlands)

Busato, V.V.; Prins, F.J.; Elshout, J.J.; Hamaker, C.

2000-01-01

This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year

Goal setting education and counseling practices of diabetes educators.

Science.gov (United States)

Malemute, Charlene L; Shultz, Jill Armstrong; Ballejos, Miriam; Butkus, Sue; Early, Kathaleen Briggs

2011-01-01

The purpose of this study was to identify goal setting education practices used by diabetes educators working with type 2 diabetes patients. Data were collected by a mail questionnaire with 179 diabetes educators purposively selected from the 2008 American Association of Diabetes Educators membership listing. Many diabetes educators (52%) reported that more than 75% of their patients set goals for diabetes control. Independent factor patterns for the frequency of information collected from the patient for the first diabetes education session showed that educators either focused on patients' self-management practices (exercise and dietary practices, knowledge, and social impacts of diabetes) or issues with learning about self-management, such as understanding the patient's learning style and motivation for managing diabetes. Factor patterns overall showed diverse approaches to working with patients, including strategies used with patients struggling with dietary goals and the importance of tasks to complete during the first patient session. Although most educators reported practices that were largely patient centered as promoted by the American Diabetes Association (ADA) and models of chronic disease management, patterns of practice suggest that diabetes educators vary considerably in how they apply education practices, especially with dietary self-management education.

Invisible Asian Americans: The Intersection of Sexuality, Race, and Education among Gay Asian Americans

Science.gov (United States)

Ocampo, Anthony C.; Soodjinda, Daniel

2016-01-01

Most research on Asian American education has centered on addressing and deconstructing the model minority stereotype. While recent studies have highlighted the socioeconomic and cultural heterogeneity among Asian American students, few have examined how sexual identity and masculinity mitigate their academic experiences. In this article, we draw…

Learning Styles and e-portfolio in Nursing Education

DEFF Research Database (Denmark)

Nielsen, Kirsten; Pedersen, Birthe D.; Helms, Niels Henrik

Purpose of the study Research from UK and USA indicates that an e-portfolio facilitates a stronger connection between theoretical and clinical studies in Nursing Education. It helps students reflect over practice and their own skills. Yet other results show that an e-portfolio is a time consumer....... Thus, the aim of this project is to examine the effects of an e-portfolio on nursing students learning of patients with chronic illness during their clinical practice, and to investigate if it makes any difference in facilitating four learning styles: the activist, the reflector, the theorist...... through observations in clinical settings, narrative interviews, and print-outs from the students e-portfolio. Findings So far a pilot project with a questionnaire shows that 84% of the students and nurses reported that the e-portfolio has a positive effect on students learning in clinical settings...

An Examination of Midwest Community College Presidents' Leadership Styles

Science.gov (United States)

Jacobs, Marvin Jones

2012-01-01

This study examined the leadership styles of community college presidents and chancellors in the Midwestern part of the United States on leadership styles they embraced based on their personal characteristics, age, gender, education and experience in higher education, location, and other prevailing personal characteristics. The three leadership…

The relationship between emotional intelligence and transformational-transactional leadership style among the heads of nursing education departments in Iranian medical universities, 2012

Directory of Open Access Journals (Sweden)

2014-01-01

Full Text Available Background and objectives: Emotional intelligence contributes to the success in leadership, especially among nursing managers. This study sought to determine the relationship between the components of emotional intelligence and transformational-transactional leadership style among the heads of nursing education departments of Iranian medical universities.Methods: This cross-sectional study used convenience sampling to select the managers of 68 nursing education departments from the country’s universities of medical sciences. Data were collected using the Bar-On Emotional Quotient Inventory and Bass’s Multifactor Leadership Questionnaire. Data analysis was performed with Pearson’s correlation coefficient, analysis of variance, and Student’s test in SPSS version 16.0.Results: There was a direct, positive correlation between emotional intelligence and leadership style (P < 0.05 r = 0.36. The components of problem solving, happiness, independence, self-actualization, emotional self-awareness, interpersonal relationship, optimism, and accountability showed significant correlations with all leadership styles. However, impulse control was not significantly correlation with any of the leadership styles.Conclusion: Considering the significant positive correlation between the components of emotional intelligence and leadership styles, training about emotional intelligence and its components and reinforcing the components of emotional intelligence can be beneficial to presenting leadership styles and thus more successful management.

Where Vygotsky Meets Piaget: American Educational Television Goes to Russia

OpenAIRE

Price, Alison E.

1996-01-01

A discussion of the current effort to develop a Russian version of the acclaimed American educational television program Sesame Street highlights some fundamental differences between American and Russian educational philosophies and research methods. The program’s producers have shown much sensitivity in their willingness to adapt the show to local conditions; yet there are many features and ideas implicit in the program that conflict with Russian views on education and research. Thus Russian...

Chinese Leadership in Arts Education Workshops: A Sino-American Cross-Cultural Exchange

Science.gov (United States)

Huang, Jiamin

2009-01-01

This report compares important aspects of American and Chinese dance education through the lens of the "Chinese Leadership in Arts Education" workshops organized by Brigham Young University in response to requests from Chinese arts educators to observe American arts education in practice as a benchmark for assessing the direction of…

Editorial: Multicultural Education--Solution or Problem for American Schools?

Science.gov (United States)

Cochran-Smith, Marilyn

2001-01-01

Discusses the role of multicultural education in American education, examining Geneva Gay's book on culturally responsive teaching (which argues for culturally responsive teaching, with teaching having the moral courage to help make education more multiculturally responsive) and Sandra Stotsky's book (which argues that multicultural education is a…

COMMUNICATIVE PECULIARITY OF INTERPRETATIVE AND DELIBERATIVE STYLE IN PEDAGOGICAL DISCOURSE

Directory of Open Access Journals (Sweden)

Tsinkerman Tamara Nikolaevna

2013-04-01

Full Text Available The aim of the paper is to characterize the communicative peculiarities of the interpretative-deliberative style in pedagogical discourse. The object of the study is interpretative-deliberative style viewed as one of the communication forms in pedagogical discourse; the subject of the analysis is the stratagem and tactics characteristics of the interpretative-deliberative communicative style. Descriptive and analytical as well as stylistic and discourse analysis methods are employed. The author reveals the most prevalent strategies–explanatory, interpretative and deliberative–employed in communicative interaction in situations of educative persuasion. The communicative characteristics of the analyzed style are: a rational type of the communicative action, a trust-based tone and the emotional involvement of the communication participants. The results can be used for clarifying specifics of speech behavior in educative communication as well as for comparing styles of educative communication in different enthnocultural traditions.

A Comparative Study of Students' Happiness Levels and Thinking Styles in Physical Education and Sport Teaching, and Other Departments, in Turkey

Science.gov (United States)

Tingaz, Emre Ozan; Hazar, Muhsin; Baydar, Hacer Özge; Gökyürek, Belgin; Çakiroglu, Temel

2018-01-01

The objectives of this research were to compare the happiness and thinking styles of undergraduate students in the Physical Education and Sports Teaching Department and different departments, and to examine the relations between the students' happiness levels and their thinking styles. Using the correlational study design 661, undergraduate…

Learning style preferences of Australian health science students.

Science.gov (United States)

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

76 FR 55953 - American Capital Partners Limited, Inc., American Educators Financial Corp. (n/k/a Asia Ventures...

Science.gov (United States)

2011-09-09

... SECURITIES AND EXCHANGE COMMISSION [File No. 500-1] American Capital Partners Limited, Inc., American Educators Financial Corp. (n/k/a Asia Ventures Corp.), Austral Pacific Energy Ltd., Bidville, Inc... lack of current and accurate information concerning the securities of American Capital Partners Limited...

Assessment of the Status of African-Americans. Volume III: The Education of African-Americans.

Science.gov (United States)

Willie, Charles V., Ed.; Garibaldi, Antoine M., Ed.; Reed, Wornie L., Ed.

In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural…

When Culture Implies Deficit: Placing Race at the Center of Hmong American Education

Science.gov (United States)

DePouw, Christin

2012-01-01

There is a need for a critical race analysis of Hmong American education that places race and racism at the center of analysis, highlights Whiteness as property and recognizes the fluid and situated racialization of Hmong American students. Majoritarian explanations of inequities in Hmong American education often describe Hmong American student…

Relations between Parenting Style and Children's Play Behavior. Issues in Education.

Science.gov (United States)

Clawson, Mellisa A.; Robila, Mihaela

2001-01-01

Studied Baumrind's approach to parenting style to examine the relations between parenting style and preschool children's social competence manifested through peer play. Found that mothers' and fathers' parenting style is related to children's play with peers, with an authoritative parenting style correlating to more complex levels of play. (SD)

Entrepreneurship Education in American Community Colleges and Universities.

Science.gov (United States)

Seymour, Nicole

This is an analysis of entrepreneurship-education opportunities at various American community colleges, universities, and business schools. Roughly 100 institutions offer formal educational programs that focus on entrepreneurship; however, approximately 1,500 colleges offer courses in entrepreneurship and small-business management. Community…

Communicating with Mexican Americans: Por Su Buena Salud = Communicando Con Mexico Americanos: For Their Good Health. Proceedings of the Conference (Houston, TX, September 13-14, 1979).

Science.gov (United States)

Moore, Thomas J., Ed.; And Others

The conference focused on the role of the Mexican American's cultural language, tradition, life style, health practices, and media utilization in the design of effective health education and information programs. Representing various local, state, and national health, education, and media organizations, the 108 participants attended sessions on…

Management styles and motivation.

Science.gov (United States)

Shearer, Dana Ann

2012-01-01

According to a review of the current literature, common managerial styles are transformational, transactional, and laissez-faire. When managers expand their leadership skills to improve the staff's morale, they must use a combination of transformational leadership behaviors and transactional contingent rewards to maximize their effectiveness on employees. A motivation theory such as Herzberg and Maslow enhances employees' motivation, morale, and satisfaction. Being able to motivate, empower, and influence staff improves satisfaction and retention levels among the team. A manager's leadership style influences motivation, morale, and retention in staff. Leaders are influenced by their educational development and the organizational culture. Organizational culture has an impact on a manager's style, which is forwarded to their followers.

Understanding the learning styles of undergraduate physiotherapy ...

African Journals Online (AJOL)

Background. Undergraduate students at universities have different learning styles. To perform optimally, both they and their educators should be made aware of their preferred learning styles and problem-solving abilities. Students have different backgrounds, strengths, weaknesses, interests, ambitions, levels of motivation ...

COMMUNICATIVE PECULIARITY OF INTERPRETATIVE AND DELIBERATIVE STYLE IN PEDAGOGICAL DISCOURSE

Directory of Open Access Journals (Sweden)

Тамара Николаевна Цинкерман

2013-05-01

Full Text Available The aim of the paper is to characterize the communicative peculiarities of the interpretative-deliberative style in pedagogical discourse. The object of the study is interpretative-deliberative style viewed as one of the communication forms in pedagogical discourse; the subject of the analysis is the stratagem and tactics characteristics of the interpretative-deliberative communicative style.  Descriptive and analytical as well as stylistic and discourse analysis methods are employed. The author reveals the most prevalent strategies–explanatory, interpretative and deliberative–employed in communicative interaction in situations of educative persuasion. The communicative characteristics of the analyzed style are: a rational type of the communicative action, a trust-based tone and the emotional involvement of the communication participants. The results can be used for clarifying specifics of speech behavior in educative communication as well as for comparing styles of educative communication in different enthnocultural traditions.DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-32

US Influence on the Education System in Turkey: An Analysis of Reports by American Education Specialists

Science.gov (United States)

Keskin, Yusuf

2014-01-01

This study aimed to analyse reports prepared by American education specialists visiting Turkey from the Proclamation of the Republic till the end of the 1950's to inspect Turkey's education system. In accordance with this purpose, first, the foreign specialists' reports are briefly introduced chronologically and then American specialist reports…

Ties that Bind? American Influences on Canadian Education

Science.gov (United States)

Von Heyking, Amy

2004-01-01

Concerns about the "Americanization" of Canadian schools have been raised frequently throughout the history of Canadian education. Fear of American influence was behind the requirement in the 1816 Common School Act in Upper Canada that all teachers take an oath of allegiance to the Crown. It was the reason for the strong promotion of the…

Blood pressure and left ventricular hypertrophy during American-style football participation.

Science.gov (United States)

Weiner, Rory B; Wang, Francis; Isaacs, Stephanie K; Malhotra, Rajeev; Berkstresser, Brant; Kim, Jonathan H; Hutter, Adolph M; Picard, Michael H; Wang, Thomas J; Baggish, Aaron L

2013-07-30

Hypertension, a strong determinant of cardiovascular disease risk, has been documented among elite, professional American-style football (ASF) players. The risk of increased blood pressure (BP) and early adulthood hypertension among the substantially larger population of collegiate ASF athletes is not known. We conducted a prospective, longitudinal study to examine BP, the incidence of hypertension, and left ventricular remodeling among collegiate ASF athletes. Resting BP and left ventricular structure were assessed before and after a single season of competitive ASF participation in 6 consecutive groups of first-year university athletes (n=113). ASF participation was associated with significant increases in systolic BP (116±8 versus 125±13 mm Hg; Phistory of hypertension were the strongest independent predictors of postseason BP. Among linemen, there was a significant increase in the prevalence of concentric left ventricular hypertrophy (2 of 64 [3%] versus 20 of 64 [31%]; P<0.001) and change in left ventricular mass correlated with intraseason change in systolic BP (R=0.46, P<0.001). Collegiate ASF athletes may be at risk for clinically relevant increases in BP and the development of hypertension. Enhanced surveillance and carefully selected interventions may represent important opportunities to improve later-life cardiovascular health outcomes in this population.

Hemingway's Language Style and Writing Techniques in "The Old Man and the Sea"

Science.gov (United States)

Xie, Yaochen

2008-01-01

Among many great American writers, Hemingway is famous for his objective and terse prose style. As all the novels Hemingway published in his life, "The Old Man and the Sea" typically reflects his unique writing style. The language is simple and natural on the surface, but actually deliberate and artificial. Hemingway's style is related…

Higher Education and the American Dream

OpenAIRE

Lazerson, Marvin; Lazerson, Marvin

2013-01-01

"Marvin Lazerson’s new book is exactly what is needed: a readable, cogent explanation of how the U.S. can have the best system of higher education in the world, but also a system that seems to be coming apart at the seams.” —Susan Fuhrman, President Teachers College, Columbia University, President of the National Academy of Education "In prose remarkable for its clarity and analysis remarkable for its fair-mindedness, this volume delivers a penetrating, nuanced account of American universit...

Cultural Strengths to Persevere: Native American Women in Higher Education

Science.gov (United States)

Waterman, Stephanie J.; Lindley, Lorinda S.

2013-01-01

Beginning with an overview of historical perspectives of Native American women, this article includes some discussion of values and practices of contemporary Native American women, data pertaining to Native American women's participation in higher education, and an introduction of familial cultural capital, community cultural wealth, Native…

American Higher Education and Income Inequality

Science.gov (United States)

Hill, Catharine B.

2016-01-01

This paper demonstrates that increasing income inequality can contribute to the trends we see in American higher education, particularly in the selective, private nonprofit and public sectors. Given these institutions' selective admissions and commitment to socioeconomic diversity, the paper demonstrates how increasing income inequality leads to…

Is Asian American Parenting Controlling and Harsh? Empirical Testing of Relationships between Korean American and Western Parenting Measures

Science.gov (United States)

Choi, Yoonsun; Kim, You Seung; Kim, Su Yeong; Park, Irene Kim

2013-01-01

Asian American parenting is often portrayed as highly controlling and even harsh. This study empirically tested the associations between a set of recently developed Korean ga-jung-kyo-yuk measures and several commonly used Western parenting measures to accurately describe Asian American family processes, specifically those of Korean Americans. The results show a much nuanced and detailed picture of Korean American parenting as a blend of Western authoritative and authoritarian styles with positive and—although very limited—negative parenting. Certain aspects of ga-jung-kyo-yuk are positively associated with authoritative style or authoritarian style, or even with both of them simultaneously. They were positively associated with positive parenting (warmth, acceptance, and communication) but not with harsh parenting (rejection and negative discipline). Exceptions to this general pattern were Korean traditional disciplinary practices and the later age of separate sleeping of children. The study discusses implications of these findings and provides suggestions for future research. PMID:23977415

Is Asian American Parenting Controlling and Harsh? Empirical Testing of Relationships between Korean American and Western Parenting Measures.

Science.gov (United States)

Choi, Yoonsun; Kim, You Seung; Kim, Su Yeong; Park, Irene Kim

2013-03-01

Asian American parenting is often portrayed as highly controlling and even harsh. This study empirically tested the associations between a set of recently developed Korean ga-jung-kyo-yuk measures and several commonly used Western parenting measures to accurately describe Asian American family processes, specifically those of Korean Americans. The results show a much nuanced and detailed picture of Korean American parenting as a blend of Western authoritative and authoritarian styles with positive and-although very limited-negative parenting. Certain aspects of ga-jung-kyo-yuk are positively associated with authoritative style or authoritarian style, or even with both of them simultaneously. They were positively associated with positive parenting (warmth, acceptance, and communication) but not with harsh parenting (rejection and negative discipline). Exceptions to this general pattern were Korean traditional disciplinary practices and the later age of separate sleeping of children. The study discusses implications of these findings and provides suggestions for future research.

Inez Beverly Prosser and the education of African Americans.

Science.gov (United States)

Benjamin, Ludy T; Henry, Keisha D; McMahon, Lance R

2005-01-01

Inez Beverly Prosser (ca. 1895-1934) was arguably the first African American woman to earn a doctorate in psychology. Her dissertation, completed in 1933, examined personality differences in black children attending either voluntarily segregated or integrated schools and concluded that black children were better served in segregated schools. This research was one of several studies in the 1920s and 1930s that was part of the debate on segregated schools as maintained in the United States under the "separate but equal" doctrine of Plessy v. Ferguson (1896). This article examines the life and career of Prosser in the context of educational barriers and opportunities for African Americans in the early part of the twentieth century and explores the arguments that pitted African Americans against one another in determining how best to educate black children, arguments that eventually led to the desegregation decision of Brown v. Board of Education (1954). Copyright 2005 Wiley Periodicals, Inc.

Effects of problem-based learning by learning style in medical education.

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Chae, Su-Jin

2012-12-01

Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL. Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis. By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL. There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.

