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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Educational Psychology</h1><div class="u-tcGrayDark">579,011 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Educational Psychology</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Educational_Psychology">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Educational_Psychology/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Educational_Psychology/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Educational_Psychology/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Educational_Psychology">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_67049583" data-work_id="67049583" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/67049583/Building_boys_into_men_The_relationship_between_discipline_and_spirituality_in_high_school_males">Building boys into men: The relationship between discipline and spirituality in high school males</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67049583" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher’s analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were choice, brotherhood, acculturation, and Catholic. These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67049583" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a33df4a2e4a91160488418bc8d827290" rel="nofollow" data-download="{"attachment_id":99702478,"asset_id":67049583,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/99702478/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1395333" href="https://independent.academia.edu/DewainSmith">Dewain Smith</a><script data-card-contents-for-user="1395333" type="text/json">{"id":1395333,"first_name":"Dewain","last_name":"Smith","domain_name":"independent","page_name":"DewainSmith","display_name":"Dewain Smith","profile_url":"https://independent.academia.edu/DewainSmith?f_ri=3398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_67049583 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67049583"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67049583, container: ".js-paper-rank-work_67049583", }); 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This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher’s analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were choice, brotherhood, acculturation, and Catholic. These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research. ","downloadable_attachments":[{"id":99702478,"asset_id":67049583,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1395333,"first_name":"Dewain","last_name":"Smith","domain_name":"independent","page_name":"DewainSmith","display_name":"Dewain Smith","profile_url":"https://independent.academia.edu/DewainSmith?f_ri=3398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3398","nofollow":false},{"id":362260,"name":"Youth and Religion/Spirituality","url":"https://www.academia.edu/Documents/in/Youth_and_Religion_Spirituality?f_ri=3398","nofollow":false}]}, }) } 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Empirische Forschungsdisziplin (The Pedagogics of the Primary School as Empirical Research)</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74706737" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ab93e9774b45e0abdd96e9386120a869" rel="nofollow" data-download="{"attachment_id":82761036,"asset_id":74706737,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3398"},{"id":6002,"name":"Theory","url":"https://www.academia.edu/Documents/in/Theory?f_ri=3398"},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=3398"},{"id":186492,"name":"Empirical Research","url":"https://www.academia.edu/Documents/in/Empirical_Research?f_ri=3398"},{"id":686789,"name":"Educational Theories","url":"https://www.academia.edu/Documents/in/Educational_Theories?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12014038" data-work_id="12014038" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12014038/High_stakes_Testing_for_tracking_promotion_and_graduation_Edited_by_J_P_Heubert_and_R_M_Hauser_1999_Washington_DC_National_Academy_Press_Book_Review_">High stakes: Testing for tracking, promotion, and graduation. Edited by J. P. Heubert & R. M. Hauser. 1999. Washington, DC: National Academy Press. [Book Review]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">If high-stakes standardized testing were to be abolished, as the report authors might like, American society as a whole would be much worse off, and so would many individual students. Probably the most unfairly affected would be the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12014038" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">If high-stakes standardized testing were to be abolished, as the report authors might like, American society as a whole would be much worse off, and so would many individual students. Probably the most unfairly affected would be the high achievers among the poor.Wealthy families who value academics have the choice of moving to a school district where their high achieving children can excel, or sending their children to a private school. It is a waste of money and otherwise too bad that they feel they must move, but they can. Poor families are not so mobile. <br />  High achieving students who cannot leave a school district where academic achievement is undervalued face varied pressures that impede them: pressure to fit in and be popular; to excel at sports; to work at low-pay, dead-end jobs to earn money for cars and parties; and so on. If they study hard and excel at academics, they will be taunted; disliked; called “nerd,” “geek,” “dork”; or be accused of “acting White.” <br />  The report spends considerable effort worrying about the feelings of students who might fail high-stakes tests, but little if any effort worrying about the social fallout of abandoning high academic standards. High-achieving students among our poor should be considered our country’s most precious human resources. <br />  For a variety of reasons, our society very badly needs these students to prosper; so their gifts and ambitions should be nurtured, not discouraged. The report, however, in the effect of its recommendations, would have these students treated as pariahs and have them feel guilty for wanting to work hard and succeed. After all, if these students work hard and succeed, won’t that make other students who do not want to work hard look and feel bad? <br />  Abandoning the enforcement of high academic standards will not eliminate pressures and hurt feelings among our youth, however. Pressure and hurt feelings are facts of life. Abandoning academics just means the pressures will come from and the hurt feelings will be caused by nonacademic aspects of these students’ lives. <br />  Is that really what we want? In radical egalitarian bliss, there will be no high-stakes tests, no academic standards enforced in any meaningful way, and no academic tracking. Academic progress in every school and for every student will be slowed to the preferred pace of the least motivated student.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12014038" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="327a30a6a5253be98e84a51a88b6a4ba" rel="nofollow" data-download="{"attachment_id":37351234,"asset_id":12014038,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37351234/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4281505" href="https://204.academia.edu/RichardPhelps">Richard P Phelps</a><script data-card-contents-for-user="4281505" type="text/json">{"id":4281505,"first_name":"Richard","last_name":"Phelps","domain_name":"204","page_name":"RichardPhelps","display_name":"Richard P Phelps","profile_url":"https://204.academia.edu/RichardPhelps?f_ri=3398","photo":"https://0.academia-photos.com/4281505/1914892/2268535/s65_richard.phelps.jpg"}</script></span></span></li><li class="js-paper-rank-work_12014038 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12014038"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12014038, container: ".js-paper-rank-work_12014038", }); });</script></li><li class="js-percentile-work_12014038 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12014038; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12014038"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12014038 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12014038"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12014038; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12014038]").text(description); $(".js-view-count-work_12014038").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12014038").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12014038"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1750" href="https://www.academia.edu/Documents/in/Assessment">Assessment</a>, <script data-card-contents-for-ri="1750" type="text/json">{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2504" href="https://www.academia.edu/Documents/in/Research_Ethics">Research Ethics</a>, <script data-card-contents-for-ri="2504" type="text/json">{"id":2504,"name":"Research Ethics","url":"https://www.academia.edu/Documents/in/Research_Ethics?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a><script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12014038]'), work: {"id":12014038,"title":"High stakes: Testing for tracking, promotion, and graduation. Edited by J. P. Heubert \u0026 R. M. Hauser. 1999. Washington, DC: National Academy Press. [Book Review]","created_at":"2015-04-19T12:29:40.997-07:00","url":"https://www.academia.edu/12014038/High_stakes_Testing_for_tracking_promotion_and_graduation_Edited_by_J_P_Heubert_and_R_M_Hauser_1999_Washington_DC_National_Academy_Press_Book_Review_?f_ri=3398","dom_id":"work_12014038","summary":" If high-stakes standardized testing were to be abolished, as the report authors might like, American society as a whole would be much worse off, and so would many individual students. Probably the most unfairly affected would be the high achievers among the poor.Wealthy families who value academics have the choice of moving to a school district where their high achieving children can excel, or sending their children to a private school. It is a waste of money and otherwise too bad that they feel they must move, but they can. Poor families are not so mobile.\r\n High achieving students who cannot leave a school district where academic achievement is undervalued face varied pressures that impede them: pressure to fit in and be popular; to excel at sports; to work at low-pay, dead-end jobs to earn money for cars and parties; and so on. If they study hard and excel at academics, they will be taunted; disliked; called “nerd,” “geek,” “dork”; or be accused of “acting White.”\r\n The report spends considerable effort worrying about the feelings of students who might fail high-stakes tests, but little if any effort worrying about the social fallout of abandoning high academic standards. High-achieving students among our poor should be considered our country’s most precious human resources.\r\n For a variety of reasons, our society very badly needs these students to prosper; so their gifts and ambitions should be nurtured, not discouraged. The report, however, in the effect of its recommendations, would have these students treated as pariahs and have them feel guilty for wanting to work hard and succeed. After all, if these students work hard and succeed, won’t that make other students who do not want to work hard look and feel bad?\r\n Abandoning the enforcement of high academic standards will not eliminate pressures and hurt feelings among our youth, however. Pressure and hurt feelings are facts of life. Abandoning academics just means the pressures will come from and the hurt feelings will be caused by nonacademic aspects of these students’ lives.\r\n Is that really what we want? In radical egalitarian bliss, there will be no high-stakes tests, no academic standards enforced in any meaningful way, and no academic tracking. Academic progress in every school and for every student will be slowed to the preferred pace of the least motivated student.","downloadable_attachments":[{"id":37351234,"asset_id":12014038,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4281505,"first_name":"Richard","last_name":"Phelps","domain_name":"204","page_name":"RichardPhelps","display_name":"Richard P Phelps","profile_url":"https://204.academia.edu/RichardPhelps?f_ri=3398","photo":"https://0.academia-photos.com/4281505/1914892/2268535/s65_richard.phelps.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398","nofollow":false},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=3398","nofollow":false},{"id":2504,"name":"Research Ethics","url":"https://www.academia.edu/Documents/in/Research_Ethics?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3398"},{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=3398"},{"id":4741,"name":"Educational evaluation","url":"https://www.academia.edu/Documents/in/Educational_evaluation?f_ri=3398"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=3398"},{"id":1003635,"name":"Psychological and Educational Testing","url":"https://www.academia.edu/Documents/in/Psychological_and_Educational_Testing?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_56539257" data-work_id="56539257" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/56539257/Forgiveness_or_Striking_Back_The_Influence_of_Social_Interaction_on_Adolescents_Conflict_Coping_Strategy">Forgiveness or Striking Back? The Influence of Social Interaction on Adolescents' Conflict Coping Strategy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Based on social learning theory, this study aimed at providing a better understanding of the influence of social interaction on adolescents&#39; conflict coping strategy. This study used the data from the Taiwan Educational Panel Survey... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_56539257" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Based on social learning theory, this study aimed at providing a better understanding of the influence of social interaction on adolescents&#39; conflict coping strategy. This study used the data from the Taiwan Educational Panel Survey (N=8717) to test the unique contribution of religious involvement, parent-child interaction, teacher-student interaction on adolescents&#39; conflict coping strategy when they encountered an interpersonal offense in school. Findings showed that religious involvement, being physically hurt by father, being understood by father, and positive teacher-student interaction could increase the possibility of positive conflict coping strategy. And being verbally hurt by mother and negative teacher-student interaction would decrease the possibility of positive conflict coping strategy. Based on these results, implications for research and practice were discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/56539257" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8d9ad11c2a40b66e5840729df525e106" rel="nofollow" data-download="{"attachment_id":71876916,"asset_id":56539257,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71876916/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41905378" href="https://independent.academia.edu/EnrightRobert">Robert Enright</a><script data-card-contents-for-user="41905378" type="text/json">{"id":41905378,"first_name":"Robert","last_name":"Enright","domain_name":"independent","page_name":"EnrightRobert","display_name":"Robert Enright","profile_url":"https://independent.academia.edu/EnrightRobert?f_ri=3398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_56539257 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="56539257"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 56539257, container: ".js-paper-rank-work_56539257", }); });</script></li><li class="js-percentile-work_56539257 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56539257; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_56539257"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_56539257 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="56539257"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56539257; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56539257]").text(description); $(".js-view-count-work_56539257").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_56539257").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="56539257"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a><script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=56539257]'), work: {"id":56539257,"title":"Forgiveness or Striking Back? The Influence of Social Interaction on Adolescents' Conflict Coping Strategy","created_at":"2021-10-08T05:18:18.467-07:00","url":"https://www.academia.edu/56539257/Forgiveness_or_Striking_Back_The_Influence_of_Social_Interaction_on_Adolescents_Conflict_Coping_Strategy?f_ri=3398","dom_id":"work_56539257","summary":"Based on social learning theory, this study aimed at providing a better understanding of the influence of social interaction on adolescents\u0026#39; conflict coping strategy. This study used the data from the Taiwan Educational Panel Survey (N=8717) to test the unique contribution of religious involvement, parent-child interaction, teacher-student interaction on adolescents\u0026#39; conflict coping strategy when they encountered an interpersonal offense in school. Findings showed that religious involvement, being physically hurt by father, being understood by father, and positive teacher-student interaction could increase the possibility of positive conflict coping strategy. And being verbally hurt by mother and negative teacher-student interaction would decrease the possibility of positive conflict coping strategy. Based on these results, implications for research and practice were discussed.","downloadable_attachments":[{"id":71876916,"asset_id":56539257,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41905378,"first_name":"Robert","last_name":"Enright","domain_name":"independent","page_name":"EnrightRobert","display_name":"Robert Enright","profile_url":"https://independent.academia.edu/EnrightRobert?f_ri=3398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26222187" data-work_id="26222187" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26222187/What_Role_Does_Grit_Play_in_the_Academic_Success_of_Black_Male_Collegians_at_Predominantly_White_Institutions">What Role Does Grit Play in the Academic Success of Black Male Collegians at Predominantly White Institutions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study tests the importance of a noncognitive trait, grit, to predicting grades for a sample of Black males attending a predominantly White institution. Using multivariate statistics and hierarchical regression techniques, results... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26222187" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study tests the importance of a noncognitive trait, grit, to predicting grades for a sample of Black males attending a predominantly White institution. Using multivariate statistics and hierarchical regression techniques, results suggest that grit is positively related to college grades for Black males and that background traits, academic factors, and grit explain 24 % of the variance in Black male's college grades. Grit, alone, added incremental predictive validity over and beyond traditional measures of academic success such as high school grade point average and American College Test scores. Implications for policy and practice are highlighted.