Nursing Students’ Preferred Learning Styles

Directory of Open Access Journals (Sweden)

Sh Salehi

2009-11-01

Full Text Available Background and purpose: Learning style is the processing of information and comprehension. If teachers present contents in a style that matches a student’s preferred learning style, academic performance and success will improve. If content retention improves it will result in an increase in thetest scores. It is also important to determine if students, as a group, fit into a particular style or a particular cycle as they move through an educational program.Methods: The study is a descriptive analytical research. Nursing Students at Isfahan Medical Sciences University completed a questionnaire  formulated to assess learning styles. Analysis of variance was used to investigate the possible relationship between learning cycle and student’s grades in the curriculum (i.e. freshman, sophomore, junior, or senior. Cross tabulation was used to test for a relationship between learning style and student academic year of study in the curriculum.Results: 294 students received the Kolb LSI questionnaire. The data demonstrated that juniors preferred a converger learning style and the senior students were in the abstract conceptualization cycle of learning. There were no relationships demonstrated between other groups in the study.Conclusion: The junior and senior students appear to prefer the stage of learning involving thinking and problem analysis. When a group of students demonstrate a preference for particular learning style teachers can develop their curriculum along their learning styleKey words: LEARNING STYLES, NURSING STUDENTS, FRESHMAN, SOPHOMORE, JUNIOR, SENIOR

Behavioral change of pharmacists by online evidence-based medicine-style education programs.

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Aoshima, Syuichi; Kuwabara, Hidenori; Yamamoto, Masahiro

2017-12-01

Although e-learning evidence-based medicine (EBM) courses have proven useful in improving the knowledge and skills of residents, it was still unclear for pharmacists in non-English-speaking countries. Thus, we investigated the behavioral change of Japanese pharmacists who participated in an EBM-style e-learning educational program available online. This EBM-style e-learning program, the Japanese Journal Club for Clinical Pharmacists, was operated by three pharmacists through Skype. It comprised an online questionnaire administered to the program viewers. Two frequencies, the opportunity to be aware of EBM practices and that of reading an article, were compared before and after viewing the broadcast. Frequencies were classified into five categories: "almost every day," "1-2 times a week," "1-2 times a month," "1-2 times a year," and "not at all." The changes before and after viewing the broadcast were evaluated using a Wilcoxon signed-rank test. The announcement of the questionnaire survey on the web was conducted during the journal club on August 24 and September 7, 2014. The maximum number of simultaneous audiences at the time was 113 persons. Among them, we analyzed data from 36 people who answered the questionnaire. Among these, "1-2 times a week" and "almost every day" were increased, whereas "not at all" was greatly reduced. Indeed, a significant difference was observed in overall change of each frequency before and after viewing the broadcast ( P education of pharmacists.

Adolescent Psychological Well-Being by Identity Style

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Phillips, Tommy M.; Pittman, Joe F.

2007-01-01

High school-age adolescents (N=262) in two samples completed a measure of identity style, along with measures of self-esteem, hopelessness, delinquent attitudes, educational expectations, and optimism/efficacy. Analysis of variance was used to evaluate the relationship between identity style and the other psychosocial variables. Participants…

Parenting and Perceived Maternal Warmth in European American and African American Adolescents

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Jackson-Newsom, Julia; Buchanan, Christy M.; McDonald, Richard M.

2008-01-01

Traditional conceptualizations of parenting style assume certain associations between parenting practices/philosophies and parental warmth. This study examines whether those links are similar for European American and African American adolescents. Two hundred and ninety-eight early adolescents and their mothers reported on discipline and control…

Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity.

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Maseleno, Andino; Hardaker, Glenn; Sabani, Noraisikin; Suhaili, Nabilah

2016-12-01

This article contains data related to multicultural education and diagnostic information profiling preliminary findings. It includes the responses of 253 students. The data consists of six sections, i) culture: race, ethnicity, language and identity; ii) learning preferences: physiological and perceptual; iii) cognitive learning styles: physical, emotional and mental; iv) creativity skills and problem solving skills; v) motivation; and vi) students' background knowledge. The data may be used as part of data analytics for specific personalized e-learning platform.

Media education. American Academy of Pediatrics. Committee on Public Education.

Science.gov (United States)

1999-08-01

The American Academy of Pediatrics recognizes that exposure to mass media (ie, television, movies, video and computer games, the Internet, music lyrics and videos, newspapers, magazines, books, advertising, etc) presents both health risks and benefits for children and adolescents. Media education has the potential to reduce the harmful effects of media. By understanding and supporting media education, pediatricians can play an important role in reducing the risk of exposure to mass media for children and adolescents.

The Positive Effects of Cognitive Learning Styles in ELT Classes

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Yagcioglu, Ozlem

2016-01-01

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted.…

Leadership styles of Finnish nurse managers and factors influencing it.

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Vesterinen, Soili; Isola, Arja; Paasivaara, Leena

2009-05-01

The purpose of the present study was to explore nurse managers' perceptions of their leadership styles and factors influencing it. It is a challenge for nurse managers to retain nurses in hospitals and to ensure a high quality of care in nursing practice. Leadership style is an important part of leadership. Knowledge concerning nurse managers' resonant and non-resonant leadership styles provides nurse managers with tools to reflect on their own leadership style. Open-ended, tape-recorded interviews were conducted with 13 nurse managers from five Finnish hospitals and two long-term care facilities. The data were analysed using qualitative content analysis. Five categories of leadership style were discerned: visionary, coaching, affiliate, democratic, commanding. Factors that influence leadership style were identified: earlier superiors, values, information, cooperation, employees and education. The results of this study show that Finnish nurse managers use both resonant and non-resonant leadership styles. The findings of this study show that nurse managers use a variety of leadership styles. The study demonstrates the importance of knowledge about leadership styles and factors influencing it among nurse managers providing future leadership and management education.

Achievement Motivation of Primary Mathematics Education Teacher Candidates According to Their Cognitive Styles and Motivation Styles

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Yaman, Hakan; Dündar, Sefa; Ayvaz, Ülkü

2015-01-01

The aim of this study is to reveal whether there is relation between achievement motivations of teacher candidates according to their cognitive styles and motivation styles or not. This study was designed as a quantitative study due to collecting quantitative data and running statistical analyses. Both comparative and correlational survey methods…

Educational Resilience in African American Adolescents

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Cunningham, Michael; Swanson, Dena Phillips

2010-01-01

The purpose of this article was to examine factors within the school context that facilitates educational resilience among African American high school students. The authors expected academic self-esteem to be positively associated with future expectations (academic and general). They expected perceptions of school-based social support to have…

Gender, Culture, and the Educational Choices of Second Generation Hmong American Girls

OpenAIRE

Lo, Bao

2017-01-01

Research on the educational achievement of racialized minorities and immigrants have largely discussed culture as either a deficit or an advantage for academic success. This paper explores gender differences in educational achievement and how the educational choices of second-generation Hmong American girls are impacted by racially constructed gender norms. In response to hegemonic and subordinated femininities, second-generation Hmong American girls pursue education to enter mainstream Ameri...

Learning styles in vertically integrated teaching.

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Brumpton, Kay; Kitchener, Scott; Sweet, Linda

2013-10-01

With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research. © 2013 John Wiley & Sons Ltd.

African American Parent Involvement in Special Education: Perceptions, Practice, and Placement

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Thompson, Pamela W.

2014-01-01

The disproportional representation of Black students in special education has been an issue of concern for many years in the United States. A review of the literature illustrates the struggle of African American children in the American educational system: from the Civil Rights Movement and desegregation to the re-segregation of these same…

What teachers should know about why these students perform so well: An examination of Korean-american achievement through student perspectives of East Asian parenting beliefs, styles and practices

OpenAIRE

Wendi J. Otto

2016-01-01

It has been widely reported that Korean-American students as a group outperform most other groups of students in terms of academic achievement due to having parents with especially high academic expectations due to traditional Confucian values. To examine this achievement, this study examines the common factors across the indigenous East Asian parenting ideologies, styles, and practices based on the perceptions of high-achieving, Korean-American primary school students through the East Asian ...

Social Variations in Perceived Parenting Styles among Norwegian Adolescents.

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Elstad, Jon Ivar; Stefansen, Kari

2014-01-01

Previous research has documented the associations between parenting and parenting styles and child and adolescent outcomes. Little is known, however, about the social structuring of parenting in contemporary Nordic welfare states. A possible hypothesis is that socioeconomic variations in parenting styles in present-day Norway will be small because of material affluence, limited income inequality, and an active welfare state. This study examines social variations in parenting as perceived by Norwegian adolescents ( N  = 1362), with a focus on four parenting style dimensions: responsiveness, demandingness, neglecting, and intrusive. Responsiveness seems to capture major divisions in parenting. Adolescents in families with fewer economic resources experienced their parents as somewhat less responsive, but responsiveness was not related to parents' education. Low parental education was on the other hand associated with perceptions of parents as neglecting and intrusive. Viewing parents as demanding did neither vary with parental education nor with family economy. Substantial variations in parenting styles persist in present-day Norway, and these variations correspond moderately with the families' placement in the social structure. Indicators of parenting and parenting styles may be useful indicators of some aspects of child and adolescent well-being.

Para Los Ninos -- For the Children: Improving Education for Mexican Americans.

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Sotomayor, Frank

The U.S. Commission on Civil Rights conducted the Mexican American Education Study between 1969 and 1974. Drawn from the published and unpublished findings of this study, this report discusses the education of Mexican Americans in the 5 Southwestern states of Arizona, California, Colorado, New Mexico, and Texas, where about 85 percent of all…

Open Educational Resources: American Ideals, Global Questions

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Steven Weiland

2015-09-01

Full Text Available Educational relations between societies and cultures that begin with benevolent intentions can come to be seen as threats to national autonomy and local preferences. Indeed, side by side with the growth since the first years of this century of Open Educational Resources (OER there has been worry about their impact on global educational development. Evaluation and research have lagged behind the steady expansion of access to online resources, leaving estimates of the value of digital innovation to the enthusiasm of OER providers and technology minded educational reformers. The advent of the “Massive Open Online Course” (or MOOC has exacerbated the problem, with attention moving toward a form of OER reflecting the enthusiasm of leading institutions in industrialized nations. The American led movement on behalf of the MOOC requires new questions about the motives, impact, and future of OER. This essay accounts for the history of OER, culminating in the MOOC, including how the latter in particular is an expression of American pedagogical and institutional interests representing belief in the transformative educational powers of the latest communications technologies. Criticism of OER and MOOCs can reflect organizational, operational, and ideological considerations. But it should recognize what they offer when there are few other opportunities for formal learning, and as research demonstrates their uses and impact.

Comprehending APA Style through Manuscript Analysis.

Science.gov (United States)

Smith, Gabie E.; Eggleston, Tami J.

2001-01-01

Describes an activity designed to enhance undergraduate student comprehension of the American Psychological Association (APA) manual and style where students examined a poorly written paper for errors in relation to the APA guidelines. Reports the results of a study that tested the effectiveness of the activity. (CMK)

A History of Learning Communities within American Higher Education

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Fink, John E.; Inkelas, Karen Kurotsuchi

2015-01-01

This chapter describes the historical development of learning communities within American higher education. We examine the forces both internal and external to higher education that contributed to and stalled the emergence of learning communities in their contemporary form.

76 FR 16743 - Applications for New Awards; Program for North American Mobility in Higher Education

Science.gov (United States)

2011-03-25

... DEPARTMENT OF EDUCATION Applications for New Awards; Program for North American Mobility in Higher... Postsecondary Education (FIPSE)--Special Focus Competition: Program for North American Mobility in Higher... Program for North American Mobility in Higher Education, CFDA number 84.116N, must be submitted...

Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity

Directory of Open Access Journals (Sweden)

Andino Maseleno

2016-12-01

Full Text Available This article contains data related to multicultural education and diagnostic information profiling preliminary findings. It includes the responses of 253 students. The data consists of six sections, i culture: race, ethnicity, language and identity; ii learning preferences: physiological and perceptual; iii cognitive learning styles: physical, emotional and mental; iv creativity skills and problem solving skills; v motivation; and vi students’ background knowledge. The data may be used as part of data analytics for specific personalized e-learning platform.

Sex Education Attitudes and Outcomes among North American Women

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Williams, Monnica T.; Bonner, Laura

2006-01-01

Attitudes and outcomes of sex education received by North American women are examined via an Internet survey (N = 1,400). Mean age was 19.5, with 24% reporting one or more unplanned pregnancies. Women were more satisfied with sex education from informal sources than from parents, schools, and physicians. Those receiving sex education from parents…

Learning styles of postgraduate and undergraduate medical students.

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Shukr, Irfan; Zainab, Roop; Rana, Mowadat H

2013-01-01

To compare learning styles of undergraduate and postgraduate medical students. Observational, comparative study. Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant. Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of learning style was pragmatist in both undergraduate and postgraduate students. Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and theorists.

The Problem of Agricultural and Industrial Education for African Americans: A Historical Inquiry

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Croom, Dan B.; Alston, Antoine

2009-01-01

The model of agricultural and industrial education for African Americans in the United States was created by Samuel Chapman Armstrong, founder of Hampton Normal and Agricultural Institute. Armstrong developed a paternal approach to educating African Americans and developed the Hampton Institute curriculum with moral education as its base. Booker…

THE POSITIVE EFFECTS OF COGNITIVE LEARNING STYLES IN ELT CLASSES

OpenAIRE

Ozlem Yagcioglu

2016-01-01

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted. Games on cognitive learning styles will be explained. Sample classroom activities will be shared. Useful books, videos and websites on cognitive learni...

Education for, by, and of Asian/Pacific Americans, I.

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Mizokawa, Donald T.; Morishima, James K.

1980-01-01

This report discusses several perspectives on Asian/Pacific Americans and the educational issues that relate to them. It begins by providing a definition of "Asian/Pacific American," an historical account of their immigration, and a discussion of minority status and cultural relativism. A number of studies and personal experiences that…

Conflicts and communication between high-achieving Chinese American adolescents and their parents.

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Qin, Desiree Baolian; Chang, Tzu-Fen; Han, Eun-Jin; Chee, Grace

2012-01-01

Drawing on in-depth interview data collected on 18 high-achieving Chinese American students, the authors examine domains of acculturation-based conflicts, parent and child internal conflicts, and conflict resolution in their families. Their analyses show that well-established negative communication patterns in educational expectations, divergent attitudes toward other races and country of origin, and cultural and language barriers contributed to parent-child conflicts. Their findings also illustrate important internal conflicts both adolescents and parents had along the cultural tightrope of autonomy and relatedness. Finally, the vertical in-group conflict resolution style that was evidenced in youths' accounts raises questions about cultural differences in constructive versus destructive conflict resolution styles. © 2012 Wiley Periodicals, Inc., A Wiley Company.

Parenting style and practices in stepfamilies

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Cassoni C

2012-09-01

Full Text Available Cynthia Cassoni,1 Regina HL Caldana21Graduate School in Psychology, 2Department of Psychology and Education, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP BrazilAbstract: There are several studies on the best way to raise a child, ie, what would be the consequences of our actions for our children. We tend to think of how to educate children in a traditional family, but society has undergone many changes and, hence, family structures have undergone changes too. Today, we find a large number of stepfamilies facing the same issues concerning how to educate a child. Stepfamily configuration often entails more than just the addition of a new parent figure. The objective of this study was to shed some light on how these stepfamilies deal with issues of parenting style and practices. We reviewed the Brazilian and international literature concerning parenting styles and practices in stepfamilies. The papers identified were organized and submitted to analysis. We identified very few papers addressing parenting styles and practices, pointing to an important but unaddressed social change as reflected in new family structures. There is a need for longitudinal studies aimed at understanding not only a particular moment in time, but also moments within a context, ie, an analysis with a holistic approach without preconceived ideas.Keywords: parenting styles, parenting practices, stepfamilies

Educational styles, parenting stressors and psychopathological symptoms in parents of adolescents with high-risk behaviours

OpenAIRE

Ituráin, Sonia; López-Goñi, José Javier; Arteaga Olleta, Alfonso; Deusto, Corina; Fernández-Montalvo, Javier

2017-01-01

Aims: The main goal of this study was to determine the characteristics of parents who sought help from two prevention programmes due to having an adolescent child who presents highrisk behaviours. Methods: The sample was composed of 374 parents (169 fathers and 205 mothers). Information on socio-demographic characteristics, psychopathological symptoms, emotional states, educational styles and maladjustment to everyday life was collected. Findings: The results show statistically...

Attachment styles of nursing students: a cross-sectional and a longitudinal study.

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Kaya, Nurten

2010-10-01

This research included two consecutive studies, the first of which aimed to examine university nursing students' attachment styles and to study a set of variables that affect their attachment styles, while the second study aimed to identify the effect of nursing education on nursing students' attachment styles. This research was conducted as a cross-sectional survey with nursing students from a school of nursing in Turkey. The research also included a longitudinal follow-up of first year students, to evaluate the effect of nursing education on attachment styles. Data were collected by using a "Personal Information Form" and "Relationship Scales Questionnaire". Nursing students' personal characteristics of age, longest place of residence, and economic status; family characteristics of number of siblings and families' longest place of residence; and romantic characteristics of any current romantic relationships and the number of past romantic relationships were found to be the factors that were influential in attachment styles. In addition, the nursing students had a statistically significant decrease in their insecure attachment style mean scores at the end of nursing education. Assessing attachment styles may be a potentially useful way to understand and counsel nursing students. Copyright © 2010 Elsevier Ltd. All rights reserved.

Principals’ Leadership Styles and Strategies Employed to Motivate Teachers in Ronaki Hawler Educational Institutions, Erbil, Iraq

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Selcuk Koran

2017-12-01

Full Text Available Effective management is one of the determining factors that play a critical role in teacher motivation. It is also the main factor behind a successful educational institution. Moreover, effective management is necessary to motivate people into action and propel an institution to reach its established objectives. In an educational institution, where managerial structure fails to function well, teachers obviously lose their motivation to teach as well as their commitment to the organization. Therefore, administrators’ leadership styles can affect teacher motivation which will eventually affect learners’ performance. The purpose of this paper is to investigate the administrators’ leadership styles, their awareness of teacher motivation peculiarities and strategies they use to motivate the teaching staff at Ronaki Educational Institutions in Erbil, Iraq. It further aims to investigate what makes an effective administrator. To achieve the research goal, the study firstly uses the theoretical analysis of the scientific and methodological literature on the research problem and makes use of a semi-structured interview with Ronaki Hawler Educational Institutions’ administrators. In the interview with 24 administrators, the information on organizational practices and their frequencies, employed by administrators, was obtained. It included elements such as; whether/how often advancement opportunities, promotion, autonomy, bonuses were granted to the teaching staff, what sort of responsibility they possessed, how their recognition as teachers was expressed, and how secure they felt their jobs were. The findings were analyzed and discussed in the discussion part of this research study.