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26222187" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f29a73eada3d7fc1511052da0f71434c" rel="nofollow" data-download="{"attachment_id":46540843,"asset_id":26222187,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46540843/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4803905" href="https://vuu.academia.edu/TerrellStrayhorn">Terrell L Strayhorn</a><script data-card-contents-for-user="4803905" type="text/json">{"id":4803905,"first_name":"Terrell","last_name":"Strayhorn","domain_name":"vuu","page_name":"TerrellStrayhorn","display_name":"Terrell L Strayhorn","profile_url":"https://vuu.academia.edu/TerrellStrayhorn?f_ri=3398","photo":"https://0.academia-photos.com/4803905/2047946/36525701/s65_terrell.strayhorn.png"}</script></span></span></li><li class="js-paper-rank-work_26222187 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26222187"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26222187, container: ".js-paper-rank-work_26222187", }); 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Using multivariate statistics and hierarchical regression techniques, results suggest that grit is positively related to college grades for Black males and that background traits, academic factors, and grit explain 24 % of the variance in Black male's college grades. Grit, alone, added incremental predictive validity over and beyond traditional measures of academic success such as high school grade point average and American College Test scores. Implications for policy and practice are highlighted.","downloadable_attachments":[{"id":46540843,"asset_id":26222187,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4803905,"first_name":"Terrell","last_name":"Strayhorn","domain_name":"vuu","page_name":"TerrellStrayhorn","display_name":"Terrell L Strayhorn","profile_url":"https://vuu.academia.edu/TerrellStrayhorn?f_ri=3398","photo":"https://0.academia-photos.com/4803905/2047946/36525701/s65_terrell.strayhorn.png"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=3398","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28018896" data-work_id="28018896" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28018896/Rescaling_the_local_Multi_academy_trusts_private_monopoly_and_statecraft_in_England">Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To cite: Wilkins, A. 2017. Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185 For the past six years successive UK governments in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28018896" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To cite:<br />Wilkins, A. 2017. Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185<br /><br />For the past six years successive UK governments in England have introduced reforms intended to usher in less aggregated, top-down, bureaucratically overloaded models of service delivery as well as secure conditions for greater school autonomy.  Yet the ‘hollowing out’ of local government has not resulted in less bureaucracy on the ground or less regulation from above, nor has it diminished hierarchy as an organising principle of education governance.  In some cases, monopolies and monopolistic practices dominated by powerful bureaucracies and professional groups persist, albeit realised through the involvement of new actors and organisations from business and philanthropy.  In this paper I adopt a governmentality perspective to explore the political significance of large multi-academy trusts (MATs) – private sponsors contracted by central government to run publicly funded schools – to the generation of new scalar hierarchies and accountability infrastructures that assist in bringing the gaze of government to bear upon the actions of schools that are otherwise less visible under local government management.  On this account, it is argued, MATs are integral to statecraft and the invention and assemblage of particular apparatuses for intervening upon specific organisations, spaces and peoples.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28018896" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="18bc9b6e2f58c4c87b440e44e6ab5c5e" rel="nofollow" data-download="{"attachment_id":103573744,"asset_id":28018896,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/103573744/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="303988" href="https://goldsmiths.academia.edu/AndrewWilkins">Andrew W Wilkins</a><script data-card-contents-for-user="303988" type="text/json">{"id":303988,"first_name":"Andrew","last_name":"Wilkins","domain_name":"goldsmiths","page_name":"AndrewWilkins","display_name":"Andrew W Wilkins","profile_url":"https://goldsmiths.academia.edu/AndrewWilkins?f_ri=3398","photo":"https://0.academia-photos.com/303988/61270/35413933/s65_andrew.wilkins.jpg"}</script></span></span></li><li class="js-paper-rank-work_28018896 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28018896"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28018896, container: ".js-paper-rank-work_28018896", }); 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Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185\n\nFor the past six years successive UK governments in England have introduced reforms intended to usher in less aggregated, top-down, bureaucratically overloaded models of service delivery as well as secure conditions for greater school autonomy. Yet the ‘hollowing out’ of local government has not resulted in less bureaucracy on the ground or less regulation from above, nor has it diminished hierarchy as an organising principle of education governance. In some cases, monopolies and monopolistic practices dominated by powerful bureaucracies and professional groups persist, albeit realised through the involvement of new actors and organisations from business and philanthropy. In this paper I adopt a governmentality perspective to explore the political significance of large multi-academy trusts (MATs) – private sponsors contracted by central government to run publicly funded schools – to the generation of new scalar hierarchies and accountability infrastructures that assist in bringing the gaze of government to bear upon the actions of schools that are otherwise less visible under local government management. 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the Universe, the contemplative endocrinologist Deepak Chopra and the MIT physicist Menas Kafatos offer a groundbreaking, lucid work on consciousness that is refreshingly accessible without relying upon mathematical language or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31789661" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In You Are the Universe, the contemplative endocrinologist Deepak Chopra and the MIT physicist Menas Kafatos offer a groundbreaking, lucid work on consciousness that is refreshingly accessible without relying upon mathematical language or overspecialized jargon. In summary, their book is a serious attempt to address the fundamental contemporary question, “Is the universe made of matter that learned to think, or is the universe made of mind that created matter?” (Chopra & Kafatos, 2017, p. 154). By the end of the book Chopra and Kafatos have gone so far as to argue that not only is the universe created and sustained by an underlying mind but that we are the universe, we are that mind. 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O termo Habilidades Sociais se configura como um campo de conhecimento e investigação,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20846167" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A temática central deste livro é o relacionamento interpessoal, que é abordada sob diferentes aportes teóricos, em especial o das Habilidades Sociais. O termo Habilidades Sociais se configura como um campo de conhecimento e investigação, que vem crescendo de maneira admirável nos últimos anos em nosso meio.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20846167" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="851175ddb1a8c25ceff648f15e028972" rel="nofollow" data-download="{"attachment_id":41595029,"asset_id":20846167,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41595029/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36774884" href="https://independent.academia.edu/BandeiraMarina">Marina Bandeira</a><script data-card-contents-for-user="36774884" type="text/json">{"id":36774884,"first_name":"Marina","last_name":"Bandeira","domain_name":"independent","page_name":"BandeiraMarina","display_name":"Marina Bandeira","profile_url":"https://independent.academia.edu/BandeiraMarina?f_ri=3398","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-20846167">+1</span><div class="hidden js-additional-users-20846167"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ufscar.academia.edu/ZildaDelPrette">Zilda Del Prette</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-20846167'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-20846167').html(); 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u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This short paper, shows how executive coaching draws on psychotherapy, and offers insights into using psychodynamic and systems theory in coaching practice. To cite this paper: Western, S. (2006) Look Who’s Talking, Coaching at Work.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11948630" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This short paper,  shows how executive coaching draws on psychotherapy, and offers insights into using psychodynamic and systems theory in coaching practice.  <br />To cite this paper:  Western, S. (2006) Look Who’s Talking, Coaching at Work. London: People Management, Vol. 1:2 pp. 31-34.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11948630" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2fcb5d060057843b0997ab5e8ef7d30d" rel="nofollow" data-download="{"attachment_id":37307604,"asset_id":11948630,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37307604/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="363686" href="https://lums-uk.academia.edu/SimonWestern">Simon Western</a><script data-card-contents-for-user="363686" type="text/json">{"id":363686,"first_name":"Simon","last_name":"Western","domain_name":"lums-uk","page_name":"SimonWestern","display_name":"Simon Western","profile_url":"https://lums-uk.academia.edu/SimonWestern?f_ri=3398","photo":"https://0.academia-photos.com/363686/111231/18323868/s65_simon.western.jpg"}</script></span></span></li><li class="js-paper-rank-work_11948630 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11948630"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11948630, container: ".js-paper-rank-work_11948630", }); 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type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9582" href="https://www.academia.edu/Documents/in/Social_Comparison">Social Comparison</a>, <script data-card-contents-for-ri="9582" type="text/json">{"id":9582,"name":"Social Comparison","url":"https://www.academia.edu/Documents/in/Social_Comparison?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50581" href="https://www.academia.edu/Documents/in/Self_Efficacy">Self Efficacy</a><script data-card-contents-for-ri="50581" type="text/json">{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17056812]'), work: 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u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5873598/Am_Educ_Res_J_Methodological_Developments_and_Future_Prospects_Investigating_Self_Regulation_and_Motivation_Historical_Background_net_subscriptions_Subscriptions_net_permissions_Permissions_net_Downloaded_from">Am Educ Res J Methodological Developments, and Future Prospects Investigating Self-Regulation and Motivation: Historical Background,net/subscriptions Subscriptions:net/permissions Permissions:net Downloaded from</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5873598" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ac90485158f21d8c63883a765d3fc98f" rel="nofollow" data-download="{"attachment_id":32865827,"asset_id":5873598,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32865827/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8673115" href="https://independent.academia.edu/AstridMarisyaLoppies">Astrid Marisya Loppies</a><script data-card-contents-for-user="8673115" type="text/json">{"id":8673115,"first_name":"Astrid Marisya","last_name":"Loppies","domain_name":"independent","page_name":"AstridMarisyaLoppies","display_name":"Astrid Marisya Loppies","profile_url":"https://independent.academia.edu/AstridMarisyaLoppies?f_ri=3398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_5873598 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5873598"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5873598, container: ".js-paper-rank-work_5873598", }); });</script></li><li class="js-percentile-work_5873598 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span 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$(".js-view-count[data-work-id=5873598]").text(description); $(".js-view-count-work_5873598").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5873598").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5873598"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a><script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5873598]'), work: {"id":5873598,"title":"Am Educ Res J Methodological Developments, and Future Prospects Investigating Self-Regulation and Motivation: Historical Background,net/subscriptions Subscriptions:net/permissions Permissions:net Downloaded from","created_at":"2014-01-28T12:41:02.530-08:00","url":"https://www.academia.edu/5873598/Am_Educ_Res_J_Methodological_Developments_and_Future_Prospects_Investigating_Self_Regulation_and_Motivation_Historical_Background_net_subscriptions_Subscriptions_net_permissions_Permissions_net_Downloaded_from?f_ri=3398","dom_id":"work_5873598","summary":null,"downloadable_attachments":[{"id":32865827,"asset_id":5873598,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8673115,"first_name":"Astrid Marisya","last_name":"Loppies","domain_name":"independent","page_name":"AstridMarisyaLoppies","display_name":"Astrid Marisya Loppies","profile_url":"https://independent.academia.edu/AstridMarisyaLoppies?f_ri=3398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13957406" data-work_id="13957406" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13957406/Learning_Styles_Concepts_and_Evidence">Learning Styles: Concepts and Evidence</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13957406" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span 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class="u-tcGrayDark u-fw700" data-has-card-for-user="33008728" href="https://ucla.academia.edu/RobertBjork">Robert Bjork</a><script data-card-contents-for-user="33008728" type="text/json">{"id":33008728,"first_name":"Robert","last_name":"Bjork","domain_name":"ucla","page_name":"RobertBjork","display_name":"Robert Bjork","profile_url":"https://ucla.academia.edu/RobertBjork?f_ri=3398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13957406 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13957406"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13957406, container: ".js-paper-rank-work_13957406", }); });</script></li><li class="js-percentile-work_13957406 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x 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$(".js-view-count-work_13957406").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13957406").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13957406"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a>, <script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="35075" href="https://www.academia.edu/Documents/in/Learning_Style">Learning Style</a><script data-card-contents-for-ri="35075" type="text/json">{"id":35075,"name":"Learning Style","url":"https://www.academia.edu/Documents/in/Learning_Style?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13957406]'), work: {"id":13957406,"title":"Learning Styles: Concepts and Evidence","created_at":"2015-07-12T13:24:15.117-07:00","url":"https://www.academia.edu/13957406/Learning_Styles_Concepts_and_Evidence?f_ri=3398","dom_id":"work_13957406","summary":null,"downloadable_attachments":[{"id":44767681,"asset_id":13957406,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33008728,"first_name":"Robert","last_name":"Bjork","domain_name":"ucla","page_name":"RobertBjork","display_name":"Robert Bjork","profile_url":"https://ucla.academia.edu/RobertBjork?f_ri=3398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3398","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false},{"id":35075,"name":"Learning Style","url":"https://www.academia.edu/Documents/in/Learning_Style?f_ri=3398","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29512270" data-work_id="29512270" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29512270/THE_EFFECT_OF_THE_SUCCESS_IN_TEACHING_GEOMETRY_OF_BASIC_LEVEL_EDUCATION_MATHEMATICS">THE EFFECT OF THE SUCCESS IN TEACHING GEOMETRY OF BASIC LEVEL EDUCATION MATHEMATICS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29512270" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29512270" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="21de369adc7be3f1b4e0b4e7a7dd8d50" rel="nofollow" data-download="{"attachment_id":50038012,"asset_id":29512270,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50038012/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=3398","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_29512270 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29512270"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29512270, container: ".js-paper-rank-work_29512270", }); 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The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. 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href="https://www.academia.edu/17531881/Comparative_analysis_of_C_R_Rogers_and_L_S_Vygotsky_s_theories_on_education_and_the_development_of_personality">Comparative analysis of C.R. Rogers’ and L.S. Vygotsky’s theories on education and the development of personality</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper was presented at the 4th International Conference on Critical Education (p. 310-317 of the proceedings). Two major figures of the early 20th century psychology, C.R. Rogers and L.S. Vygotsky are being studied in parallel in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17531881" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper was presented at the 4th International Conference on Critical Education (p. 310-317 of the proceedings).<br />Two major figures of the early 20th century psychology, C.R. Rogers and L.S. Vygotsky are being studied in parallel in this paper. The two psychologists were interested, among others, in pedagogy; and, although both endeavoured to reform traditional education of the previous centuries, they moved toward totally opposite directions. C.R. Rogers stated that the development of personality occurs due to the self-actualising tendency, which is inherent in every person and suppressed by social norms. On the other hand, L.S. Vygotsky viewed personality development as the outcome of social interaction. Thus, the educational models that can be created on the basis of these two theories of personality development are themselves differentiated and apply to different educational contexts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17531881" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5e580b45e60e5c55fcda210482ab30f9" rel="nofollow" data-download="{"attachment_id":39562229,"asset_id":17531881,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39562229/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3221315" href="https://auth.academia.edu/evekaplani">eve kaplani</a><script data-card-contents-for-user="3221315" type="text/json">{"id":3221315,"first_name":"eve","last_name":"kaplani","domain_name":"auth","page_name":"evekaplani","display_name":"eve kaplani","profile_url":"https://auth.academia.edu/evekaplani?f_ri=3398","photo":"https://0.academia-photos.com/3221315/1059793/1327383/s65_eve.kaplani.jpg"}</script></span></span></li><li class="js-paper-rank-work_17531881 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17531881"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17531881, container: ".js-paper-rank-work_17531881", }); 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Rogers’ and L.S. Vygotsky’s theories on education and the development of personality","created_at":"2015-10-30T14:06:23.515-07:00","url":"https://www.academia.edu/17531881/Comparative_analysis_of_C_R_Rogers_and_L_S_Vygotsky_s_theories_on_education_and_the_development_of_personality?f_ri=3398","dom_id":"work_17531881","summary":"This paper was presented at the 4th International Conference on Critical Education (p. 310-317 of the proceedings).