Is there a crisis in American Higher Education?

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Narayanan, M.; Crawford, L.

2015-12-01

According to the Spellings Commission, the answer to the above question is yes. The commission declared that a crisis exists in American higher education. In their report published in 2005, they claim that colleges and universities are becoming less accessible and less accountable. They indicate that colleges and universities are failing to prepare the students to meet the demanding challenges of the present day workforce and are struggling to maintain an international status (Johnson, K. 2013). The Spellings Report called for information about the quality and cost of college degrees. Authors, Richard Arum and Josipa Roksa claim that American students are learning very little during their first two years of college. Higher education in the United States is examined by these two authors. Josipa Roksa is an Associate Professor of Sociology and Education at the University of Virginia. She is currently serving as Special Advisor to the Provost and Associate Director of the Center for Advanced Study of Teaching and Learning in Higher Education. Richard Arum is an American sociologist who is currently professor of sociology and education at New York University. Arum is also a senior fellow at the Bill and Melinda Gates Foundation. Their research draws on transcript data, the Collegiate Learning Assessment, and survey responses from more than 2,300 undergraduates at twenty-four institutions in their first semester and again at the end of their second year. The analysis reveals that 45 percent of these students demonstrated no significant improvement in a range of skills--including critical thinking, complex reasoning, and writing--during their first two years of college (Arum and Roksa, 2011). (Co-author: Dr. Mysore Narayanan) References: Johnson, Kristine (2013) "Why Students Don't Write: Educating in the Era of Credentialing: Academically Adrift: Limited Learning on College Campuses," Conversations on Jesuit Higher Education: Vol. 43, Article 9. Available at: http

Learning Styles and Attitudes toward Online Education in Four Universities in the State of Nuevo Leon, Mexico

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Martinez de Monarrez, Patricia; Korniejczuk, Victor

2013-01-01

The purpose of this research was to find the relation-ship between the predominant learning styles among university online students and their attitude toward online education. Data were collected from 385 students enrolled in undergraduate and graduate programs from four universities in the state of Nuevo Leon, Mexico. Significant effects of…

"Brother Where Art Thou?" African American Male Instructors' Perceptions of the Counselor Education Profession

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Brooks, Michael; Steen, Sam

2010-01-01

The purpose of this study was to investigate the perceptions of African American male counselor educators regarding the limited number of African American male faculty members in counselor education. Implications and suggestions on how universities can recruit and retain African American male faculty members are provided.

The Successful Educational Journeys of American Indian Women: Forming Aspirations for Higher Education

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Andrade, Maureen Snow

2014-01-01

American Indians (AIs) have lower higher education enrollment and completion rates than Whites and most minority groups. AI women, however, participate at higher rates than AI men, White women, and White men. Research has not examined what contributes to their higher education aspirations. This study explored the middle and high school experiences…

Overeating styles and adiposity among multiethnic youth.

Science.gov (United States)

Ledoux, Tracey; Watson, Kathy; Baranowski, Janice; Tepper, Beverly J; Baranowski, Tom

2011-02-01

Reasons for inconsistent associations between overeating styles and adiposity among youth may include differences in effects by age, gender, or ethnicity; failure to control for social desirability of response; or adiposity measurement limitations. This study examined the relationship between overeating styles and multiple measures of adiposity, after controlling for social desirability and testing for moderation by ethnicity, age, and gender. Data from 304 9-10 year old children and 264 17-18 year old adolescents equally representing African American, Hispanic, and White ethnic groups were extracted from a larger cross-sectional study. Measures included the Dutch Eating Behavior Questionnaire (restrained, external, and emotional overeating subscales), the "Lie Scale" from the Revised Children's Manifest Anxiety Scale, and measured weight, height, waist circumference, and triceps skinfold. BMI z-score and a global adiposity index were calculated. Mixed model linear regression showed restraint was positively and external eating was negatively related to measures of adiposity. African American youth had a stronger inverse association between emotional eating and adiposity than White or Hispanic youth. Relationships were not influenced by social desirability nor moderated by age or gender. Overeating styles are related to adiposity in nearly all youth but the nature of these associations are moderated by ethnicity. Copyright © 2010 Elsevier Ltd. All rights reserved.

Examining Determinants of Leadership Style Among Montenegrin Managers

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Lojpur An൭elko

2015-03-01

Full Text Available As a leader's behavior can have a strong impact on different employee workrelated outcomes, various approaches have been put forth in an effort to determine the most effective form of leadership and determinants of individuals' choice of leadership style. This paper analyzed whether one's choice of leadership style is due more to personal or organizational characteristics. We used survey data to investigate the determinants of leadership style among Montenegrin managers. Our analysis showed that, although demographic characteristics such as gender, age, and education do not influence the choice of leadership style, internal organizational characteristics such as hierarchical level, managerial orientation to tasks/people, and decision-making characteristics such as decisionmaking style and decision-making environment are positively associated with the choice of democratic leadership style. This contributes to recent research in leadership that shows how some personal characteristics are considered to be less important in developing certain styles and that the choice of style is more dependent and contingent on external influences and situations.

Asian American Educational Goals: Racial Barriers and Cultural Factors

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Chen, Yung-Lung; Fouad, Nadya A.

2013-01-01

Educational success among Asian American students has often been misunderstood as an occupational development separate from any experience of racism. However, several theorists have suggested that racial barriers in occupational mobility correlate with educational pursuits. Therefore, this research aims to examine the direct effect of perceived…

African American Students' Experiences in Special Education Programs

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Craft, Eleanor; Howley, Aimee

2018-01-01

Background/Context: Disproportionate placement of African American students into special education programs is likely to be a form of institutional racism, especially when such placement stigmatizes students. If placement also fails to lead to educational benefits, the practice becomes even more suspect. Some studies have explored disproportionate…

The Mythology of Schooling: The Historiography of American and European Education in Comparative Perspective

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Kelly, Matthew Gardner

2014-01-01

This essay explores the historiography of American and European education, considering how educational historians communicate powerful messages about the purposes and promises of schooling through their writing. I divide the historiography of American education into four interpretive traditions: traditionalism, radical revisionism, progressive…

African American English-speaking students: a longitudinal examination of style shifting from kindergarten through second grade.

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Craig, Holly K; Kolenic, Giselle E; Hensel, Stephanie L

2014-02-01

The purpose of this longitudinal study was twofold: to examine shifting from African American English (AAE) to mainstream American English (MAE) across the early elementary grades, when students are first exposed to formal instruction in reading; and to examine how metalinguistic and cognitive variables influenced the students' dialectal adaptations from AAE to MAE in a literacy context with higher expectations for MAE. Participants were 102 typically developing AAE-speaking students enrolled in public schools in the northern Midwest. They were enrolled in the project at kindergarten and tested 3 times a year, for 3 years. Approximately half were male and half female, and two-thirds were from low socioeconomic status homes. A style shifting coefficient (SSC) was created to measure amounts of dialect change between contexts and over time by individuals. Some students shifted to MAE in literacy contexts, and shifting was not related to grade. Metalinguistic skills and SSC predicted reading, and metalinguistic skills predicted the SSC at 2nd grade. The findings indicated that cognitive executive functions may contribute to the SSC. The results provide strong support for the dialect shifting-reading achievement hypothesis and indicated that metalinguistic and perhaps executive functioning are important influences on this linguistic adaptation.

LIBERAL JOURNALISM AND AMERICAN EDUCATION, 1914-1941.

Science.gov (United States)

WALLACE, JAMES M.

THE RELATIONSHIP BETWEEN TWO LIBERAL JOURNALS AND THE INSTITUTIONS AND PERSONNEL OF FORMAL EDUCATION WAS STUDIED. "THE NATION" AND "NEW REPUBLIC" WERE SELECTED AS BEING INFLUENTIALLY REPRESENTATIVE OF INTELLECTUAL AMERICAN LIBERALISM DURING THE 20TH CENTURY. STANDARD TECHNIQUES OF HISTORICAL RESEARCH WERE EMPLOYED. RELEVANT…

Higher Education and the Discursive Construction of American National Identity, 1946-2013

Science.gov (United States)

Palmadessa, Allison L.

2014-01-01

American institutions of higher education have served as a beacon of American idealism and identity since the foundation of the earliest universities. As the nation developed, higher education matured and continued to maintain a position of importance in the future of the nation. While the university has perpetuated a national cultural identity,…

Feeding the ELT Students' Needs Through Kolb's Learning Styles Inventory

Directory of Open Access Journals (Sweden)

Ayfer SU BERGİL

2017-12-01

Full Text Available Contrary to learning styles seem the same as what abilities refer, they are related to them in the sense that they decipher how individuals desire to use their capabilities. There have been diverse learning styles theories intent to explain the individual differences on account of the acceleration and the amount of absorbed knowledge. Learning styles have been defined under the notions of cognitive, affective and physiological attributes that serve as nearly strong indicators of how learners distinguish, combine, and reciprocate to the learning phenomena which gains importance and provide basis for language education process as well. Thus, this study aims to determine the learning styles of English language teaching (ELT students studying at Amasya University, Faculty of Education in 2017-2018 academic year. The participants of the study consist of totally 109 out of 122 from 1st, 2nd, 3rd and 4th grade students of English Language Teaching Department. The data collection instrument was Kolb’s Learning Style Inventory including four sets of work labeled as Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation and the students were expected to rank order the 12 items listed for each category via assigning a 4 to the word which best characterizes their learning style, a 3 to the next best, a 2 to the next, and a 1 to the least characteristic word. By this way, ELT students’ dominant learning styles which refer to their learning profiles has been specified descriptively. Furthermore, the learning styles of ELT students has been interconnected with the content of the courses they need to take during their teacher education process and suggestions for the members of ELT departments has been provided based on the findings of these learning styles.

Psychomotor, Cognitive, and Social Development Spectrum Style.

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Garn, Alex; Byra, Mark

2002-01-01

Describes how the Spectrum Teaching Styles can help physical educators develop an instructional environment that allows learners to meet the national content standards for physical education while providing learners with a quality educational experience. The paper discusses the development and use of the Spectrum and the development of…

African American Educators' Ideas and Practices for Increasing High School Graduation Rates, 1920-1940

Science.gov (United States)

Juergensen, Miyoshi B.

2015-01-01

This study explores African American educators' ideas about school completion in the 1920s and 1930s as a way to begin to understand their contributions to the historical discourse on school completion. Using publications from African American professional teaching organizations, the author elevates and examines how African American educators both…

Styles of thinking and creating in organizational context: Differences according to professional position?

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Tatiana de Cássia Nakano

2012-02-01

Full Text Available This study aimed to identify the style of thinking and creating in professionals a pharmaceutical distribution company, in order to verify the existence of different styles according to gender, educational level and position held. Forty professionals, including 30 women and 10 men, aged 17 years and 35 years (M=24.5, SD=5.4, with high school education (n=14 and college (n=26 were divided into two groups, the first being formed by professionals working in the tax and accounting (n=20, and another group of professionals who hold positions in the sales (n=20. They answered the scale Styles of Thinking and Creating individually during office hours. The results showed that only the logical-objective style proved to be influenced by the area of performance (F=4.745; p<=0.037, with all others variables showed no significant influences. In the present study, gender and educational level did not influence the styles of thinking and creating of the participants as well as all other interactions. It was also found that most of the sample appears as the predominant style logical-objective, regardless of sex (62.0% of women and 72.7% of men were classified in this style, level of education (with 57 1% of professionals with high school and 69.2% with college and in relation to the field (60.0% of the participants in the accounting/tax filing this predominant style and 70.0% of professionals in sales.

A prospective cohort study examining the preferred learning styles of acute care registered nurses.

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McCrow, Judy; Yevchak, Andrea; Lewis, Peter

2014-03-01

This paper reports on the preferred learning styles of Registered Nurses practicing in acute care environments and relationships between gender, age, post-graduate experience and the identified preferred learning styles. A prospective cohort study design was used. Participants completed a demographic questionnaire and the Felder-Silverman Index of Learning Styles (ILS) questionnaire to determine preferred learning styles. Most of the Registered Nurse participants were balanced across the Active-Reflective (n = 77, 54%), and Sequential-Global (n = 96, 68%) scales. Across the other scales, sensing (n = 97, 68%) and visual (n = 76, 53%) were the most common preferred learning style. There were only a small proportion who had a preferred learning style of reflective (n = 21, 15%), intuitive (n = 5, 4%), verbal (n = 11, 8%) or global learning (n = 15, 11%). Results indicated that gender, age and years since undergraduate education were not related to the identified preferred learning styles. The identification of Registered Nurses' learning style provides information that nurse educators and others can use to make informed choices about modification, development and strengthening of professional hospital-based educational programs. The use of the Index of Learning Styles questionnaire and its ability to identify 'balanced' learning style preferences may potentially yield additional preferred learning style information for other health-related disciplines. Copyright © 2013 Elsevier Ltd. All rights reserved.

Manual for Reducing Educational Unit Costs in Latin American Countries.

Science.gov (United States)

Centro Multinacional de Investigacion Educativa, San Jose (Costa Rica).

Designed for educational administrators, this manual provides suggestions for reducing educational unit costs in Latin America without reducing the quality of the education. Chapter one defines unit cost concepts and compares the costs of the Latin American countries. Chapter two deals with the different policies which could affect the principal…

The Swedish Principal: Leadership Style, Decision-Making Style, and Motivation Profile

Science.gov (United States)

Hansson, Per H.; Andersen, Jon Aarum

2007-01-01

The Swedish schools have been under pressure for change for several decades. How leaders behave can be of vital importance in times of change. The principal is responsible for both the educational program and for the school budget. Two hundred Swedish principals (male and female) responded to questionnaires concerning their leadership style,…

Accommodating Learning Styles in Prison Writing Classes.

Science.gov (United States)

Glasgow, Jacqueline N.

1994-01-01

Describes a developmental writing course taught in prison. Describes how the teaching styles took into account the presumed learning preferences of the African Americans in this group of inmates and resulted in a boost of both their self-confidence and the level of their writing. (SR)

Liberal Education and the American Dream, 1920-1950: Educators' Responses to Changing Times.

Science.gov (United States)

Guyotte, Roland L.

Changes between 1920 and 1950 in the American idea of going to college, from an aspiration into a right, are described. The interplay among educational leaders during this period illuminates many of their uncertainties and concerns. One element in the debate is the centrality of liberal education as a normative concept to explain and prescribe for…

A social work study on relationship between transactional and laissez-fair leadership style and personality traits: A case study of educational system

Directory of Open Access Journals (Sweden)

Hajar Jannesari

2013-03-01

Full Text Available Leadership style plays an essential role on personality trait in educational systems. In this paper, we present a study among 180 school principals in city of Khomeinishahr, located in province of Esfahan, Iran. The study selects a sample of 123 principals and examines ten hypotheses including the effects of personality trait neuroticism, extroversion, resilience, participative, conscientiousness on leadership style. The study examined the effects of two groups of leadership, namely transactional leadership and Laissez-fair leadership styles on five personality traits. The results have shown that there were some meaningful relationship between transactional leadership and personality trait extraversion, resilience, participative and consciousness but there was not meaningful relationship between transactional leadership and personality trait neuroticism. In addition, while there were meaningful and positive relationship between Laissez-fair leadership style and personality trait extraversion as well as being resilience, our survey did not find any meaningful relationship between Laissez-fair leadership style and personality trait neuroticism, extraversion and being consciousness.

Overview of Spanish and Latin American Distance Higher Education.

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Garcia Garrido, Jose Luis

1991-01-01

Provides a brief overview of Spanish and Latin American distance education programs for higher education and describes the three most important institutions: (1) the Spanish UNED (Universidad Nacional de Educacion a Distancia); (2) the Costa Rican UNED (Universidad Estatal a Distancia); and (3) the Venezuelan UNA (Universidad Nacional Abierta).…

ROLE OF MULTICULTURAL EDUCATION PROGRAMS IN MORAL DEVELOPMENT OF AMERICAN SCHOOLCHILDREN

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Svitlana Lukianchuk

2016-05-01

Full Text Available The aim of the article is to analyze the role of multicultural education programs in moral development of schoolchildren in the USA. It is noted that one of the top priority tasks of school is the development of such traditional American values as freedom, democracy, racial and national tolerance and others. For this purpose some changes in educational programs are being made. It is highlighted that implementation of courses and programs of multicultural education has become an important part of the educational process. These programs are of interdisciplinary character and they are integrated into educational programs of moral and social disciplines. According to their aims and priorities all courses and programs of multicultural education are divided into three groups: content-oriented, person-oriented, and socially-oriented. The analysis of the results of their implementation makes it possible for the author to conclude that integration of the programs of multicultural education into the educational process makes great contribution to the moral development of American schoolchildren.

[Language is not neutral. Commentary about APA style].

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Delgado Sánchez-Mateos, Juan

2007-05-01

Some basic characteristics, not always explicit, of the editorial style proposed by the American Psychological Association (APA), and from the objections posed by some authors who maintain critical positions towards the use of this style, are reviewed, starting with the work of Madigan, Johnson, and Linton (1995) and the subsequent controversy. Starting with this review, problems related to underlying assumptions of the style, with ethical aspects of research, and with the epistemological positions defended by the different traditions of research are discussed. In the conclusions, a simpler differentiation between the scientific-technical and communicative-practical systems of enquiry is proposed, and an explicit commitment, in the text of the report, to the ethical responsibilities derived from the authorship and the development of the research.

Improving Education Outcomes for African American Youth: Issues for Consideration and Discussion

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Center for Law and Social Policy, Inc. (CLASP), 2014

2014-01-01

The current state of low academic achievement among a large majority of African American students is complex. While the U.S. has long professed that a world-class education is the right of every child, there are still major inequities in the education system that leave African American children with fewer opportunities to receive a quality…

Methodological Appendix of Research Methods Employed in the Mexican American Education Study.