\nTwo major figures of the early 20th century psychology, C.R. Rogers and L.S. Vygotsky are being studied in parallel in this paper. The two psychologists were interested, among others, in pedagogy; and, although both endeavoured to reform traditional education of the previous centuries, they moved toward totally opposite directions. C.R. Rogers stated that the development of personality occurs due to the self-actualising tendency, which is inherent in every person and suppressed by social norms. On the other hand, L.S. Vygotsky viewed personality development as the outcome of social interaction. Thus, the educational models that can be created on the basis of these two theories of personality development are themselves differentiated and apply to different educational contexts.","downloadable_attachments":[{"id":39562229,"asset_id":17531881,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3221315,"first_name":"eve","last_name":"kaplani","domain_name":"auth","page_name":"evekaplani","display_name":"eve kaplani","profile_url":"https://auth.academia.edu/evekaplani?f_ri=3398","photo":"https://0.academia-photos.com/3221315/1059793/1327383/s65_eve.kaplani.jpg"}],"research_interests":[{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false},{"id":17495,"name":"Vygotsky","url":"https://www.academia.edu/Documents/in/Vygotsky?f_ri=3398","nofollow":false},{"id":67423,"name":"Carl Rogers","url":"https://www.academia.edu/Documents/in/Carl_Rogers?f_ri=3398","nofollow":false},{"id":95411,"name":"Personality Development","url":"https://www.academia.edu/Documents/in/Personality_Development?f_ri=3398","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23762641" data-work_id="23762641" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23762641/%D8%A7%D9%84%D8%AA%D8%B5%D9%88%D8%B1%D8%A7%D8%AA_%D8%A7%D9%84%D9%85%D8%AE%D8%AA%D9%84%D9%81%D8%A9_%D8%B9%D9%86_%D8%AA%D9%82%D9%88%D9%8A%D9%85_%D8%A7%D9%84%D8%A8%D8%B1%D9%86%D8%A7%D9%85%D8%AC_%D8%A7%D9%84%D8%AA%D8%B9%D9%84%D9%8A%D9%85%D9%8A_%D8%B9%D8%A8%D8%B1_%D9%85%D8%B1%D8%A7%D8%AD%D9%84_%D8%B2%D9%85%D9%86%D9%8A%D8%A9_%D9%85%D8%AE%D8%AA%D9%84%D9%81%D8%A9">التصورات المختلفة عن تقويم البرنامج التعليمي عبر مراحل زمنية مختلفة</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">تتحدث هذه الورقة عن أبرز الاختلافات القديمة و الحديثة حول تقويم البرامج التعليمية</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23762641" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa 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href="https://www.academia.edu/36283123/Reflective_Practice_in_Education_docx">Reflective Practice in Education.docx</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Reflective practice has become one of the most popular catch-phrases in the educational milieu during the last few years. In this paper, I chose to focus on the impact of reflective practice on education in general, and early childhood... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36283123" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Reflective practice has become one of the most popular catch-phrases in the educational milieu during the last few years. In this paper, I chose to focus on the impact of reflective practice on education in general, and early childhood education in particular.  Through reflecting on teaching practices, everyday situations that occur in our classrooms and problems and obstacles encountered by teachers and other professionals in the education system, we can seek to improve not only our own personal theory of practice, but also to implement positive changes and growth in the education system as a whole.  By seeking to understand how we can improve outcomes for students of all ages, we can broaden the scope of the learning experience of our students, as well as developing the professional competency of our educators.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36283123" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1a283195281cd43c454e7a6f239db97b" rel="nofollow" data-download="{"attachment_id":56188693,"asset_id":36283123,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56188693/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5605097" href="https://uni-leipzig1.academia.edu/LoudineHeunis">Loudine Heunis</a><script data-card-contents-for-user="5605097" type="text/json">{"id":5605097,"first_name":"Loudine","last_name":"Heunis","domain_name":"uni-leipzig1","page_name":"LoudineHeunis","display_name":"Loudine Heunis","profile_url":"https://uni-leipzig1.academia.edu/LoudineHeunis?f_ri=3398","photo":"https://0.academia-photos.com/5605097/2863936/20260940/s65_loudine.heunis.jpeg"}</script></span></span></li><li class="js-paper-rank-work_36283123 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36283123"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36283123, container: ".js-paper-rank-work_36283123", }); 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In this paper, I chose to focus on the impact of reflective practice on education in general, and early childhood education in particular. Through reflecting on teaching practices, everyday situations that occur in our classrooms and problems and obstacles encountered by teachers and other professionals in the education system, we can seek to improve not only our own personal theory of practice, but also to implement positive changes and growth in the education system as a whole. 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The book examines new... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33412184" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This milestone text provides a comprehensive and state-of-the art overview of perfectionism theory, research, and treatment from the past 25 years, with contributions from the leading researchers in the field. The book examines new theories and perspectives including the social disconnection model of perfectionism and the 2 × 2 model of perfectionism. It also reviews empirical findings, with a special focus on stress, vulnerability, and resilience, and examines perfectionism in specific populations. Finally, it considers how perfectionism relates to physical health and psychophysiological processes and introduces new approaches to effective prevention and treatment. By increasing our understanding of perfectionism as a complex personality disposition and providing a framework for future explorations, this landmark publication aims to promote further research in this field. It will be invaluable reading for academics, students, and professionals in personality psychology, clinical and counselling psychology, applied psychology and related disciplines.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33412184" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2bf62db03afe1779e9ad427541da0915" rel="nofollow" data-download="{"attachment_id":53855055,"asset_id":33412184,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53855055/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3335336" href="https://kent.academia.edu/JoachimStoeber">Joachim Stoeber</a><script data-card-contents-for-user="3335336" type="text/json">{"id":3335336,"first_name":"Joachim","last_name":"Stoeber","domain_name":"kent","page_name":"JoachimStoeber","display_name":"Joachim Stoeber","profile_url":"https://kent.academia.edu/JoachimStoeber?f_ri=3398","photo":"https://0.academia-photos.com/3335336/1116903/96571411/s65_joachim.stoeber.jpg"}</script></span></span></li><li class="js-paper-rank-work_33412184 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33412184"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33412184, container: ".js-paper-rank-work_33412184", }); 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36541591/Social_and_emotional_skills_for_student_success_and_well_being_Conceptual_framework_for_the_OECD_study_on_social_and_emotional_skills">Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In an increasingly fast-changing, complex and diverse world, social and emotional skills are becoming ever more important. In this paper we present an overview of literature on social and emotional skills, describing the nature and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36541591" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In an increasingly fast-changing, complex and diverse world, social and emotional skills are becoming ever more important. In this paper we present an overview of literature on social and emotional skills, describing the nature and structure of these skills, their development, malleability and factors that influence them, their cross-cultural comparability and their relevance for a wide range of educational, economic and life outcomes. The paper also represents a conceptual framework for the OECD’s new Study on Social and Emotional Skills, an international survey that assesses 10- and 15-year-old students in a number of cities and countries around the world.<br />We focus on the underlying skills within and outside of the widely researched Big Five model that are found to be more predictive and policy relevant. We examine the relationships of these skills with a variety of indicators of individual and societal wellbeing such as education, employment and income, health, and personal well-being. The paper discusses the structure of child’s social and emotional skills and the developmental trajectories of these skills across a lifetime. It presents the evidence of malleability of these skills as well as their relevance across a wide range of cultural contexts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36541591" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="450ecb1dfb287bec556c2ae6f2761bdc" rel="nofollow" data-download="{"attachment_id":56464379,"asset_id":36541591,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56464379/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34482" href="https://ajitha.academia.edu/MilosKankaras">Miloš Kankaraš</a><script data-card-contents-for-user="34482" type="text/json">{"id":34482,"first_name":"Miloš","last_name":"Kankaraš","domain_name":"ajitha","page_name":"MilosKankaras","display_name":"Miloš Kankaraš","profile_url":"https://ajitha.academia.edu/MilosKankaras?f_ri=3398","photo":"https://0.academia-photos.com/34482/10033563/148696094/s65_milo_.kankara_.jpg"}</script></span></span></li><li class="js-paper-rank-work_36541591 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36541591"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36541591, container: ".js-paper-rank-work_36541591", }); 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$(".js-view-count[data-work-id=36541591]").text(description); $(".js-view-count-work_36541591").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36541591").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36541591"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="242" href="https://www.academia.edu/Documents/in/Personality_Psychology">Personality Psychology</a>, <script data-card-contents-for-ri="242" type="text/json">{"id":242,"name":"Personality Psychology","url":"https://www.academia.edu/Documents/in/Personality_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1911" href="https://www.academia.edu/Documents/in/International_Studies">International Studies</a>, <script data-card-contents-for-ri="1911" type="text/json">{"id":1911,"name":"International Studies","url":"https://www.academia.edu/Documents/in/International_Studies?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2672" href="https://www.academia.edu/Documents/in/Personality">Personality</a>, <script data-card-contents-for-ri="2672" type="text/json">{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2703" href="https://www.academia.edu/Documents/in/The_big_five">The big five</a><script data-card-contents-for-ri="2703" type="text/json">{"id":2703,"name":"The big five","url":"https://www.academia.edu/Documents/in/The_big_five?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36541591]'), work: {"id":36541591,"title":"Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills","created_at":"2018-05-01T02:31:12.369-07:00","url":"https://www.academia.edu/36541591/Social_and_emotional_skills_for_student_success_and_well_being_Conceptual_framework_for_the_OECD_study_on_social_and_emotional_skills?f_ri=3398","dom_id":"work_36541591","summary":"In an increasingly fast-changing, complex and diverse world, social and emotional skills are becoming ever more important. In this paper we present an overview of literature on social and emotional skills, describing the nature and structure of these skills, their development, malleability and factors that influence them, their cross-cultural comparability and their relevance for a wide range of educational, economic and life outcomes. The paper also represents a conceptual framework for the OECD’s new Study on Social and Emotional Skills, an international survey that assesses 10- and 15-year-old students in a number of cities and countries around the world.\nWe focus on the underlying skills within and outside of the widely researched Big Five model that are found to be more predictive and policy relevant. We examine the relationships of these skills with a variety of indicators of individual and societal wellbeing such as education, employment and income, health, and personal well-being. The paper discusses the structure of child’s social and emotional skills and the developmental trajectories of these skills across a lifetime. It presents the evidence of malleability of these skills as well as their relevance across a wide range of cultural contexts.","downloadable_attachments":[{"id":56464379,"asset_id":36541591,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34482,"first_name":"Miloš","last_name":"Kankaraš","domain_name":"ajitha","page_name":"MilosKankaras","display_name":"Miloš Kankaraš","profile_url":"https://ajitha.academia.edu/MilosKankaras?f_ri=3398","photo":"https://0.academia-photos.com/34482/10033563/148696094/s65_milo_.kankara_.jpg"}],"research_interests":[{"id":242,"name":"Personality Psychology","url":"https://www.academia.edu/Documents/in/Personality_Psychology?f_ri=3398","nofollow":false},{"id":1911,"name":"International Studies","url":"https://www.academia.edu/Documents/in/International_Studies?f_ri=3398","nofollow":false},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=3398","nofollow":false},{"id":2703,"name":"The big five","url":"https://www.academia.edu/Documents/in/The_big_five?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3398"},{"id":5515,"name":"Cross-Cultural Psychology","url":"https://www.academia.edu/Documents/in/Cross-Cultural_Psychology?f_ri=3398"},{"id":8032,"name":"Cross-Cultural Studies","url":"https://www.academia.edu/Documents/in/Cross-Cultural_Studies?f_ri=3398"},{"id":337154,"name":"Social and emotional learning","url":"https://www.academia.edu/Documents/in/Social_and_emotional_learning?f_ri=3398"},{"id":1268999,"name":"Non-cognitive Skills","url":"https://www.academia.edu/Documents/in/Non-cognitive_Skills?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15019182" data-work_id="15019182" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15019182/_What_is_Critical_Whiteness_Doing_in_OUR_Nice_Field_like_Critical_Race_Theory_Applying_CRT_and_CWS_to_Understand_the_White_Imaginations_of_White_Teacher_Candidates">“What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15019182" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span 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class="u-tcGrayDark u-fw700" data-has-card-for-user="34022691" href="https://ucdenver.academia.edu/KaraViesca">Kara Viesca</a><script data-card-contents-for-user="34022691" type="text/json">{"id":34022691,"first_name":"Kara","last_name":"Viesca","domain_name":"ucdenver","page_name":"KaraViesca","display_name":"Kara Viesca","profile_url":"https://ucdenver.academia.edu/KaraViesca?f_ri=3398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_15019182 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15019182"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15019182, container: ".js-paper-rank-work_15019182", }); });</script></li><li class="js-percentile-work_15019182 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span 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$(".js-view-count[data-work-id=15019182]").text(description); $(".js-view-count-work_15019182").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15019182").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15019182"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">57</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="236" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a><script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15019182]'), work: {"id":15019182,"title":"“What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates","created_at":"2015-08-18T14:14:47.376-07:00","url":"https://www.academia.edu/15019182/_What_is_Critical_Whiteness_Doing_in_OUR_Nice_Field_like_Critical_Race_Theory_Applying_CRT_and_CWS_to_Understand_the_White_Imaginations_of_White_Teacher_Candidates?f_ri=3398","dom_id":"work_15019182","summary":null,"downloadable_attachments":[{"id":43652254,"asset_id":15019182,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34022691,"first_name":"Kara","last_name":"Viesca","domain_name":"ucdenver","page_name":"KaraViesca","display_name":"Kara Viesca","profile_url":"https://ucdenver.academia.edu/KaraViesca?f_ri=3398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3398","nofollow":false},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3398","nofollow":false},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=3398","nofollow":false},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=3398","nofollow":false},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=3398"},{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=3398"},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3398"},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3398"},{"id":907,"name":"Moral Psychology","url":"https://www.academia.edu/Documents/in/Moral_Psychology?f_ri=3398"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398"},{"id":938,"name":"Critical Discourse Studies","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Studies?f_ri=3398"},{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=3398"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=3398"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3398"},{"id":2432,"name":"Critical Race Studies","url":"https://www.academia.edu/Documents/in/Critical_Race_Studies?f_ri=3398"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=3398"},{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=3398"},{"id":2794,"name":"Sociology of Emotion","url":"https://www.academia.edu/Documents/in/Sociology_of_Emotion?f_ri=3398"},{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism?f_ri=3398"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=3398"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3398"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3398"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=3398"},{"id":4474,"name":"Critical Thinking","url":"https://www.academia.edu/Documents/in/Critical_Thinking?f_ri=3398"},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=3398"},{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=3398"},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=3398"},{"id":7820,"name":"Teacher Research","url":"https://www.academia.edu/Documents/in/Teacher_Research?f_ri=3398"},{"id":7952,"name":"Emotional Development","url":"https://www.academia.edu/Documents/in/Emotional_Development?f_ri=3398"},{"id":10417,"name":"Critical Social Psychology","url":"https://www.academia.edu/Documents/in/Critical_Social_Psychology?f_ri=3398"},{"id":10469,"name":"Whiteness Studies","url":"https://www.academia.edu/Documents/in/Whiteness_Studies?f_ri=3398"},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=3398"},{"id":11639,"name":"Racism","url":"https://www.academia.edu/Documents/in/Racism?f_ri=3398"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=3398"},{"id":15312,"name":"Philosophy Of Race","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Race?f_ri=3398"},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=3398"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory?f_ri=3398"},{"id":21288,"name":"Teacher