Science.gov (United States)

Commission on Civil Rights, Washington, DC.

The U.S. Commission on Civil Rights released Mexican American Education Study findings in a series of documents: (1) "The Ethnic Isolation of Mexican Americans in the Public Schools of the Southwest" (ED 052 849), "The Unfinished Education" (ED 056 821), and "The Excluded Student" (ED 062 069). The research methods employed in the study are…

Perceptions of African American Faculty in Kinesiology-Based Programs at Predominantly White American Institutions of Higher Education

Science.gov (United States)

Burden, Joe W., Jr.; Harrison, Louis, Jr.; Hodge, Samuel R.

2005-01-01

The purpose of this study was to examine the perceptions of African American faculty on their organizational socialization in kinesiology-based (i.e., sport pedagogy, exercise physiology, motor behavior, sport management/history) programs at predominantly White American (1) institutions of higher education (PW-IHE). Participants were 9 African…

Perpetual Cancellable American Call Option

OpenAIRE

Emmerling, Thomas J.

2010-01-01

This paper examines the valuation of a generalized American-style option known as a Game-style call option in an infinite time horizon setting. The specifications of this contract allow the writer to terminate the call option at any point in time for a fixed penalty amount paid directly to the holder. Valuation of a perpetual Game-style put option was addressed by Kyprianou (2004) in a Black-Scholes setting on a non-dividend paying asset. Here, we undertake a similar analysis for the perpetua...

Discipline behaviors of Chinese American and European American mothers.

Science.gov (United States)

Hulei, Elaine; Zevenbergen, Andrea A; Jacobs, Sue C

2006-09-01

In any society, parenting beliefs are a reflection of that society's cultural values and traditions (J. U. Ogbu, 1981). Verbosity, a parenting behavior considered dysfunctional in European American culture, may not be problematic in Chinese culture. The authors recruited 31 Chinese American and 30 European American mothers and used questionnaires to measure parenting behaviors and child behavior problems. The Chinese American mothers also completed a questionnaire assessing their acculturation level. The Chinese American mothers had higher levels of verbosity than did the European American mothers; however, there were no differences between the groups in child behavior problems. The results also revealed higher levels of laxness in the Chinese American mothers compared to the European American mothers. Acculturation level did not predict verbosity or laxness levels. Results suggest that the effectiveness of a parenting style should be defined relative to cultural context.

The constancy and variability of parenting style in the family – in the educational theory and practice [Stałość i zmienność stylu wychowania w rodzinie w teorii i praktyce edukacyjnej

Directory of Open Access Journals (Sweden)

Danuta OPOZDA

2017-11-01

Full Text Available The article deals with the problem of the topicality of parenting style in the family and its meaning in the theory and practice of family pedagogy. It is an attempt to provide an answer to what is constant and what is variable in parenting styles. The answer takes into account the issues: the understanding of the term, the criteria and classifications of the parenting style, kinds of the parenting style and the determinants of changes. The main classifications of parenting style are presented in the lecture (M. Ryś, D. Baumrind, E. Maccoby, J. Martin, G. Schmidchen. They show the basic criteria of parenting styles division and their importance for the education processes. The category of parenting style applied in pedagogy is still current. It enables the describing, explaining, understanding and interpreting of the reality of upbringing. An important function in the educational theory and practice is still the traditional classification of parenting styles, in which there are distinguished an autocratic style, an authoritative style and a permissive style. In the text there are also presented other classifications, which are slightly different in the criteria and type of parenting styles. Nowadays, important issues are changes and evolution of parenting style. In the article, there are questions submitted about the direction of changes and their importance in the upbringing of children and young persons. Also presented are the results of research and analysis of such authors as J. Mariański, T. Szendlak, M. Kohn, Coleman. The results show an expansive tendency of an inert and permissive parenting style. These data show the intense changes in the pattern of the current generation upbringing. Changes occur not only in the upbringing in the family but also in the educational institutions. Today, the issue of parenting styles is a topical and important challenge for educational theory and practice. The lecture is an attempt to present just

Predictors of leadership styles of medical students: implications for medical education.

Science.gov (United States)

Sriratanaban, J; Chiravisit, M; Viputsiri, O

1999-09-01

Providing effective health care services for a population involves a great deal of team-work among health care workers and leadership of physicians. The primary purpose of this study was to assess the leadership styles of medical students, and to explore factors that may be associated with them. Leadership questionnaires were used to assess leadership styles of 97 sixth-year medical students of the 1995 class at Chulalongkorn University attending the community medicine III program which was designed to introduce basic knowledge and skills in health care management. The baseline leadership styles of the students were more people-oriented than task-oriented. Multivariate analyses revealed that administrative experiences from extracurricular activities and perceived importance of a health administration course were significantly associated with leadership styles. Medical students should be encouraged to participate in extracurricular activities during their medical studies, taking leader positions, in order to develop an optimal leadership style to be effective health team leaders.

Asian American Educational Attainment and Earning Power in Post-Racial America

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Covarrubias, Alejandro; Liou, Daniel D.

2014-01-01

This policy brief contextualizes the most recent data on mobility of Asian American students within the K to Ph.D. educational system in the new, so-called, colorblind post-racial America. Achievement data on Asian Americans are often presented in the same breath with Whites when compared to the academic achievement of African American, and…

Exploration of preferred learning styles in medical education using VARK modal

OpenAIRE

Laxman Khanal; Sandip Shah; Sarun Koirala

2014-01-01

Learning styles is a term used to refer to the methods of gathering, processing, interpreting, organizing and thinking about information. Students have different learning styles, which is the reason for the diversity seen in classrooms in regards to how students acquire information. Claxton and Murrell had divided the learning styles into the following four categories: personality models, information-processing models, social-interaction models, and instructional preferences models. VARK (an ...

77 FR 44255 - Medicare Program; Application by the American Association of Diabetes Educators (AADE) for...

Science.gov (United States)

2012-07-27

...] Medicare Program; Application by the American Association of Diabetes Educators (AADE) for Continued... Register (77 FR 11130) entitled, ``Application by the American Association of Diabetes Educators (AADE) for... Notice. SUMMARY: This final notice announces the approval of an application from the American Association...

Financing American Higher Education in the Era of Globalization

Science.gov (United States)

Zumeta, William; Breneman, David W.; Callan, Patrick M.; Finney, Joni E.

2012-01-01

This ambitious book grows out of the realization that a convergence of economic, demographic, and political forces in the early twenty-first century requires a fundamental reexamination of the financing of American higher education. The authors identify and address basic issues and trends that cut across the sectors of higher education, focusing…

Parenting Styles and Home Literacy Opportunities: Associations with Children's Oral Language Skills

Science.gov (United States)

Bingham, Gary E.; Jeon, Hyun-Joo; Kwon, Kyong-Ah; Lim, Chaehyun

2017-01-01

This study examined associations among parenting style, home literacy practices, and children's language skills. A total of 181 ethnically diverse parents, primarily African American, and their preschool-aged child participated. Results suggest that an authoritative parenting style was positively associated with informal home literacy (book…

On Chinese Collectivism and American Individualism in Food Culture

Institute of Scientific and Technical Information of China (English)

YANG Qing-chao

2016-01-01

The thesis analysis Chinese collectivism and American individualism mainly from food culture. The thesis has four parts. The first part expounds the two different values' concept.The second part analysis the two different values in detail from the way of cooking, diet style, dietary ideas and different types of payment through comparison. Chinese pay attention to season-ing,while America natural taste in the way of preparing;Chinese diet style is group dining system , while American diet style is individual dining system ; Chinese dietary idea is emotional, while American dietary idea is rational; Chinese like my treat, American like go Dutch. The third part expounds the reasons of different values reflected in the two food culture. And it analysis the main reason from four part above mentioned in detail. The fourth part expounds that the paper aims at letting us learn about two countries’deep-structure culture hidden in food culture. And then we can keep the communication open.

77 FR 11130 - Medicare Program; Application by the American Association of Diabetes Educators (AADE) for...

Science.gov (United States)

2012-02-24

...] Medicare Program; Application by the American Association of Diabetes Educators (AADE) for Continued... American Association of Diabetes Educators' (AADE) request for the Secretary's approval of its... Association of Diabetes Educators for continued recognition as a national accreditation program for...

The effect of teaching based on dominant learning style on nursing students' academic achievement.

Science.gov (United States)

Vizeshfar, Fatemeh; Torabizadeh, Camellia

2018-01-01

The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Analytic cognitive style predicts religious and paranormal belief.

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Pennycook, Gordon; Cheyne, James Allan; Seli, Paul; Koehler, Derek J; Fugelsang, Jonathan A

2012-06-01

An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting (i.e., unbelieving) supernatural claims, both religious and paranormal. In two studies, we examined associations of God beliefs, religious engagement (attendance at religious services, praying, etc.), conventional religious beliefs (heaven, miracles, etc.) and paranormal beliefs (extrasensory perception, levitation, etc.) with performance measures of cognitive ability and analytic cognitive style. An analytic cognitive style negatively predicted both religious and paranormal beliefs when controlling for cognitive ability as well as religious engagement, sex, age, political ideology, and education. Participants more willing to engage in analytic reasoning were less likely to endorse supernatural beliefs. Further, an association between analytic cognitive style and religious engagement was mediated by religious beliefs, suggesting that an analytic cognitive style negatively affects religious engagement via lower acceptance of conventional religious beliefs. Results for types of God belief indicate that the association between an analytic cognitive style and God beliefs is more nuanced than mere acceptance and rejection, but also includes adopting less conventional God beliefs, such as Pantheism or Deism. Our data are consistent with the idea that two people who share the same cognitive ability, education, political ideology, sex, age and level of religious engagement can acquire very different sets of beliefs about the world if they differ in their propensity to think analytically. Copyright © 2012 Elsevier B.V. All rights reserved.

Administrators' Power Usage Styles and Their Impact on the Organizational Culture in Colleges of Education: A Case Study

Science.gov (United States)

Ozcan, Kenan; Karatas, Ibrahim Hakan; Caglar, Çaglar; Polat, Murat

2014-01-01

The main purpose of this study is to determine how power usage styles of administrators of faculties of education influence the organizational culture in their respective faculties in Turkey. Using the phenomenological method, a qualitative research method, researchers studied a group comprised of 20 academics from 7 different colleges of…

A Comparative Analysis of Preferred Learning and Teaching Styles for Engineering, Industrial, and Technology Education Students and Faculty

Science.gov (United States)

Katsioloudis, Petros; Fantz, Todd D.

2012-01-01

In the spring semester of 2010, a materials process course was selected as a means to perform a preferred learning style research study. This course was selected because it contained three groups of students: technology education, engineering technology, and industrial technology. The researchers believed that the differences in the students'…

The American nuclear Society's educational outreach programme

International Nuclear Information System (INIS)

Zacha, N.J.

1994-01-01

The American Nuclear Society has an extensive program of public educational outreach in the area of nuclear science and technology. A teacher workshop program provides up to five days of hands-on experiments, lectures, field trips, and lesson plan development for grades 6-12 educators. Curriculum materials have been developed for students in grades kindergarten through grade 12. A textbook review effort provides reviews of existing textbooks as well as draft manuscripts and textbook proposals, to ensure that the information covered on nuclear science and technology is accurate and scientifically sound

Learning Style Patterns among Special Needs Adult Students at King Saud University

Science.gov (United States)

Alshuaibi, Abdulrahman

2017-01-01

Few studies of learning styles among adults with special needs exist worldwide. Even though there are large numbers of adults with special needs, this population in university education has been largely ignored in educational research. Therefore, this study aimed to gather and analyze learning styles of adult special needs students and to provide…

Centralization and Decentralization in American Education Policy

Science.gov (United States)

DeBoer, Jennifer

2012-01-01

This article examines the trend toward centralization in American education policy over the last century through a variety of lenses. The overall picture that emerges is one of a continuous tug-of-war, with national and local policymakers stumbling together toward incrementally more standardized and centralized policies. There is a center of power…

Disciplinary analysis of nuclear engineering education for 21st century style science and technology

International Nuclear Information System (INIS)

Woo, Taeho

2012-01-01

The nuclear engineering education (NEE) is analyzed by the aspect of the advanced science and technology which is characterized by interdisciplinary R and D. The creative innovation is a goal of the education. This work is performed by the conceptual analysis and numerical analysis. Creativity and its innovation are represented as a critical role in the science and technology. So, the education should follow the characteristics of the creativity and its innovation philosophy. Using system dynamics (SD) method, the quantification of the education effect is performed. In addition, the dynamical simulation shows the expected situations of the education usefulness. The final result shows the highest value is 19.11 of Nuclear Industry Innovation. The value increases gradually. So, the education is well developed, as time goes on in this study. In this paper, the education of the nuclear science and technology is modelled for the interdisciplinary promotions in the nuclear industry. The conventional technology has focused on the unit subject and its related technologies. By the way, creativity and its innovation are shown as a critical role in the science and technology. Hence, the education should follow the characteristics of the creativity and its innovation philosophy. Following the characteristics of the 21 st style science and technology, it is necessary to construct the education program of the information technology (IT), nanotechnology (NT), and biotechnology (BT). (orig.)

Extending Research on the Consequences of Parenting Style for Chinese Americans and European Americans.

Science.gov (United States)

Chao, Ruth K.

2001-01-01

Examined effects of parent-adolescent relationships on school performance for Chinese American and European American high school students. Found positive effects of both authoritative parenting and relationship closeness on school performance for European Americans and to some extent second-generation Chinese, but not first-generation Chinese. The…

Affective Style, Humor Styles and Happiness

Directory of Open Access Journals (Sweden)

Thomas E. Ford

2014-08-01

Full Text Available The present study examined the relationships between dispositional approach and avoidance motives, humor styles, and happiness. In keeping with previous research, approach motives and the two positive humor styles (self-enhancing and affiliative positively correlated with happiness, whereas avoidance motives and the two negative humor styles (self-defeating and aggressive negatively correlated with happiness. Also, we found support for three new hypotheses. First, approach motives correlated positively with self-enhancing and affiliative humor styles. Second, avoidance motives correlated positively with self-defeating humor style, and third, the positive relationship between approach motives and happiness was mediated by self-enhancing humor style.

Catalog of Vocational Education and Related Programs Designed for Instruction of American Indians.

Science.gov (United States)

McBain, Susan; And Others

To plan a curriculum for a vocationally based community school in Navajo, New Mexico, the Navajo Department of Education (with assistance from the American Institutes for Research) surveyed the nation for vocational education programs which had been developed or adapted specifically for use with American Indians or Alaska Natives. State directors…

CROSS CULTURAL CONFLICT RESOLUTION STYLES: DATA REVISITED

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Nuray ALAGÖZLÜ

2017-07-01

Full Text Available The way conflicts are solved is thought to be culturally learned (Hammer, 2005; therefore, this is reflected through language use. Conflicts, as inevitable parts of communication, naturally mirror cultural differences. Intercultural conflict styles have been studied so far by various researchers. How conflicts are initiated, maintained and escalated or terminated are all culture bound (Leung, 2002 and all the related stages vary from one culture to another. In the related literature, there have been attempts to describe different conflict handling classifications. Using Hammer’s (2005 categorization that was found to be more refined and summative, conflict resolution styles of Turkish and American College students were explored using Discourse Completion Tests (DCT with eight conflict situations where the respondents were required to write verbal solutions to overcome the conflicts described in the test. Those utterances were categorized according to Directness/Indirectness Scale modified from Hammer’s (2005 “International Conflict Style Inventory (ICSI” that classifies intercultural conflict resolution styles as high/low level of directness and high/low level of emotional expressiveness. It is believed that the study provides insight into intercultural communication as there are culturally generalizable (etic and learned patterns of conflict resolution styles pertinent to different cultures (Hammer, 2009, p. 223; Ting-Toomey, 1994.

Comparative Analysis of the Military Leadership Styles of George C. Marshall and Dwight D. Eisenhower

Science.gov (United States)

2008-06-13

and Eisenhower were two talented and exceptional leaders and are great examples of American military leadership. Their leadership styles were...indispensable during World War II, and it is important for leaders today to examine why their leadership styles were so successful....develop and refine them early and help them understand how to create and refine a successful leadership style. The process of developing leadership

Physical Education and Academic Performance in Urban African American Girls

Science.gov (United States)

Shen, Bo

2017-01-01

This study was designed to examine urban African American girls' participation in physical education and its association with academic performance. One hundred eighty four participants completed questionnaires assessing moderate-to-vigorous physical activity and learning engagement in physical education while their academic performance was based…

77 FR 9216 - Native American Career and Technical Education Program; Proposed Waivers and Extension of the...

Science.gov (United States)

2012-02-16

... DEPARTMENT OF EDUCATION Native American Career and Technical Education Program; Proposed Waivers...) 2007 under the Native American Career and Technical Education Program (NACTEP), the Secretary proposes... secondary school career and technical education programs. \\1\\ Section 116(a)(2) of the Carl D. Perkins...

Thinking styles: implications for optimising learning and teaching in ...

African Journals Online (AJOL)

Thirteen thinking styles of 223 first year students in the Arts (44%), Natural Sciences (44%) and Education (12%) faculties at Stellenbosch University were measured by means of the Sternberg Mental Self-government Thinking Styles Inventory. Responses were entered on a seven-point Lickert scale. Faculty, gender and ...

Instructor Learning Styles as Indicators of Online Faculty Satisfaction

Science.gov (United States)

McLawhon, Ryan; Cutright, Marc

2012-01-01

The purpose of this study was to determine the relationship between instructor learning style/preference and online faculty job satisfaction. Learning style was assessed using the Readiness for Education At a Distance Indicator (READI) now called Smarter Measure. Online faculty job satisfaction was assessed using the National Study of…

Adapting Nigerian Church Leadership Style for the North American Context

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Ogbonnaya, John A.

2017-01-01

The transition from a usually autocratic to generally participative style of leadership has been a process full of frustration, anxiety, and concerns for Nigerian immigrant pastors in The Apostolic Church (TAC) North America. These pastors have brought the values, concepts, practices, and behavior which they learned in Nigeria to lead the American…

Making science education meaningful for American Indian students: The effect of science fair participation

Science.gov (United States)

Welsh, Cynthia Ann

Creating opportunities for all learners has not been common practice in the United States, especially when the history of Native American educational practice is examined (Bull, 2006; Chenoweth, 1999; Starnes, 2006a). The American Indian Science and Engineering Society (AISES) is an organization working to increase educational opportunity for American Indian students in science, engineering, and technology related fields (AISES, 2005). AISES provides pre-college support in science by promoting student science fair participation. The purpose of this qualitative research is to describe how American Indian student participation in science fairs and the relationship formed with their teacher affects academic achievement and the likelihood of continued education beyond high school. Two former American Indian students mentored by the principal investigator participated in this study. Four ethnographic research methods were incorporated: participant observation, ethnographic interviewing, search for artifacts, and auto-ethnographic researcher introspection (Eisenhart, 1988). After the interview transcripts, photos documenting past science fair participation, and researcher field notes were analyzed, patterns and themes emerged from the interviews that were supported in literature. American Indian academic success and life long learning are impacted by: (a) the effects of racism and oppression result in creating incredible obstacles to successful learning, (b) positive identity formation and the importance of family and community are essential in student learning, (c) the use of best practice in science education, including the use of curricular cultural integration for American Indian learners, supports student success, (d) the motivational need for student-directed educational opportunities (science fair/inquiry based research) is evident, (e) supportive teacher-student relationships in high school positively influences successful transitions into higher education. An

Surgical resident learning styles have changed with work hours.

Science.gov (United States)

Quillin, Ralph C; Cortez, Alexander R; Pritts, Timothy A; Hanseman, Dennis J; Edwards, Michael J; Davis, Bradley R

2016-01-01

The Accreditation Council for Graduate Medical Education instituted the 80-h workweek for residency programs in 2003. This presented a unique challenge for surgery residents who must acquire a medical and technical knowledge base during training. Therefore, learning should be delivered in an environment congruent with an individual's learning style. In this study, we evaluated the learning styles of general surgery residents to determine how learning styles changed after the implementation to the 80-h workweek. Kolb learning style inventory was taken by general surgery residents at the University of Cincinnati's Department of Surgery, and results from 1999-2012 were analyzed. Statistical analysis was performed using the chi-squared, logistic regression and Wilcoxon rank-sum test. Significance was defined as a P value of learning styles after the institution of the 80-h workweek to converging (43.9%) and accommodating (40.4%, P learning. This change paralleled the transition to a more team-based approach to patient care with the implementation of the 80-h workweek. These findings are important for surgical educators to consider in the development of surgical resident curriculum. Copyright © 2016 Elsevier Inc. All rights reserved.

Learning styles of students of Baqiyatallah University of Medical Sciences in 2012

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Hojat Rashidi-jahan

2013-06-01

Full Text Available Introduction: Understanding the learning styles of students may help educational planning and improve the learning. This study aims to assess learning styles, and relevant determinants, of students who study in various disciplines of medical sciences at Baqiyatallah University of Medical Sciences (BUMS in 2012. Methods: In this cross-sectional study, 180 students from BUMS were selected randomly. Data were collected sing the Kolb learning style questionnaire during April/May 2012. One-way ANOVA, Student t-test, Chi-square or Fisher exact tests were used for analyzing the data. Results: The mean age of participants was 29.3±7.0, majority of them were males. The preferred learning styles were diverger (76.7%, accommodator (12.8%, assimilator (7.8% and converger (2.8% respectively. The results showed that the factors such as age, sex, marriage status, father and mother education, grade point average (GPA and academic degree could be important to determine learning style characteristics of students. The findings also indicate that the preferred learning style among the students with different GPAs or academic degrees are not different considerably. Conclusion: Regarding the most preferred leaning style by the, proper planning to address proper teaching styles according to the preferred learning styles is necessary.

Engaging Students in Designing Movement: The Divergent Discovery Style of Teaching

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Chatoupis, Constantine

2018-01-01

In the divergent discovery style of teaching the teacher designs problems that engage students in finding multiple solutions. The purpose of this article is to show how physical educators can use the divergent discovery style in the gymnasium. A brief description of this style and its connection to the SHAPE America National Standards for K-12…

An Investigation Into The Learning Styles, English Proficiency And Assessment Performance Of Medical Students

OpenAIRE

Toh Peng Yeow; Mark Kiak Min TAN; Li-Cher LOH; Julia BLITZ

2010-01-01

Appreciation of learning styles can be of use tohelp both educators and students to enhance theeffectiveness of an educational experience. It has beennoticed that some students at this College are not verygood at expressing themselves in either written orspoken English. Our study aimed to identify thestudent’s learning styles; assess whether there isany correlation between learning style, baselinedemographic data and self rated proficiency in Englishlanguage; and assess their associations wit...

Do general practitioners' risk-taking propensities and learning styles influence their continuing medical education preferences?

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Robinson, Geoffrey

2002-01-01

the risk averse and assimilators. The success of a combined educational strategy will depend on an inclusive philosophy, both recognizing and engaging the wide range of differences in learning style and risk taking for all the individuals who make up learning teams.

Changes in leadership styles as a function of a four-day leadership training institute for nurse managers: a perspective on continuing education program evaluation.

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Wolf, M S

1996-01-01

This study measured changes in knowledge acquisition and application of the Hersey and Blanchard model of leadership styles and leadership style adaptability among 144 registered nurses who participated in a four-day management institute. A pre- and post-institute administration of the LEAD-Self instrument was conducted. Although the findings demonstrated a significant change in the participants' leadership styles, the data revealed that outcomes were not as positive as had been assumed based on participants' self-reports. The discussion of findings reveals the complexity and the necessity of measuring learning outcomes for continuing education program improvement.

Native American High School Seniors' Perceptions of Higher Education: Motivating and Demotivating Factors

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Krogman, Calvin

2013-01-01

For many Native American students, particularly those from reservations, the pursuit of higher education is a formidable concept to grasp. Poverty, rural isolation, and a myriad of social ills all take a role as demotivational factors that act as barriers between Native American students and a college education. On the other hand, family,…

77 FR 30512 - Native American Career and Technical Education Program; Final Waivers and Extension of Project...

Science.gov (United States)

2012-05-23

... DEPARTMENT OF EDUCATION Native American Career and Technical Education Program; Final Waivers and... American Career and Technical Education Program Catalog of Federal Domestic Assistance (CFDA) Number: 84... and Technical Education Program (NACTEP), the Secretary waives 34 CFR 75.250 and 75.261(c)(2) in order...

Asian American Female School Administrators' Self-Concept and Expectations for Students' Educational Success

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Liang, Jia G.; Liou, Daniel D.

2018-01-01

Historically, Asian American school administrators' experiences leading the K-12 educational system have been under-researched and under-theorized. Today, as the fastest growing population in the United States, Asian American educators' experiences and contributions can no longer be ignored in educational policy and research. Drawing on the…

Impacts of Mothers’ Occupation Status and Parenting Styles on Levels of Self-Control, Addiction to Computer Games, and Educational Progress of Adolescents

OpenAIRE

Abedini, Yasamin; Zamani, Bibi Eshrat; Kheradmand, Ali; Rajabizadeh, Ghodratollah

2012-01-01

Background Addiction to computer (video) games in adolescents and its relationship with educational progress has recently attracted the attention of rearing and education experts as well as organizations and institutes involved in physical and mental health. The current research attempted to propose a structural model of the relationships between parenting styles, mothers’ occupation status, and addiction to computer games, self-control, and educational progress of secondary school students. ...

Authentic Leadership Style and Academia’s Creativity in Higher Education Institutions: Intrinsic Motivation and Mood as Mediators

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Ifzal AHMAD

2015-10-01

Full Text Available Using multisource data of 302 paired responses (supervisor-employee dyads, this study examined the effect of Authentic Leadership Style (ALS on academia’s creativity with mediating role of their intrinsic motivation and mood in higher education institutions (HEIs of Pakistan. Heads of departments (HoDs in HEIs were asked to report their leadership style and creativity of their academic staff, whereas academia rated their intrinsic motivation and mood at work. ALS was regressed with creativity, intrinsic motivation and mood of academia to measure the direct relationships, whereas mediations were tested using bootstrapping technique. A strong infl uence of ALS on academic staff’s creativity, their intrinsic motivation and mood were found. Additionally, a partial mediating role of intrinsic motivation and mood was found between ALS and creativity of academic staff.

A Correlation Study on Attachment Style and GPA of Students at an Alternative Education Center

OpenAIRE

Cindy L. Burdick

2014-01-01

Adolescents in America are dropping out of school in alarming rates. In the school year 2009- 2010, 514,238 adolescents dropped out of high school. While alternative education centers have been created to meet the needs of these individuals, they are not always successful as evidenced by a graduation rate below 5% in several alternative centers in Florida. Previous studies have shown that students with a positive attachment style have higher grade point averages (GPA) and perform better in sc...

Causes and Effects of Begging Style Involving Children as Guides in Dodoma Municipality, Tanzania: Liability in Basic Education Access

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Abdallah Jacob Seni

2017-01-01

Full Text Available This paper explores the causes and effects of a unique begging style involving children as guides in Dodoma Municipality, Tanzania. The rationale for Dodoma Municipality to be the study location is that the begging phenomenon using children as guides is rampant. The study sample involved 40 respondents, of whom 6 were young carers of visually impaired adult beggars, 6 visually impaired adult beggars, 6 young carers of visually impaired adult beggars’ family members and 22 influential community members. Purposeful sampling technique was used to obtain these respondents. Data collection methods entailed interviews and observations. Artifacts were also used to portray issues under investigation more vividly. The data were analyzed using content analysis in which themes and sub-themes were determined by organization, reduction and interpretation of the information collected.   The study discovered that lack of education, sympathy attraction, lack of proper orientation, laziness and poverty were the major causes for the existence of begging involving children as guides. The study revealed that minor causes include parents’ negligence and alcoholism, Single Parenthood as well as drought and hunger. The begging style using children as guides resulted into notable limited basic education access among these vulnerable children hence a liability and not asset. The study recommends that young carers of visually impaired adult beggars should be enrolled to basic education and revitalize education for self-reliance.

The Influence of Experience and Cognitive Style on International Entrepreneurial Intentions: The Contribution of Academic Education in this Relation

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Sommer, Lutz

2013-01-01

Introduction: The paper at hand examines the influence of Cognitive Style (CS) and International Experience (IE) on International Entrepreneurial Self-Efficacy (IESE) and International Entrepreneurial Intention (IEI) as well as the role of Academic Education (AE) in this context. Method: Based on a survey that was conducted among 111 students the…

School Disciplinary Style and Adolescent Health.

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Lau, Claudia; Wong, Mitchell; Dudovitz, Rebecca

2018-02-01

Parenting style is strongly associated with adolescent health. However, little is known about how school disciplinary style relates to health. We categorized adolescents' perceptions of their schools as authoritative, authoritarian, permissive, or neglectful, and test whether perceived school disciplinary style is associated with health. We analyze data from the RISE Up study (Reducing Health Inequities Through Social and Educational Change Follow-up), comprised of baseline (eighth grade) and 2-year follow-up surveys (10th grade) from 1,159 low-income minority adolescents in Los Angeles attending 157 schools. At 10th grade, students' ratings of school support and structure were used to categorize perceived school disciplinary style as authoritative (highest tertile for support and structure), authoritarian (low support, high structure), permissive (high support, low structure), neglectful (low on both dimensions), and average (middle tertile on either dimension). Mixed effects logistic regressions controlling for sociodemographic factors, parenting style, grades, and baseline health tested whether school disciplinary style was associated with substance use, violence, bullying, and depression symptoms. Risky behaviors varied by school disciplinary style. After adjusting for covariates, compared with an average school disciplinary style, a neglectful school was associated with higher odds of substance use (adjusted odds ratio [AOR] 2.3, p authoritative school was associated with lower odds of substance use (AOR .6, p = .049), violence (AOR .6, p = .03), and bullying (AOR .5, p = .001). Structured and supportive school environments may impact the health of vulnerable adolescents. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Cross-sectional associations between maternal parenting styles, physical activity and screen sedentary time in children

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K. E. Van der Geest

2017-09-01

Full Text Available Abstract Background Children’s activity level, including physical activity (PA and screen sedentary time (SST, is influenced by environmental factors in which parents play a critical role. Different types of parenting styles may influence children’s activity level. Inconsistent results were found on the association between parenting styles and PA, and few studies tested the association between parenting styles and SST. This study examined the association between parenting styles, PA and SST and the modifying effect of children’s gender and maternal educational level on these associations. Methods Cross-sectional data were collected from parents of children aged 8–11 years old who completed a web-based non-standardized questionnaire (N = 4047. Since 85% of the questionnaires were filled in by mothers, parenting styles are mainly reported by mothers. Multiple linear regression techniques were used to assess the associations between parenting styles (authoritative, permissive, authoritarian and neglectful, and PA and SST (mean min/day. The modifying effect of children’s gender and maternal educational level on these associations was explored. P values ≤.0125 were considered as statistically significant based on the Bonferroni correction for four primary analyses. Results The neglectful parenting style was most widely used (35.3%, while the authoritarian style was least common (14.8%. No significant association was found between parenting styles and PA level. As regards SST, an authoritative parenting style was significantly associated with lower SST in boys while a neglectful parenting style was significantly associated with higher SST in both boys and girls. When the mother had a medium educational level, an authoritative parenting style was significantly associated with lower SST while neglectful parenting was significantly associated with higher SST. Conclusions No association was found between parenting styles and PA. However, an

Cross-sectional associations between maternal parenting styles, physical activity and screen sedentary time in children.

Science.gov (United States)

Van der Geest, K E; Mérelle, S Y M; Rodenburg, G; Van de Mheen, D; Renders, C M

2017-09-29

Children's activity level, including physical activity (PA) and screen sedentary time (SST), is influenced by environmental factors in which parents play a critical role. Different types of parenting styles may influence children's activity level. Inconsistent results were found on the association between parenting styles and PA, and few studies tested the association between parenting styles and SST. This study examined the association between parenting styles, PA and SST and the modifying effect of children's gender and maternal educational level on these associations. Cross-sectional data were collected from parents of children aged 8-11 years old who completed a web-based non-standardized questionnaire (N = 4047). Since 85% of the questionnaires were filled in by mothers, parenting styles are mainly reported by mothers. Multiple linear regression techniques were used to assess the associations between parenting styles (authoritative, permissive, authoritarian and neglectful), and PA and SST (mean min/day). The modifying effect of children's gender and maternal educational level on these associations was explored. P values ≤.0125 were considered as statistically significant based on the Bonferroni correction for four primary analyses. The neglectful parenting style was most widely used (35.3%), while the authoritarian style was least common (14.8%). No significant association was found between parenting styles and PA level. As regards SST, an authoritative parenting style was significantly associated with lower SST in boys while a neglectful parenting style was significantly associated with higher SST in both boys and girls. When the mother had a medium educational level, an authoritative parenting style was significantly associated with lower SST while neglectful parenting was significantly associated with higher SST. No association was found between parenting styles and PA. However, an authoritative parenting style was associated with a reduction in SST

Cradle to third life: An autobiography of an African-American science educator

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Caruthers-Jackson, Sarah

This inquiry used reflective autobiographical research to reveal my beliefs, values, and practices of science teaching by using participatory action research with two students of my science tutoring organization. Also, I conducted an ethnographic inquiry using African-American teachers to understand how my early schooling experiences influenced my beliefs, values, and science practices. I collected data for this inquiry from three African-American teachers through interview-conversation that were videotaped and audiotaped. In addition, I audiotaped two African-American students' tutoring practices along with students' and researcher's journals. The findings indicate that African-American teachers during the school years 1942-1954 used families, churches, and communities to secure teaching resources to provide equal education for their African-American students who received limited resources from the board of education. Also indicated was how African-American teachers instilled in their African-American students a level of motivation that remained with some African-American students for their future endeavors. This researcher's beliefs/values similar to those of her segregated teachers emerged from this action research. Researcher's additional beliefs/values arose out of emerging technologies in teaching science. However, I, as the researcher, believe that the origin of my beliefs/values occurred during those segregated, public school experiences at Monitor Schools during the school years 1942-1954.

Investigation of transformational and transactional leadership styles of school principals, and evaluation of them in terms of educational administration

OpenAIRE

Avcı, Ahmet

2015-01-01

The aim of this study is to investigate the transformational and transactional leadership styles of school principals, and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from a total of 1,117 teachers working in public and private schools subjected to ministry of national education in Avcılar district of Istanbul province in 2014. In this study, data were obtained from the "personal informat...

African American Male College Athletes' Narratives on Education and Racism

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Singer, John N.

2016-01-01

This study presents narrative case study vignettes of three elite African American male football athletes at a major historically White institution of higher education with a big-time athletics department. More specifically, I draw from critical race theory to garner insight into their secondary schooling background, what education means to them,…

Do yogis have "Learning Styles"? (A somatic solution).

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Strean, William Ben

2017-01-01

Learning styles has captivated a great deal of attention in yoga teacher training. The triad of visual, auditory, and kinesthetic learning styles has been particularly popular; yet as Sharp et al . asserted, such an approach trivializes the complexity of learning and compromises scholarship at all levels of the education community. This paper addresses that although there is great merit in recognizing yoga students' differences and preferences, many uses of learning styles in yoga teacher training are superficial and promote self-handicapping. A somatic perspective (from soma, the body in its wholeness) offers a framework to reconsider the depth of effective learning.

Learning styles in the classroom: Educational benefit or planning exercise?

OpenAIRE

Hulme, JA; Allcock, SJ

2010-01-01

Differentiation of teaching is encouraged to accommodate student diversity. This study investigated whether using learning styles as a basis for differentiation improved A-level student performance, compared to differentiation on the basis of academic ability. Matched classes of A-level psychology students participated. In one class, learning activities were differentiated by academic ability; in the other class, learning activities were differentiated by learning style for nine weeks, follow...

Emotional state and coping style among gynecologic patients undergoing surgery.

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Matsushita, Toshiko; Murata, Hinako; Matsushima, Eisuke; Sakata, Yu; Miyasaka, Naoyuki; Aso, Takeshi

2007-02-01

The aim of the present study was to investigate changes in emotional state and the relationship between emotional state and demographic/clinical factors and coping style among gynecologic patients undergoing surgery. Using the Japanese version of the Profile of Mood States (POMS), 90 patients (benign disease: 32, malignancy: 58) were examined on three occasions: before surgery, before discharge, and 3 months after discharge. They were also examined using the Coping Inventory for Stressful Situations (CISS) on one occasion before discharge. The scores for the subscales depression, anger, and confusion were the highest after discharge while those for anxiety were the highest before surgery. The average scores of the POMS subscales for all subjects were within the normal range. With regard to the relationship between these emotional states and other factors, multiple regressions showed that the principal determinants of anxiety before surgery were religious belief, psychological symptoms during hospitalization and emotion-oriented (E) coping style; further, it was found that depression after discharge could be explained by chemotherapy, duration of hospitalization, and E coping style. The principal determinants of anger after discharge and vigor before surgery were length of education and E coping style, and severity of disease, chemotherapy, E coping style and task-oriented coping style, respectively. Those of post-discharge fatigue and confusion were length of education, psychological symptoms, and E coping style. In summary it is suggested that the following should be taken into account in patients undergoing gynecologic surgery: anxiety before surgery, depression, anger, and confusion after surgery, including coping styles.

The relationship between environment, efficacy beliefs, and academic achievement of low-income African American children in special education.

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Bean, Kristen F; Sidora-Arcoleo, Kimberly

2012-01-01

African American students are overrepresented in special education. Ecological systems theory, social cognitive theory, and a literature review demonstrate that children's environments, particularly school, and self-efficacy impact the educational outcomes of African American children. Interventions have aimed to improve children's environmental resources and efficacy. The aim of this study was to assess the impact of environment, efficacy beliefs, and the Nurse-Family Partnership intervention on the educational achievements of African American children in special education. A secondary data analysis of 126 African American children in special education found that self-efficacy and the number of hours spent in special education were associated with their academic achievement.

Musicking in the City: Reconceptualizing Urban Music Education as Cultural Practice

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Gaztambide-Fernandez, Ruben A.

2011-01-01

Descriptions of the urban contemporary format remain strongly grounded on the assumption that it is based on musical styles associated with African Americans, such as R&B, soul, hip hop, rap, and reggae. Even for the most progressive educators, to speak of urban music is to refer to a narrow set of musical genres associated with the umbrella term…

Thinking style preference, emotional intelligence and leadership effectiveness

Directory of Open Access Journals (Sweden)

Tessie H. Herbst

2008-04-01

Full Text Available In this study, the researchers investigate the relationship between thinking style preference, emotional intelligence and leadership effectiveness in an institution of higher education. The measuring instruments used were the Neethling Brain Preference Profle (NBPP and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT, as well as the Kouzes and Posner Leadership Practices Inventory (LPI. The sample comprised 138 managers within a higher education institution. The researchers found some evidence to support the relationship between thinking style, emotional intelligence (EI and leadership effectiveness. The researchers concluded that facets of brain dominance and emotional intelligence may be potentially useful predictors of transformational leadership behaviours.

International Demand for American Higher Education: An Extension.

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Mixon, J. Wilson, Jr.; Wan, Weidong

1990-01-01

A study of the relationship of population and income in Asian countries and Organization of Petroleum Exporting Countries (OPEC) members to their demand for American higher education found that both population and income significantly affect demand, but not proportionally. Findings suggest countries meet most change in citizens' demand with…

76 FR 76603 - Improving American Indian and Alaska Native Educational Opportunities and Strengthening Tribal...

Science.gov (United States)

2011-12-08

..., including Native language immersion programs, that encourage the learning and development of AI/AN children... Education Act of 1965 (20 U.S.C. 1059c). Sec. 3. White House Initiative on American Indian and Alaska Native Education. (a) Establishment. There is hereby established the White House Initiative on American Indian and...

How learning style affects evidence-based medicine: a survey study

NARCIS (Netherlands)

Zwolsman, Sandra E.; van Dijk, Nynke; Verhoeven, Anita A. H.; de Ruijter, Wouter; Wieringa-de Waard, Margreet

2011-01-01

Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual

How learning style affects evidence-based medicine : a survey study

NARCIS (Netherlands)

Zwolsman, Sandra E.; van Dijk, Nynke; Verhoeven, Anita A. H.; de Ruijter, Wouter; Wieringa-de Waard, Margreet

2011-01-01

Background: Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to

Disciplinary analysis of nuclear engineering education for 21{sup st} century style science and technology

Energy Technology Data Exchange (ETDEWEB)

Woo, Taeho [Seoul National Univ. (Korea, Republic of). Dept. of Nuclear Engineering; Yoon, Jaehwan [2G-PEM Engineers, Inc., Seoul (Korea, Republic of)

2012-03-15

The nuclear engineering education (NEE) is analyzed by the aspect of the advanced science and technology which is characterized by interdisciplinary R and D. The creative innovation is a goal of the education. This work is performed by the conceptual analysis and numerical analysis. Creativity and its innovation are represented as a critical role in the science and technology. So, the education should follow the characteristics of the creativity and its innovation philosophy. Using system dynamics (SD) method, the quantification of the education effect is performed. In addition, the dynamical simulation shows the expected situations of the education usefulness. The final result shows the highest value is 19.11 of Nuclear Industry Innovation. The value increases gradually. So, the education is well developed, as time goes on in this study. In this paper, the education of the nuclear science and technology is modelled for the interdisciplinary promotions in the nuclear industry. The conventional technology has focused on the unit subject and its related technologies. By the way, creativity and its innovation are shown as a critical role in the science and technology. Hence, the education should follow the characteristics of the creativity and its innovation philosophy. Following the characteristics of the 21{sup st} style science and technology, it is necessary to construct the education program of the information technology (IT), nanotechnology (NT), and biotechnology (BT). (orig.)

Parent emotional distress and feeding styles in low-income families. The role of parent depression and parenting stress.

Science.gov (United States)

Hughes, Sheryl O; Power, Thomas G; Liu, Yan; Sharp, Carla; Nicklas, Theresa A

2015-09-01

Depression and other stressors have been associated with general parenting and child outcomes in low-income families. Given that parents shape child eating behaviors through their feeding interactions with their child, it is important to investigate factors that may influence parental feeding of young children. The aim of this study was to examine how depressive symptoms and parenting stress might influence the nature of parent feeding styles in low-income families. Questionnaires were completed by 290 African-American and Hispanic parents residing in a large urban city in the southwestern United States. Twenty-six percent of the parents reported depressive symptoms above the clinical cutoff. Multivariate logistic regression was used to examine how depressive symptoms and parenting stress might influence the nature of parent feeding styles. After adjusting for potential confounding variables (e.g., ethnicity, education, age), parents with an uninvolved feeding style reported less positive affect and more parenting stress than parents showing the other three feeding styles - authoritative, authoritarian, and indulgent. Because feeding styles tend to be associated with child obesity in low income samples, the results of this study provide important information regarding the parent-child eating dynamic that may promote less optimal child eating behaviors and the development of childhood obesity. This information could be useful for prevention studies aimed at changing parent behaviors that negatively impact the socialization of child eating behaviors. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effects of Phylogenetic Tree Style on Student Comprehension

Science.gov (United States)

Dees, Jonathan Andrew

Phylogenetic trees are powerful tools of evolutionary biology that have become prominent across the life sciences. Consequently, learning to interpret and reason from phylogenetic trees is now an essential component of biology education. However, students often struggle to understand these diagrams, even after explicit instruction. One factor that has been observed to affect student understanding of phylogenetic trees is style (i.e., diagonal or bracket). The goal of this dissertation research was to systematically explore effects of style on student interpretations and construction of phylogenetic trees in the context of an introductory biology course. Before instruction, students were significantly more accurate with bracket phylogenetic trees for a variety of interpretation and construction tasks. Explicit instruction that balanced the use of diagonal and bracket phylogenetic trees mitigated some, but not all, style effects. After instruction, students were significantly more accurate for interpretation tasks involving taxa relatedness and construction exercises when using the bracket style. Based on this dissertation research and prior studies on style effects, I advocate for introductory biology instructors to use only the bracket style. Future research should examine causes of style effects and variables other than style to inform the development of research-based instruction that best supports student understanding of phylogenetic trees.

Experiential learning and changing leadership style.

Science.gov (United States)

Zanecchia, M D

1985-11-01

One of the many problems facing the nursing profession today is the lack of preparedness of its leaders. Nursing educators, collaborating with nursing service, can teach baccalaureate students leadership skills and to develop leadership styles. Experiential real-world management tasks selected by faculty and head nurses can serve as learning opportunities. Students can learn leadership ability and change style. Utilizing t-test, the before and after course mean scores on the standardized Leadership Ability Evaluation instrument were statistically analyzed. Significant differences and style changes were identified. Students in the total class became more effective leaders as did the students in both the traditional and experiential groups. Traditional students (lecture only) became less autocratic-submissive and more democratic. The experiential group significantly became less autocratic-aggressive, less laissez-faire and more democratic.

Evangelizing Eugenics: A Brief Historiography of Popular and Formal American Eugenics Education (1908-1948)

Science.gov (United States)

Kohlman, Michael J.

2012-01-01

This article examines the history of the American Eugenics movement's penetration into the formal and popular educational milieu during the first half of the 20th Century, and includes a review of some recent scholarly research on eugenic themes in education and popular culture. Apologists have dismissed the American Eugenics movement as a…

Leadership Style of Head Teachers of Basic Special Schools as Correlates of Retention of Special Needs Educators in Southern Ghana

Science.gov (United States)

Kumedzro, Felix Kwame; Otube, Nelly; Wamunyi, Chomba; Runo, Mary

2016-01-01

The study aimed at establishing relationship between leadership style of head teachers and retention of special education teachers in Southern Ghana. The study was purely quantitative and utilized descriptive correlation design which allowed the researcher to establish the strength and direction of the relationship between the independent variable…

The Politics of Public Discourse: Discourse, Identity and African-Americans in Science Education

Science.gov (United States)

Brown, Bryan A.

2005-01-01

This review examines twenty years of research (1985-2005) on African-American students in science education. This analysis identified three types of research studies on African-Americans. First, a series of studies provided status reports of African-American students' performance in science. Second, a series of studies highlighted cultural…

Socioeconomic Status, Parenting, and Externalizing Problems in African American Single-Mother Homes: A Person-Oriented Approach

Science.gov (United States)

Anton, Margaret T.; Jones, Deborah J.; Youngstrom, Eric A.

2016-01-01

African American youth, particularly those from single-mother homes, are overrepresented in statistics on externalizing problems. The family is a central context in which to understand externalizing problems; however, reliance on variable-oriented approaches to the study of parenting, which originate from work with intact, middle-income, European American families, may obscure important information regarding variability in parenting styles among African American single mothers, and in turn, variability in youth outcomes as well. The current study demonstrated that within African American single-mother families: (a) a person-, rather than variable-, oriented approach to measuring parenting style may further elucidate variability; (b) socioeconomic status may provide 1 context within which to understanding variability in parenting style; and (c) 1 marker of socioeconomic status, income, and parenting style may each explain variability in youth externalizing problems; however, the interaction between income and parenting style was not significant. Findings have potential implications for better understanding the specific contexts in which externalizing problems may be most likely to occur within this at-risk and underserved group. PMID:26053349

Socioeconomic status, parenting, and externalizing problems in African American single-mother homes: A person-oriented approach.

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Anton, Margaret T; Jones, Deborah J; Youngstrom, Eric A

2015-06-01

African American youth, particularly those from single-mother homes, are overrepresented in statistics on externalizing problems. The family is a central context in which to understand externalizing problems; however, reliance on variable-oriented approaches to the study of parenting, which originate from work with intact, middle-income, European American families, may obscure important information regarding variability in parenting styles among African American single mothers, and in turn, variability in youth outcomes as well. The current study demonstrated that within African American single-mother families: (a) a person-, rather than variable-, oriented approach to measuring parenting style may further elucidate variability; (b) socioeconomic status may provide 1 context within which to understanding variability in parenting style; and (c) 1 marker of socioeconomic status, income, and parenting style may each explain variability in youth externalizing problems; however, the interaction between income and parenting style was not significant. Findings have potential implications for better understanding the specific contexts in which externalizing problems may be most likely to occur within this at-risk and underserved group. (c) 2015 APA, all rights reserved).

A Study of Students' Loneliness Levels and Their Attachment Styles

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Sahin Kiralp, F. Sülen; Serin, Nergüz B.

2017-01-01

The purpose of this study was to examine the relationship between loneliness levels and attachment styles of university students. In this research, it was investigated whether the attachment styles differed in terms of variables such as gender, class, place of stay, socio-economic level of their family, parental education levels, counterpart…

Latin-American and Chinese students coping with acculturation stress

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N M Lykova

2011-03-01

Full Text Available The article describes the results of the research of coping styles of Latin-American and Chinese students from Peoples' Friendship University of Russia in conditions of acculturation stress, in comparison with coping styles of Chinese students who study in their homeland.

Is Asian American Parenting Controlling and Harsh? Empirical Testing of Relationships between Korean American and Western Parenting Measures

OpenAIRE

Choi, Yoonsun; Kim, You Seung; Kim, Su Yeong; Park, Irene Kim

2013-01-01

Asian American parenting is often portrayed as highly controlling and even harsh. This study empirically tested the associations between a set of recently developed Korean ga-jung-kyo-yuk measures and several commonly used Western parenting measures to accurately describe Asian American family processes, specifically those of Korean Americans. The results show a much nuanced and detailed picture of Korean American parenting as a blend of Western authoritative and authoritarian styles with pos...

Equal Educational Opportunity. The Status of Black Americans in Higher Education, 1975-1977. ISEP Third Status Report.

Science.gov (United States)

Howard Univ., Washington, DC. Inst. for the Study of Educational Policy.

This report analyzes the status of black Americans in higher education from 1975-1977. The book opens with a review of basic concepts of equal educational opportunity and the Federal role in guaranteeing equal opportunity. The social and economic context for higher education is then examined with a focus on the national commitment to higher…

Sexuality education in North American medical schools: current status and future directions.

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Shindel, Alan W; Parish, Sharon J

2013-01-01

Both the general public and individual patients expect healthcare providers to be knowledgeable and approachable regarding sexual health. Despite this expectation there are no universal standards or expectations regarding the sexuality education of medical students. To review the current state of the art in sexuality education for North American medical students and to articulate future directions for improvement. Evaluation of: (i) peer-reviewed literature on sexuality education (focusing on undergraduate medical students); and (ii) recommendations for sexuality education from national and international public health organizations. Current status and future innovations for sexual health education in North American medical schools. Although the importance of sexuality to patients is recognized, there is wide variation in both the quantity and quality of education on this topic in North American medical schools. Many sexual health education programs in medical schools are focused on prevention of unwanted pregnancy and sexually transmitted infection. Educational material on sexual function and dysfunction, female sexuality, abortion, and sexual minority groups is generally scant or absent. A number of novel interventions, many student initiated, have been implemented at various medical schools to improve the student's training in sexual health matters. There is a tremendous opportunity to mold the next generation of healthcare providers to view healthy sexuality as a relevant patient concern. A comprehensive and uniform curriculum on human sexuality at the medical school level may substantially enhance the capacity of tomorrow's physicians to provide optimal care for their patients irrespective of gender, sexual orientation, and individual sexual mores/beliefs. © 2013 International Society for Sexual Medicine.

American Nurses Association Position Statement on guidelines for commercial support of continuing nursing education.

Science.gov (United States)

1999-01-01

The attached guidelines on "Commercial Support of Continuing Nursing Education" have been developed by the American Nurses Association (ANA) to assist/guide nursing continuing educators who wish to utilize the resources of corporations to provide continuing education programs. These guidelines enable the provider to maintain a balance between the need for industry-supported dissemination of scientific information and promotional activities which meet the requirements of law, as well as professional standards of the American Nurses Association.

How To Succeed in School without Really Learning: The Credentials Race in American Education.

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Labaree, David F.

Getting ahead and getting an education are inseparable in the minds of most Americans. Social mobility lies at the core of the American dream, and educational opportunity is the primary avenue by which to realize this dream. This book suggests that it is time to consider whether the connection between schooling and social mobility is doing more…

Efficient Pricing of European-Style Asian Options under Exponential Lévy Processes Based on Fourier Cosine Expansions

NARCIS (Netherlands)

Zhang, B.; Oosterlee, C.W.

2013-01-01

We propose an efficient pricing method for arithmetic and geometric Asian options under exponential Lévy processes based on Fourier cosine expansions and Clenshaw–Curtis quadrature. The pricing method is developed for both European style and American-style Asian options and for discretely and

Administrator Leadership Styles and Their Impact on School Nursing.

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Davis, Charles R

2018-01-01

In comparison to other professional staff in an educational based setting, the registered professional school nurse has unique roles, responsibilities, education, training, and scope of practice. In carrying out this unique and specialized role, school nurses operate under a building administrator, the leader of the building and often the immediate supervisor of the school nurse. In addition, many school nurses in small districts are the only registered professional nurse employed by the school. The building administrator's leadership style not only sets the tone for the day-to-day operations in the school but also impacts the school nurse functioning and program implementation. This article reviews the three most common types of leadership styles as defined by Kurt Lewin-laissez-faire, democratic, and coercive/authoritarian-and their potential impact on school nursing practice. In addition, the article provides recommendations for school nurses for successful practice with regard to supervisor leadership styles.

Social and psychological climate of educational institution as a measure of consistency of leadership style and type of organizational culture

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M.L. Kotlyar

2013-04-01

Full Text Available We describe process and results of a study conducted on the basis of state educational institutions of Moscow (a secondary school and a school with advanced study of foreign languages. We demonstrate the possibility of using the analysis of social and psychological environment as an indicator of leadership style consistency and type of organizational culture of educational institution. We revealed an educational trend that the real organizational culture with a predominance of one type of its elements, the desired profile will tend to the mixed type. We mapped out a plan for further research on the topic.

A Study of State Social Studies Standards for American Indian Education

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Warner, Connor K.

2015-01-01

In this study the author surveys social studies standards from 14 U.S. states seeking to answer: (a) what social studies knowledge about American Indians is deemed essential by those states mandating the development of American Indian Education curricula for all public K-12 students? and (b) at what grade levels is this social studies content…

Epidemiology of neurodegeneration in American-style professional football players.

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Lehman, Everett J

2013-01-01

The purpose of this article is to review the history of head injuries in relation to American-style football play, summarize recent research that has linked football head injuries to neurodegeneration, and provide a discussion of the next steps for refining the examination of neurodegeneration in football players. For most of the history of football, the focus of media reports and scientific studies on football-related head injuries was on the acute or short-term effects of serious, traumatic head injuries. Beginning about 10 years ago, a growing concern developed among neurologists and researchers about the long-term effects that playing professional football has on the neurologic health of the players. Autopsy-based studies identified a pathologically distinct neurodegenerative disorder, chronic traumatic encephalopathy, among athletes who were known to have experienced concussive and subconcussive blows to the head during their playing careers. Football players have been well represented in these autopsy findings. A mortality study of a large cohort of retired professional football players found a significantly increased risk of death from neurodegeneration. Further analysis found that non-line players were at higher risk than line players, possibly because of an increased risk of concussion. Although the results of the studies reviewed do not establish a cause effect relationship between football-related head injury and neurodegenerative disorders, a growing body of research supports the hypothesis that professional football players are at an increased risk of neurodegeneration. Significant progress has been made in the last few years on detecting and defining the pathology of neurodegenerative diseases. However, less progress has been made on other factors related to the progression of those diseases in football players. This review identifies three areas for further research: (a) quantification of exposure - a consensus is needed on the use of clinically

Impact and productivity of Latin American publications about mathematics education

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Aida Maria Torres-Alfonso

2015-04-01

Full Text Available More than a century room recently they have been carrying out, frequently annual Educational Mathematics Latin American Meetings (RELME and the works presented in the event, after a revision for even of experts, the ALME is published (Latin American Mathematics Education Act. We present a qualitative analysis of the impact of publications recorded in ALME in the period between 2000 and 2009. They use scientific production indicators, indicators of impact or influence: who provided the scientific community use made of these results based on the count of citations received by papers published in ALME in the publication itself, supplemented by an analysis of citations according to Google Scholar and collaboration indicators that showed the type of existing collaboration in the scientific community.

Educational technology infrastructure and services in North American medical schools.

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Kamin, Carol; Souza, Kevin H; Heestand, Diane; Moses, Anna; O'Sullivan, Patricia

2006-07-01

To describe the current educational technology infrastructure and services provided by North American allopathic medical schools that are members of the Association of American Medical Colleges (AAMC), to present information needed for institutional benchmarking. A Web-based survey instrument was developed and administered in the fall of 2004 by the authors, sent to representatives of 137 medical schools and completed by representatives of 88, a response rate of 64%. Schools were given scores for infrastructure and services provided. Data were analyzed with one-way analyses of variance, chi-square, and correlation coefficients. There was no difference in the number of infrastructure features or services offered based on region of the country, public versus private schools, or size of graduating class. Schools implemented 3.0 (SD = 1.5) of 6 infrastructure items and offered 11.6 (SD = 4.1) of 22 services. Over 90% of schools had wireless access (97%), used online course materials for undergraduate medical education (97%), course management system for graduate medical education (95%) and online teaching evaluations (90%). Use of services differed across the undergraduate, graduate, and continuing medical education continuum. Outside of e-portfolios for undergraduates, the least-offered services were for services to graduate and continuing medical education. The results of this survey provide a benchmark for the level of services and infrastructure currently supporting educational technology by AAMC-member allopathic medical schools.

Peculiarities of learning style in adolescents with the features of hyperactivity

OpenAIRE

Nasvytienė, Dalia; Trakimavičiūtė, Rasa

2010-01-01

The aim of research was to investigate the learning style of adolescents with the features of hyperactivity. The participants were selected as quite common group in the educational practice exceeding by number the pure clinical disorder group of hyperactive children. Their learning style is still under discussion in regard to the efficiency and dynamics of learning process. Learning style questionnaire was created for this purpose. The participants came from a consecutive sample of 30 adolesc...

LEARNING STYLE SEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR

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Zalik Nuryana

2017-12-01

Full Text Available Learning is the basic human need to know something, whether packed formally or not. There is not one method that is appropriate and certainly appropriate with all students. Students have their own learning styles between one another can’t be equated. Real memorable learning comes from the will of the heart, not coercion. The uniqueness of each individual is what makes the variety of learning styles should be understood so that each student can overcome difficulties learning. In the implementation of learning many teachers doesn’t understand the learning style, so as to force students to always pay attention to the speech and explanation of teachers. The learning process will be effective if the method of learning  used can accommodate students. Research on the most appropriate teaching methods turns out to be a failure, because each teaching method depends on the way or style of the student in learning. This research was conducted in the school as a place of observation (field research by using a quantitative approach. Data were collected by questionnaires, observations, interviews, and document studies which were then processed and analytically analyzed descriptively. The results of research showed that a class can not be equally aligned using and applying a single learning method only. Because in the class there are several learning styles of students. The student's learning style visually dominates the class, followed by the auditorial style, and the kinesthetic style. This research also provides advice to educators / teachers to understand the diversity of student learning styles. so that with the basic teachers are required to be more creative and innovative in applying the method of learning so that all learning styles of students can be accommodated, so that with this understanding of learning achievement can be improved.

Physical Education Lesson Content and Teacher Style and Elementary Students' Motivation and Physical Activity Levels

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Erwin, Heather E.; Stellino, Megan Babkes; Beets, Michael W.; Beighle, Aaron; Johnson, Christine E.

2013-01-01

Obesity levels among American children are increasing at an alarming rate, due in part to a lack of regular physical activity (PA). Physical education (PE) is one way to facilitate student PA. The overarching PA goal for physical educators is 50% PA for students. Self-determination theory suggests that PA levels in PE and a variety of other…

Effects of parenting style on personal and social variables for Asian adolescents.

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Ang, Rebecca P

2006-10-01

Impact of perceived parenting style on adolescents' self-reliance, interpersonal relations, sense of inadequacy, and attitude to school, after controlling for effects of adolescents' self-esteem, was examined in a sample of 548 Asian adolescents. Fathers' perceived parenting style was significantly associated with adolescents' sense of inadequacy for the entire sample as well as for Chinese adolescents. Fathers' perceived parenting style was also significantly associated with Malay adolescents' self-reliance. Mothers' perceived parenting style was significant only for Malay adolescents' attitude to school. The meaning and consequences of parenting styles, in particular, the authoritarian parenting style, and the differential impact of paternal parenting style versus maternal parenting style on adolescent outcomes in an Asian context will be discussed. Implications for educators and mental health practitioners working with adolescents and their families will also be explored. (c) 2007 APA, all rights reserved

From Access to Excess: Changing Roles and Relationships for Distance Education, Continuing Education, and Academic Departments in American Universities

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Ashcroft, Judy Copeland

2013-01-01

In American universities, early distance education needed both continuing education and academic departments for establishing institutional cooperation, developing quality standards, adapting to change, and finding a funding model. Today, the Internet and the need for additional revenue are driving new distance education models.

The Influence on American Parenting Styles of Puritanism, Rationalism and Romanticism.

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Karson, Albert; Karson, Martha

This article discusses the influence of Puritanism, Romanticism, and Rationalism on parenting styles in the United States, outlining the basic tenets of these philosophical movements and how the authors believe these tenets relate to popular notions of parenting. The doctrine that humankind is of an evil nature is seen to be a fundamental tenet of…

The Association between Students' Style of Learning Preferences, Social Presence, Collaborative Learning and Learning Outcomes

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Chen, Clement; Jones, Keith T.; Xu, Shawn

2018-01-01

Differences in styles of learning have become important considerations at all levels of education over the last several years. Examining college students' preferred style of learning is useful for course design and effective instructional methods. Using the Felder-Silverman Index of Learning Styles (ILS), we investigate how students' styles of…

Theory of Mind at Home: Linking Authoritative and Authoritarian Parenting Styles to Children's Social Understanding

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O'Reilly, Jessica; Peterson, Candida C.

2014-01-01

Building on Vinden's pioneering research [(2001). Parenting attitudes and children's understanding of mind: A comparison of Korean American and Anglo-American families. "Cognitive Development", 16, 793-809], we examined how parents' use of authoritative versus authoritarian styles of discipline related to their children's development of…

Understanding Business Majors' Learning Styles

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Giordano, James; Rochford, Regina A.

2005-01-01

Recently, business education programs have experienced a decline in enrollment and an increase in attrition. To understand these issues and recommend solutions, the learning styles of 503 first-year business majors at an urban community college were examined. The results demonstrated that: (a) 94% of the participants were analytic learners; (b)…

Effectiveness of Game-Based Learning: Influence of Cognitive Style

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Milovanović, Miloš; Minović, Miroslav; Kovačević, Ivana; Minović, Jelena; Starčević, Dušan

Today students have grown up using devices like computers, mobile phones, and video consoles for almost any activity; from studies and work to entertainment or communication. Motivating them with traditional teaching methods such as lectures and written materials becomes more difficult daily. That is why digital games are becoming more and more considered to have a promising role in education process. We decided to conduct a study among university students. Purpose of that study was to try to find some empirical evidence to support the claim that educational games can be used as an effective form of teaching. We also invested an effort to measure effects of different teaching approaches with the respect of individual differences in cognitive styles. Initial results provide a good argument for use of educational games in teaching. In addition, we reported some influence of cognitive style on effectiveness of using educational games.

American Indian Women: Sorting through Myth and History. A Study of American Indian Women, Stereotypes, and Education in the Classroom

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Attardo, Jessica L.

2005-01-01

The following study was conducted to examine existing research in education regarding the development of stereotypes in children, analyze historical documents and research to acquire an accurate portrayal of American Indian women, and determine if secondary social studies students lack adequate knowledge about the history of American Indian women,…

INTERACTION ASPECTS OF DOMINANT STYLES: OF TEACHING AND OF AUTHORITY

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Cristian PETRE

2014-04-01

Full Text Available Problem Statement. Teaching style is the expression (form of expression of preferred behavioral modalities who return with some regularity in the work of teacher (E.Geissler, Purpose of Study. The intention of this paper is to identify a pattern of expression interact between two dimensions-professional of primary school teachers: the dominant teaching style and the dominant authority type of each teacher. I opted for a classification according to the particular act of communication: emotional-improvising style, emotional-methodical style, rational-improvising style and rational-methodical style. Methods. To identify the dominant teaching style was built a questionnaire consisting of 16 questions. The second questionnaire was proposed for a self-evaluative kind of authority expressed in the daily professional work. To identify the dominant type of authority were updated two classifications: traditional axis authoritarian - democratic - laissez-faire and a classification inspired by John RP French and B. Raven expert authority, rewards, position and personal. In this investigation were involved 30 teachers for primary education. Findings and Results. Exists a moderate correlation between rational-improvising style and authoritarian and position styles of authority. Also, indicates significant statistical connection between rational-improviser teaching style and authoritarian, democratic and expert teacher’s authority. The indexes indicate statistical connections moderate correlation between rational-methodical style and personal authority. The indexes of correlation indicates significant statistical link between emotional-improvisational style teaching styles and reward and expert authority. The indexes indicate statistical connections moderate correlation between emotional-style improvisation and styles of authority laissez-faire, and his model.

Lay Perceptions of Healthy Eating Styles and Their Health Impacts.

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Vizireanu, Mariya; Hruschka, Daniel

2018-04-01

This study examined perceptions of healthy eating styles among US respondents to determine whether eating styles are defined as a distinct set of people's healthy eating beliefs and how different aspects of eating styles are perceived to affect health. In-person pile sort activities were used to identify key dimensions of healthy eating beliefs, and online surveys were used to confirm these dimensions and examine perceived health benefits of healthy eating styles. The pile-sorting activity recruited 48 US participants in the Phoenix metropolitan area via social media and snowball sampling. Online surveys recruited US participants via Amazon Mechanical Turk (survey 1, n = 70; survey 2, n = 283). The researchers used an exploratory visualizing technique (multidimensional scaling) to analyze pile sort data; Property Filling (PROFIT) analysis was used to analyze online survey 1; paired sample t test and repeated-measures ANOVA were used to analyze online survey 2. Eating styles are a distinct set of beliefs within lay models of healthful diets (P management. In addition to educating the public about choosing healthy food characteristics, health and nutrition professionals may need to address people's beliefs regarding healthy eating styles to identify gaps and misconceptions. Future research is needed to examine the relationships between such beliefs and corresponding behaviors, as well as whether these behaviors result in any health benefits. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Parenting Styles and Practices of Latino Parents and Latino Fifth Graders' Academic, Cognitive, Social, and Behavioral Outcomes

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Jabagchourian, John J.; Sorkhabi, Nadia; Quach, Wendy; Strage, Amy

2014-01-01

A vast literature documents a host of advantages conferred upon middle class European American children whose parents employ an authoritative style of parenting, including enhanced academic achievement and positive behavioral outcomes. The literature is much less clear about the relationship between parental authority style and child outcomes in…

Educational Transitions in the United States: Reflections on the American Dream

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Crawford, Paul T.

2012-01-01

Education involves socialization so that individuals become productive members of society. At present, in the United States, educational transitions are primarily viewed in terms of their location in an outcomes-oriented process and framed as helping people achieve the American Dream, but in terms of the status quo national economic interest. But…

Parenting styles and home obesogenic environments.

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Johnson, Rachel; Welk, Greg; Saint-Maurice, Pedro F; Ihmels, Michelle

2012-04-01

Parenting behaviors are known to have a major impact on childhood obesity but it has proven difficult to isolate the specific mechanism of influence. The present study uses Baumrind's parenting typologies (authoritative, authoritarian, and permissive) to examine associations between parenting styles and parenting practices associated with childhood obesity. Data were collected from a diverse sample of children (n = 182, ages 7-10) in an urban school district in the United States. Parenting behaviors were assessed with the Parenting Styles and Dimension Questionnaire (PSDQ), a 58-item survey that categorizes parenting practices into three styles: authoritative, authoritarian, and permissive. Parent perceptions of the home obesogenic environment were assessed with the Family Nutrition and Physical Activity (FNPA) instrument, a simple 10 item instrument that has been shown in previous research to predict risk for overweight. Cluster analyses were used to identify patterns in the PSDQ data and these clusters were related to FNPA scores and measured BMI values in children (using ANCOVA analyses that controlled for parent income and education) to examine the impact of parenting styles on risk of overweight/obesity. The FNPA score was positively (and significantly) associated with scores on the authoritative parenting scale (r = 0.29) but negatively (and significantly) associated with scores on the authoritarian scale (r = -0.22) and permissive scale (r = -0.20). Permissive parenting was significantly associated with BMIz score but this is the only dimension that exhibited a relationship with BMI. A three-cluster solution explained 40.5% of the total variance and clusters were distinguishable by low and high z-scores on different PSDQ sub-dimensions. A cluster characterized as Permissive/Authoritarian (Cluster 2) had significantly lower FNPA scores (more obesogenic) than clusters characterized as Authoritative (Cluster 1) or Authoritarian/Authoritative (Cluster 3) after

Parenting Styles and Home Obesogenic Environments

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Michelle Ihmels

2012-04-01

Full Text Available Parenting behaviors are known to have a major impact on childhood obesity but it has proven difficult to isolate the specific mechanism of influence. The present study uses Baumrind’s parenting typologies (authoritative, authoritarian, and permissive to examine associations between parenting styles and parenting practices associated with childhood obesity. Data were collected from a diverse sample of children (n = 182, ages 7–10 in an urban school district in the United States. Parenting behaviors were assessed with the Parenting Styles and Dimension Questionnaire (PSDQ, a 58-item survey that categorizes parenting practices into three styles: authoritative, authoritarian, and permissive. Parent perceptions of the home obesogenic environment were assessed with the Family Nutrition and Physical Activity (FNPA instrument, a simple 10 item instrument that has been shown in previous research to predict risk for overweight. Cluster analyses were used to identify patterns in the PSDQ data and these clusters were related to FNPA scores and measured BMI values in children (using ANCOVA analyses that controlled for parent income and education to examine the impact of parenting styles on risk of overweight/obesity. The FNPA score was positively (and significantly associated with scores on the authoritative parenting scale (r = 0.29 but negatively (and significantly associated with scores on the authoritarian scale (r = −0.22 and permissive scale (r = −0.20. Permissive parenting was significantly associated with BMIz score but this is the only dimension that exhibited a relationship with BMI. A three-cluster solution explained 40.5% of the total variance and clusters were distinguishable by low and high z-scores on different PSDQ sub-dimensions. A cluster characterized as Permissive/Authoritarian (Cluster 2 had significantly lower FNPA scores (more obesogenic than clusters characterized as Authoritative (Cluster 1 or Authoritarian

Working Memory, Cognitive Style, and Behavioural Predictors of GCSE Exam Success

Science.gov (United States)

Grimley, Michael; Banner, Gloria

2008-01-01

This study investigates the interplay of working memory, cognitive style, and behaviour. Year 8 (aged 13 years) students (n = 205) at a UK urban secondary school were tested to ascertain predictors of General Certificate of School Education (GCSE) achievement. Assessment included Riding's cognitive style dimensions, working memory capacity, and a…

Learning Style-Based Teaching Harvests a Superior Comprehension of Respiratory Physiology

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Anbarasi, M.; Rajkumar, G.; Krishnakumar, S.; Rajendran, P.; Venkatesan, R.; Dinesh, T.; Mohan, J.; Venkidusamy, S.

2015-01-01

Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based…

Social Workers' Role in the Disproportionality of African American Students in Special Education

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Kristen Faye Bean

2011-11-01

Full Text Available There is an overrepresentation of African American students in special education. Research on this phenomenon has primarily focused on educators within schools. School social workers are in unique positions to impact the disproportionality. Patricia Collins’ Domains-of-Power Framework is used to demonstrate how school social workers can practice transformational resistance to eliminate the overrepresentation of African American students in special education. School social workers should: 1 attend IEP meetings and conduct home visits and biopsychosocial evaluations with students who are being assessed for special education services, 2 offer to evaluate and conduct home visits with students whom teachers deem to be “at-risk” to prevent inappropriate assessments for special education, 3 create a school culture of acceptance of difference, and 4 ask themselves how they individually foster racial domination or emancipation in their daily actions.

The Prevalence of the Use of Music as a Teaching Tool among Selected American Classroom Educators: A Preliminary Examination

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Killian, Janice L.; Wayman, John B.

2015-01-01

The importance of music education in American schools is well established, with 93% of Americans agreeing that music should be a part of a well-rounded education (Harris, 2005). Students preparing to teach in the elementary classroom (elementary education majors) in American colleges and universities typically take a music class (sometimes two) as…

The influence of parenting style on academic achievement and career path.

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Zahed Zahedani, Zahra; Rezaee, Rita; Yazdani, Zahra; Bagheri, Sina; Nabeiei, Parisa

2016-07-01

Several factors affect the academic performance of college students and parenting style is one significant factor. The current study has been done with the purpose of investigating the relationship between parenting styles, academic achievement and career path of students at Shiraz University of Medical Sciences. This is a correlation study carried out at Shiraz University of Medical Sciences. Among 1600 students, 310 students were selected randomly as the sample. Baumrind's Parenting Style and Moqimi's Career Path questionnaires were used and the obtained scores were correlated with the students' transcripts. To study the relation between variables Pearson correlation coefficient was used. There was a significant relationship between authoritarian parenting style and educational success (p=0.03). Also findings showed a significant relationship between firm parenting style and Career Path of the students, authoritarian parenting style and Career Path of the students, educational success and Career Path of the students (p=0.001). Parents have an important role in identifying children's talent and guiding them. Mutual understanding and close relationship between parents and children are recommended. Therefore, it is recommended that the methods of correct interaction of parents and children be more valued and parents familiarize their children with roles of businesses in society and the need for employment in legitimate businesses and this important affair should be more emphasized through mass media and family training classes.

Leadership styles in interdisciplinary health science education.

Science.gov (United States)

Sasnett, Bonita; Clay, Maria

2008-12-01

The US Institute of Medicine recommends that all health professionals should deliver patient-centered care as members of interdisciplinary health science teams. The current application of the Bolman and Deal Leadership model to health sciences provides an interesting point of reference to compare leadership styles. This article reviews several applications of that model within academic health care and the aggregate recommendations for leaders of health care disciplines based on collective findings.

Health Promoting Life Style and Its Related Factors in Female Adolescents

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Nahid Golmakani

2013-07-01

Full Text Available   Background and Aim: One of the main strategies for keeping health is having healthy life style. Due to important role of adolescent health in community health promotion, this study aimed to determine health promoting life style in female adolescents of high schools and its associated factors in Mashhad, Iran. Methods: This cross- sectional study was conducted on 810 girls ranging in ages from 14to 18 years old, who were studying in high schools and selected using cluster sampling from in Mashhad, Iran in 2013. They completed questionnaires of demographic data and Adolescent Health Promoting AH scale. Data were analyzed by statistical tests of Mann-Whitney U, Kruskal-Wallis, Freedman, Wilcoxon, Spearman correlation coefficient and General linear model. Results: The mean age of subjects was 15.51±0.98 and the mean score of life style was 63.92±12.01. The highest score of life style subscales was allocated to the “spiritual growth or life-appreciation (77.66±15.56 and the least to the physical and sport activities (51.66±22.49. There was a significant relationship between the life style score of adolescents with parents educational level (mother P=0.024, father P=0.014. However no significant relationship was found between adolescents' life style and their residential area and also parents' job. Among different dimension of life style, the highest correlation was seen between spiritual growth score and life style total score (p=0.01. Conclusion: Based on the findings, it is necessary to prioritize implementing of health-related educational programs in order to changing and modification of unhealthy life style related factors, with focus on sport activities as well as health and nutrition. Also it is needed to provide special facilities to select healthy living behaviors among Female adolescents.

Self-assessed learning style correlates to use of supplemental learning materials in an online course management system.

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Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin

2011-01-01

The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.

Teaching Styles, Learning Styles and the ESP Classroom

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Mei Ph’ng Lee

2018-01-01

Full Text Available Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.

Hierarchy of Needs, Perception and Preference for Leadership Styles within a Police Educational Institution

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Alina RAUS

2012-02-01

Full Text Available The present research investigates Maslow’s hierarchy of needs and the leadership style (perceived and ideal in a sample of employees of a police school. The purpose of this study was to identify and propose solutions to improve the managerial activity. Based on Maslow’s theory for understanding human motivation, we developed a measurement scale for human needs. Based on Lewin’s theory of leadership style, we developed two measurement scales, one for perceived leadership and one for ideal leadership style. Agreement of judges was used to obtain valid measures. Reliable α-Cronbach coefficients were obtained for internal consistency of the measurement scales. We conducted correlational and comparative analyses between variables, regarding each professional category (police officers, police constables, civilians. The results contradict Maslow’s theoretical model for human needs, challenging the order imposed by Maslow’s pyramid. The order of the importance of needs differ from one category of personnel to another. Regardless of professional status, physiological needs are generally more significant than other needs. Comparing the perceived leadership style with the ideal style, all groups would prefer a less autocratic leadership style than it is, and more democratic than they perceive it. In addition, civilians would like a more permissive style of leadership than it is the perceived style. Perceived leadership styles are correlated differently with staff needs. Practical implications and contribution of the research are discussed.

Experiences of African American Young Women in Science, Technology, Engineering, and Mathematics (STEM) Education

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Kolo, Yovonda Ingram

African American women are underrepresented in science, technology, engineering, and mathematics (STEM) fields throughout the United States. As the need for STEM professionals in the United States increases, it is important to ensure that African American women are among those professionals making valuable contributions to society. The purpose of this phenomenological study was to describe the experiences of African American young women in relation to STEM education. The research question for this study examined how experiences with STEM in K-10 education influenced African American young women's academic choices in their final years in high school. The theory of multicontextuality was used to provide the conceptual framework. The primary data source was interviews. The sample was composed of 11 African American young women in their junior or senior year in high school. Data were analyzed through the process of open coding, categorizing, and identifying emerging themes. Ten themes emerged from the answers to research questions. The themes were (a) high teacher expectations, (b) participation in extra-curricular activities, (c) engagement in group-work, (d) learning from lectures, (e) strong parental involvement, (f) helping others, (g) self-efficacy, (h) gender empowerment, (i) race empowerment, and (j) strategic recruitment practices. This study may lead to positive social change by adding to the understanding of the experiences of African American young women in STEM. By doing so, these findings might motivate other African American young women to pursue advanced STEM classes. These findings may also provide guidance to parents and educators to help increase the number of African American women in STEM.

"We Brought It upon Ourselves": University-Based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification

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Friedrich, Daniel

2014-01-01

The proliferation of boot-camp-style routes to teacher certification in the last two decades is seen by many university-based teacher educators as the result of the advancement of conservative interests aimed at de-professionalizing teaching. This essay argues that this view only accounts for one piece of the answer, the other one being that some…

Evaluation of the Correlation between Learning Styles and Critical Thinking Dispositions of the Students of School of Physical Education and Sports

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Çetin, Mehmet Çagri

2014-01-01

The study was conducted in order to detect critical thinking dispositions and learning styles of the students of school of physical education and sports, to explore whether there was a significant difference in terms of gender variable and academic department variable and, to discover the correlation between critical thinking tendencies and…

Cognitive Styles Field Dependence/Independence and Scientific Achievement of Male and Female Students of Zamfara State College of Education Maru, Nigeria

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Muhammad, Tukur; Daniel, Esther Gananamalar Sarojini; Abdurauf, Rose Amnah

2015-01-01

This study was conducted to examine the association between cognitive styles (Field dependence/Independence) and scientific achievement in Male and Female student of Biology and Integrated science Department of Zamfara State College of Education Maru, the is correlational. A population of 700 students were used, in which 150 were randomly selected…

Creativity Styles and Emotional Intelligence of Filipino Student Teachers: A Search for Congruity

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Gilbert C. Magulod Jr.

2017-02-01

Full Text Available The purpose of this study is to determine the congruity between the creativity styles and emotional intelligence of Filipino student teachers. Descriptive correlational research design was employed. The participants of the study were the 76 fourth year students of Bachelor in Elementary Education (BEED and Bachelor in Secondary Education (BSED in one state university in the Philippines. Data of the study were obtained using two standardized instruments relating to creativity styles and emotional intelligence. Findings of the study revealed that the student teachers espoused themselves to have high creative capacity while they assessed themselves to have high creativity styles along belief in unconscious processes, use of techniques, use of other people and final product orientation. With regards to their emotional intelligence, they assessed themselves to have high attributes on self-awareness, management of emotions, self-motivation, empathy and social skills. Significantly, this study also revealed that gender, birth order, course and scholastic standing in high school spelled differences on the creativity styles of Filipino student teachers. Moreover, test of difference also showed that scholastic standing in high school and family income defined differences along emotional intelligence. Finally, it was also revealed in the study that there is a significant relationship between creativity styles and emotional intelligence of Filipino student teachers. Implications of the congruity between emotional intelligence and creativity styles would help Teacher Education Institutions (TEIs to implement curriculum enhancement which is vital to the preparation of twenty-first century teachers.

The Function of Native American Storytelling as Means of Education in Luci Tapahonso's Selected Poems

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Saddam, Widad Allawi; Ya, Wan Roselezam Wan

2015-01-01

Native American storytelling has become a very vital issue in education. It preserves Native American history for the next generation and teaches them important lessons about the Native American culture. It also conveys moral meanings, knowledge and social values of the Native American people to the universe. More importantly, Native American…

Implementation of parental feeding practices: does parenting style matter?

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Kiefner-Burmeister, Allison; Hoffmann, Debra; Zbur, Samantha; Musher-Eizenman, Dara

2016-09-01

To combat childhood obesity, researchers have focused on parental feeding practices that promote child health. The current study investigated how parenting style relates to twelve parental feeding practices. Data on parenting style and parental feeding practices were obtained for a correlational study from users of Amazon's Mechanical Turk, an online survey system. USA. Mothers of children aged 7-11 years (n 193). Parenting style related differentially to eleven out of the twelve measured practices. Authoritative mothers displayed more feeding practices that promote child health and fewer practices that impede child health. Authoritarian and permissive mothers displayed more unhealthy practices than authoritative mothers, but differed from each other on the practices they employed. Parenting style may relate to more aspects of feeding than previously realized. The inclusion of numerous healthy feeding practices along with unhealthy practices in the current study provides suggestions for the application of healthy feeding behaviours. Instruction on feeding behaviours and parenting style should be a focus of future educational programmes.

Learning Styles and Problem Solving Skills of Turkish Prospective Teachers

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Gencel, Ilke Evin

2015-01-01

Global changes in educational discourse have an impact on educational systems, so teacher education programs need to be transformed to better train teachers and to contribute to their professional development. In this process learning styles and problem solving skills should be considered as individual differences which have an impact in…

77 FR 45471 - White House Initiative on Educational Excellence for African Americans

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2012-08-01

... programs and services that enable early learning and development of children from birth through age 5; (iii...: (1) the development, implementation, and coordination of educational programs and initiatives at the... House Initiative on Educational Excellence for African Americans By the authority vested in me as...

Influence of Leadership Styles on Community Development ...

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Toshiba

Influence of Leadership Styles on Community. Development Programmes' Implementation in. Rural Communities of Akwa Ibom State Nigeria. Okoji, Olufemi Onweazu - Department of Educational Management,. Lead City University, Ibadan, Nigeria. E-mail: femiokoji2008@yahoomail.com. Abstract. Community development ...

Beyond Parental Control and Authoritarian Parenting Style: Understanding Chinese Parenting through the Cultural Notion of Training.

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Chao, Ruth K.

1994-01-01

Examined the child-rearing practices of immigrant Chinese and European American mothers of preschool children through questionnaires that measured parental control, authoritative-authoritarian parenting style, and the Chinese concept of child training. Chinese mothers scored significantly higher than European American mothers on the training…

Effects of Family Educational Background, Dwelling and Parenting Style on Students' Academic Achievement: The Case of Secondary Schools in Bahir Dar

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Mekonnen, Melaku Anteneh

2017-01-01

This study predominantly focuses on investigating the respective impacts of family educational background, dwelling background and parenting styles on students' overall academic performance with respect to governmental secondary schools in Bahir Dar town, Ethiopia. A descriptive survey method was employed. A 42 items questionnaire was constructed…

Parenting style, parenting stress, and children's health-related behaviors.

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Park, Hyunjeong; Walton-Moss, Benita

2012-07-01

Parental guidance is critical to the development of children's health-related behaviors. The purpose of this study was to look at the relationship between parenting factors, including parenting style and parenting stress, and children's health-related behaviors. In this descriptive, correlational study, 284 parents of preschool children were interviewed using the Child Rearing Questionnaire and the Korean Parenting Stress Index-Short Form. Parent distress, authoritative and permissive parenting styles, family income, and mother's education were significantly associated with children's health-related behaviors. These findings suggest that higher levels of warmth, characteristics of both parenting styles, may be a critical factor in the development of health-related behaviors.

Beyond Authoritarianism: A Cultural Perspective on Asian American Parenting Practices.

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Chao, Ruth K.

A study was conducted to determine Asian American conceptualizations of parenting, focusing on socialization goals, parenting style, and parenting practices related to schooling, aspects of parental influences discussed by D. Darling and L. Steinberg (1993). It was suggested that the standard conceptualizations of parenting style, those of D.…

An overview of American higher education.

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Baum, Sandy; Kurose, Charles; McPherson, Michael

2013-01-01

This overview of postsecondary education in the United States reviews the dramatic changes over the past fifty years in the students who go to college, the institutions that produce higher education, and the ways it is financed. The article, by Sandy Baum, Charles Kurose, and Michael McPherson, creates the context for the articles that follow on timely issues facing the higher education community and policy makers. The authors begin by observing that even the meaning of college has changed. The term that once referred primarily to a four-year period of academic study now applies to virtually any postsecondary study--academic or occupational, public or private, two-year or four-year-- that can result in a certificate or degree. They survey the factors underlying the expansion of postsecondary school enrollments; the substantial increases in female, minority, disadvantaged, and older students; the development of public community colleges; and the rise of for-profit colleges. They discuss the changing ways in which federal and state governments help students and schools defray the costs of higher education as well as more recent budget tensions that are now reducing state support to public colleges. And they review the forces that have contributed to the costs of producing higher education and thus rising tuitions. The authors also cite evidence on broad measures of college persistence and outcomes, including low completion rates at community and for-profit colleges, the increasing need for remedial education for poorly prepared high school students, and a growing gap between the earnings of those with a bachelor's degree and those with less education. They disagree with critics who say that investments in higher education, particularly for students at the margin, no longer pay off. A sustained investment in effective education at all levels is vital to the nation's future, they argue. But they caution that the American public no longer seems willing to pay more for

Learning style preferences: A study of pre-clinical medical students in Barbados

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OJEH, NKEMCHO; SOBERS-GRANNUM, NATASHA; GAUR, UMA; UDUPA, ALAYA; MAJUMDER, MD.ANWARUL AZIM

2017-01-01

Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist

Learning style preferences: A study of pre-clinical medical students in Barbados.

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Ojeh, Nkemcho; Sobers-Grannum, Natasha; Gaur, Uma; Udupa, Alaya; Majumder, Md Anwarul Azim

2017-10-01

Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students' learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching

Learning style preferences: A study of Pre-clinical Medical Students in Barbados

Directory of Open Access Journals (Sweden)

NKEMCHO OJEH

2017-10-01

Full Text Available Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V, aural (A, read/write (R and kinesthetic (K] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to preclinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5% and females (60.0%, with tetramodal being the most common. Read/write (33.8% followed by kinesthetic (32.5% were the most common learning style preferences. The sensory modality preference for females was read/write (34.2% and for males it was kinesthetic (40.5%. Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might

The Educator's Guide to the Americans with Disabilities Act.

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Morrissey, Patricia A.

This guide was written to acquaint educators with their legal responsibility in providing all individuals with disabilities--whether they be students, job applicants, employees, parents, or members of the community--with the same access and opportunities that are available to others. The guide explains legal requirements under the Americans with…

APA, Meet Google: Graduate Students' Approaches to Learning Citation Style

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Van Note Chism, Nancy; Weerakoon, Shrinika

2012-01-01

Inspired by Perkins' Theories of Difficulty concept, this exploratory study examined the learning patterns of graduate students as they grappled with using the style sheet of the American Psychological Association (APA). The researchers employed task performance analysis of three APA formatting tasks, interviews, and observation during a "think…

Racial Discrimination and Low Household Education Predict Higher Body Mass Index in African American Youth.

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Nelson, Devin S; Gerras, Julia M; McGlumphy, Kellye C; Shaver, Erika R; Gill, Amaanat K; Kanneganti, Kamala; Ajibewa, Tiwaloluwa A; Hasson, Rebecca E

The purpose of this study was to examine the relationships between environmental factors, including household education, community violence exposure, racial discrimination, and cultural identity, and BMI in African American adolescents. A community-based sample of 198 African American youth (120 girls, 78 boys; ages 11-19 years) from Washtenaw County, Michigan, were included in this analysis. Violence exposure was assessed by using the Survey of Children's Exposure to Community Violence; racial discrimination by using the Adolescent Discrimination Distress Index; cultural identity by using the Acculturation, Habits, and Interests Multicultural Scale for Adolescents; and household education by using a seven-category variable. Measured height and body weight were used to calculate BMI. Racial discrimination was positively associated with BMI, whereas household education was inversely associated with BMI in African American adolescents (discrimination: β = 0.11 ± 0.04, p = 0.01; education: β = -1.13 ± 0.47, p = 0.02). These relationships were significant when accounting for the confounding effects of stress, activity, diet, and pubertal development. Significant gender interactions were observed with racial discrimination and low household education associated with BMI in girls only (discrimination: β = 0.16 ± 0.05, p = 0.003; education: β = -1.12 ± 0.55, p = 0.045). There were no significant relationships between culture, community violence exposure, and BMI (all p's > 0.05). Environmental factors, including racial discrimination and low household education, predicted higher BMI in African American adolescents, particularly among girls. Longitudinal studies are needed to better understand the mechanisms by which these environmental factors increase obesity risk in African American youth.

To What Extent is the Mayer and Salovey (1997) Model of Emotional Intelligence a Useful Predictor of Leadership Style and Perceived Leadership Outcomes in Australian Educational Institutions?

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Grunes, Paul; Gudmundsson, Amanda; Irmer, Bernd

2014-01-01

Researchers have found that transformational leadership is related to positive outcomes in educational institutions. Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in assessment and selection procedures. Several studies in non-educational settings have found…

The Fall of the Ivory Tower: Government Funding, Corruption, and the Bankrupting of American Higher Education.

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Roche, George Charles

This book maintains that federal subsidies to higher education have allowed American colleges and universities to overstaff, overspend, and overbuild, creating an economic, academic, and moral crisis in higher education. The book argues that, although American colleges and universities are the envy of the world, government funding has subsidized…