Cognition","url":"https://www.academia.edu/Documents/in/Teacher_Cognition?f_ri=3398"},{"id":22797,"name":"Critical Thinking and Creativity","url":"https://www.academia.edu/Documents/in/Critical_Thinking_and_Creativity?f_ri=3398"},{"id":22953,"name":"Learning and Cognition","url":"https://www.academia.edu/Documents/in/Learning_and_Cognition?f_ri=3398"},{"id":24294,"name":"Gender and Race","url":"https://www.academia.edu/Documents/in/Gender_and_Race?f_ri=3398"},{"id":30439,"name":"Critical Whiteness Studies","url":"https://www.academia.edu/Documents/in/Critical_Whiteness_Studies?f_ri=3398"},{"id":33897,"name":"Teacher Development","url":"https://www.academia.edu/Documents/in/Teacher_Development?f_ri=3398"},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=3398"},{"id":53238,"name":"Race","url":"https://www.academia.edu/Documents/in/Race?f_ri=3398"},{"id":80226,"name":"Anti racism","url":"https://www.academia.edu/Documents/in/Anti_racism?f_ri=3398"},{"id":81911,"name":"Preservice Teacher Education","url":"https://www.academia.edu/Documents/in/Preservice_Teacher_Education?f_ri=3398"},{"id":125925,"name":"Whiteness","url":"https://www.academia.edu/Documents/in/Whiteness?f_ri=3398"},{"id":155351,"name":"Teacher Preparation","url":"https://www.academia.edu/Documents/in/Teacher_Preparation?f_ri=3398"},{"id":192171,"name":"Antiracist Education","url":"https://www.academia.edu/Documents/in/Antiracist_Education?f_ri=3398"},{"id":303601,"name":"Social Emotional Learning","url":"https://www.academia.edu/Documents/in/Social_Emotional_Learning?f_ri=3398"},{"id":795637,"name":"Critical Philosophy of Race","url":"https://www.academia.edu/Documents/in/Critical_Philosophy_of_Race?f_ri=3398"},{"id":972408,"name":"Teacher Perceptions","url":"https://www.academia.edu/Documents/in/Teacher_Perceptions?f_ri=3398"},{"id":981519,"name":"In service Teacher Education","url":"https://www.academia.edu/Documents/in/In_service_Teacher_Education?f_ri=3398"},{"id":1268087,"name":"Teachers Professional Development","url":"https://www.academia.edu/Documents/in/Teachers_Professional_Development-4?f_ri=3398"},{"id":1774654,"name":"Emotions Social Psychology","url":"https://www.academia.edu/Documents/in/Emotions_Social_Psychology?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19237474 coauthored" data-work_id="19237474" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19237474/Time_for_a_new_approach_to_prepare_future_teachers_for_educational_technology_use_Its_meaning_and_measurement">Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19237474" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions. Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19237474" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="02ee7797ce7572e43ae8239c3163931b" rel="nofollow" data-download="{"attachment_id":40769829,"asset_id":19237474,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40769829/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9073386" href="https://uio.academia.edu/FazilatSiddiq">Fazilat Siddiq</a><script data-card-contents-for-user="9073386" type="text/json">{"id":9073386,"first_name":"Fazilat","last_name":"Siddiq","domain_name":"uio","page_name":"FazilatSiddiq","display_name":"Fazilat Siddiq","profile_url":"https://uio.academia.edu/FazilatSiddiq?f_ri=3398","photo":"https://0.academia-photos.com/9073386/4726524/5587742/s65_fazilat.siddiq.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-19237474">+1</span><div class="hidden js-additional-users-19237474"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://vub.academia.edu/JoTondeur">Jo Tondeur</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-19237474'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-19237474').html(); 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Development","url":"https://www.academia.edu/Documents/in/Research_Instrument_Development?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25045808" data-work_id="25045808" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25045808/The_Ten_Essentials_of_Knowledge_Muhammad_ibn_Ali_al_Sabbans_d_1791_didactic_poem_Al_Mabadi_Al_Ashara_%D8%A7%D9%84%D9%85%D8%A8%D8%A7%D8%AF%D8%A6_%D8%A7%D9%84%D8%B9%D8%B4%D8%B1%D8%A9_">The Ten Essentials of Knowledge: Muhammad ibn Ali al-Sabban's (d. 1791) didactic poem Al-Mabadi Al-Ashara (المبادئ العشرة)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This is a short poem by Muḥammad ibn ʿAlī al-Ṣabbān (d. 1206/1791) translated from the original Arabic into English verse. The poem is a concise, technical list of the ten essentials aspects of any science. It is intended to help students... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25045808" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This is a short poem by Muḥammad ibn ʿAlī al-Ṣabbān (d. 1206/1791) translated from the original Arabic into English verse. The poem is a concise, technical list of the ten essentials aspects of any science. It is intended to help students memorize the outline of the topic, while a teacher's additional commentary would be needed to really understand the content and meaning of the ten essentials.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25045808" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="89f849924ac77378a4c37ef8e3ec5e86" rel="nofollow" data-download="{"attachment_id":54236128,"asset_id":25045808,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54236128/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7140248" href="https://ucsb.academia.edu/BrendanNewlon">Brendan Newlon</a><script data-card-contents-for-user="7140248" type="text/json">{"id":7140248,"first_name":"Brendan","last_name":"Newlon","domain_name":"ucsb","page_name":"BrendanNewlon","display_name":"Brendan Newlon","profile_url":"https://ucsb.academia.edu/BrendanNewlon?f_ri=3398","photo":"https://0.academia-photos.com/7140248/6862267/7744077/s65_brendan.newlon.jpg"}</script></span></span></li><li class="js-paper-rank-work_25045808 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25045808"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25045808, container: ".js-paper-rank-work_25045808", }); 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Боловсролын сэтгэл судлал нь Сэтгэл судлал, Боловсрол судлал нь хавсарга шинжлэх ухаан болох нь. Сурган хүмүүжүүлэх ухаан нь аргазүй, Сэтгэлзүйн зарим онолууд, Сургалтын... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9528367" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Боловсролын сэтгэл судлалын талаархи онол, бүтэц, судлах зүйл. Боловсролын сэтгэл судлал нь Сэтгэл судлал, Боловсрол судлал нь  хавсарга шинжлэх ухаан болох нь.  Сурган хүмүүжүүлэх ухаан нь аргазүй, Сэтгэлзүйн зарим онолууд, Сургалтын онолууд:  Бихеворизм, Нийгмийн сурахуйн онол, Л.С.Выготскийв Дэлгэрэнгүйг нь доорх линкээс орж уншина уу. <a href="https://www.scribd.com/word/document_edit/245554754" rel="nofollow">https://www.scribd.com/word/document_edit/245554754</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9528367" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ea916748b4758e561bb42bfbdf7318e9" rel="nofollow" data-download="{"attachment_id":35752083,"asset_id":9528367,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35752083/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="19048156" href="https://oxford.academia.edu/JavzanBatsukh">Javzan Batsukh</a><script data-card-contents-for-user="19048156" type="text/json">{"id":19048156,"first_name":"Javzan","last_name":"Batsukh","domain_name":"oxford","page_name":"JavzanBatsukh","display_name":"Javzan Batsukh","profile_url":"https://oxford.academia.edu/JavzanBatsukh?f_ri=3398","photo":"https://0.academia-photos.com/19048156/5286487/32235378/s65_javzan.batsukh.jpeg"}</script></span></span></li><li class="js-paper-rank-work_9528367 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9528367"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9528367, container: ".js-paper-rank-work_9528367", }); 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Боловсролын сэтгэл судлал нь Сэтгэл судлал, Боловсрол судлал нь хавсарга шинжлэх ухаан болох нь. Сурган хүмүүжүүлэх ухаан нь аргазүй, Сэтгэлзүйн зарим онолууд, Сургалтын онолууд: Бихеворизм, Нийгмийн сурахуйн онол, Л.С.Выготскийв Дэлгэрэнгүйг нь доорх линкээс орж уншина уу. https://www.scribd.com/word/document_edit/245554754","downloadable_attachments":[{"id":35752083,"asset_id":9528367,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":19048156,"first_name":"Javzan","last_name":"Batsukh","domain_name":"oxford","page_name":"JavzanBatsukh","display_name":"Javzan Batsukh","profile_url":"https://oxford.academia.edu/JavzanBatsukh?f_ri=3398","photo":"https://0.academia-photos.com/19048156/5286487/32235378/s65_javzan.batsukh.jpeg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false},{"id":6034,"name":"Mongolian Studies","url":"https://www.academia.edu/Documents/in/Mongolian_Studies?f_ri=3398","nofollow":false},{"id":2124597,"name":"Боловсрол судлал","url":"https://www.academia.edu/Documents/in/%D0%91%D0%BE%D0%BB%D0%BE%D0%B2%D1%81%D1%80%D0%BE%D0%BB_%D1%81%D1%83%D0%B4%D0%BB%D0%B0%D0%BB?f_ri=3398"},{"id":2124616,"name":"Боловсролын Сэтгэл Судлал","url":"https://www.academia.edu/Documents/in/%D0%91%D0%BE%D0%BB%D0%BE%D0%B2%D1%81%D1%80%D0%BE%D0%BB%D1%8B%D0%BD_%D0%A1%D1%8D%D1%82%D0%B3%D1%8D%D0%BB_%D0%A1%D1%83%D0%B4%D0%BB%D0%B0%D0%BB?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1259107" data-work_id="1259107" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1259107/Maladjusted_Schooling_Revisited_a_time_to_re_imagine_21st_Century_Education">Maladjusted Schooling Revisited - a time to re-imagine 21st Century Education?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago. And I shall of course fall far short of the ambition. Just to reiterate again the question raised in the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1259107" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago.  And I shall of course fall far short of the ambition.  Just to reiterate again the question raised in the invitation to this talk. <br /> <br />What sort of educational vision and practice may be fostered to underpin a new world where people matter? <br /> <br />This is an age-old question.  Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand?  And how should schools be organised to lay a foundation for the realisation of this vision? <br />"</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1259107" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c87e8291c8b64574e033a94f6198361d" rel="nofollow" data-download="{"attachment_id":20881532,"asset_id":1259107,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/20881532/download_file?st=MTczMjM5OTg3OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1172933" href="https://mmu.academia.edu/JohnSchostak">John Schostak</a><script data-card-contents-for-user="1172933" type="text/json">{"id":1172933,"first_name":"John","last_name":"Schostak","domain_name":"mmu","page_name":"JohnSchostak","display_name":"John Schostak","profile_url":"https://mmu.academia.edu/JohnSchostak?f_ri=3398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1259107 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1259107"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1259107, container: ".js-paper-rank-work_1259107", }); 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And I shall of course fall far short of the ambition. Just to reiterate again the question raised in the invitation to this talk.\r\n\r\nWhat sort of educational vision and practice may be fostered to underpin a new world where people matter?\r\n \r\nThis is an age-old question. Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand? 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The impact of differing levels of Islamic head-covering on explicit and implicit biases toward Muslim women</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Given the prominence of Muslim veils—in particular the hijab and full-face veil—in public discourse concerning the place of Muslims in Western society, we examined their impact on non-Muslims’ responses at both explicit and implicit... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7778403" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Given the prominence of Muslim veils—in particular the hijab and full-face veil—in public discourse concerning the place of Muslims in Western society, we examined their impact on non-Muslims’ responses at both explicit and implicit levels. Results revealed that responses were more negative toward any veil compared with no veil, and more negative toward the full-face veil relative to the hijab: for emotions felt toward veiled women (Study 1), for non-affective attitudinal responses (Study 2), and for implicit negative attitudes revealed through response latency measures (Studies 3a and 3b). Finally, we manipulated the perceived reasons for wearing a veil, finding that exposure to positive reasons for wearing a veil led to better predicted and imagined contact (Study 4). Practical and theoretical implications are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7778403" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3b82cc73b2cacc5ab6d614b90be1f906" rel="nofollow" data-download="{"attachment_id":36202317,"asset_id":7778403,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36202317/download_file?st=MTczMjM5OTg3OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="377433" href="https://oxford.academia.edu/BrianDEarp">Brian D . 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Bias","url":"https://www.academia.edu/Documents/in/Cognitive_Bias?f_ri=3398"},{"id":23342,"name":"Cultural Anthropology","url":"https://www.academia.edu/Documents/in/Cultural_Anthropology?f_ri=3398"},{"id":24890,"name":"Intergroup Conflict (Psychology)","url":"https://www.academia.edu/Documents/in/Intergroup_Conflict_Psychology_?f_ri=3398"},{"id":33855,"name":"Moral and Political Philosophy","url":"https://www.academia.edu/Documents/in/Moral_and_Political_Philosophy?f_ri=3398"},{"id":35731,"name":"Women and Culture","url":"https://www.academia.edu/Documents/in/Women_and_Culture?f_ri=3398"},{"id":49663,"name":"Women and Gender Studies","url":"https://www.academia.edu/Documents/in/Women_and_Gender_Studies?f_ri=3398"},{"id":59902,"name":"Applied Social Science","url":"https://www.academia.edu/Documents/in/Applied_Social_Science?f_ri=3398"},{"id":72175,"name":"Applied Social Psychology","url":"https://www.academia.edu/Documents/in/Applied_Social_Psychology?f_ri=3398"},{"id":90351,"name":"Social Psycholgy","url":"https://www.academia.edu/Documents/in/Social_Psycholgy?f_ri=3398"},{"id":140037,"name":"Hijab","url":"https://www.academia.edu/Documents/in/Hijab?f_ri=3398"},{"id":619396,"name":"Anthropology of Religion","url":"https://www.academia.edu/Documents/in/Anthropology_of_Religion?f_ri=3398"},{"id":787515,"name":"Psychology of Religion and Spirituality","url":"https://www.academia.edu/Documents/in/Psychology_of_Religion_and_Spirituality?f_ri=3398"},{"id":963051,"name":"Burqa","url":"https://www.academia.edu/Documents/in/Burqa?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35536180" data-work_id="35536180" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35536180/PARENTING_STYLE_QUESTIONNAIRE">PARENTING STYLE QUESTIONNAIRE</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35536180" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a2685e915da00131fc74c43b44b02003" rel="nofollow" data-download="{"attachment_id":55401661,"asset_id":35536180,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55401661/download_file?st=MTczMjM5OTg3OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="73311692" href="https://independent.academia.edu/WidyaSaraswati8">Widya Saraswati</a><script data-card-contents-for-user="73311692" type="text/json">{"id":73311692,"first_name":"Widya","last_name":"Saraswati","domain_name":"independent","page_name":"WidyaSaraswati8","display_name":"Widya Saraswati","profile_url":"https://independent.academia.edu/WidyaSaraswati8?f_ri=3398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_35536180 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35536180"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35536180, container: ".js-paper-rank-work_35536180", }); });</script></li><li class="js-percentile-work_35536180 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35536180; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35536180"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35536180 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35536180"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35536180; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35536180]").text(description); $(".js-view-count-work_35536180").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35536180").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35536180"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="244" href="https://www.academia.edu/Documents/in/Psychoanalysis">Psychoanalysis</a>, <script data-card-contents-for-ri="244" type="text/json">{"id":244,"name":"Psychoanalysis","url":"https://www.academia.edu/Documents/in/Psychoanalysis?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="252" href="https://www.academia.edu/Documents/in/Developmental_Psychology">Developmental Psychology</a>, <script data-card-contents-for-ri="252" type="text/json">{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a><script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35536180]'), work: {"id":35536180,"title":"PARENTING STYLE 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Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10133846 coauthored" data-work_id="10133846" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10133846/A_diagnostic_teaching_intervention_for_classroom_teachers_Helping_struggling_readers_in_early_elementary_school">A diagnostic teaching intervention for classroom teachers: Helping struggling readers in early elementary school</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">With the advent of “Response to Intervention” there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10133846" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">With the advent of “Response to Intervention” there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to experimental and control conditions, with 8 experimental and 12 control classrooms. Five struggling and five non-struggling readers were randomly selected from each classroom. With the support of biweekly coaching, experimental teachers instructed struggling readers in one-on-one sessions in the classroom. Intent-to-treat analyses revealed significant kindergarten gains for initial word identification but no significant gains in first grade. Discussion focuses on the use of classroom teachers to prevent reading disabilities.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10133846" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6815ba98d67f8c1c7e3b901b0f9d3e29" rel="nofollow" data-download="{"attachment_id":36246710,"asset_id":10133846,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36246710/download_file?st=MTczMjM5OTg3OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35258945" href="https://independent.academia.edu/LynneVernonFeagans">Lynne Vernon-Feagans</a><script data-card-contents-for-user="35258945" type="text/json">{"id":35258945,"first_name":"Lynne","last_name":"Vernon-Feagans","domain_name":"independent","page_name":"LynneVernonFeagans","display_name":"Lynne Vernon-Feagans","profile_url":"https://independent.academia.edu/LynneVernonFeagans?f_ri=3398","photo":"https://0.academia-photos.com/35258945/161602204/151330414/s65_lynne.vernon-feagans.jpeg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-10133846">+3</span><div class="hidden js-additional-users-10133846"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://udel.academia.edu/SteveAmendum">Steve Amendum</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MarnieGinsberg">Marnie Ginsberg</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unc.academia.edu/KathleenGallagher">Kathleen Gallagher</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-10133846'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-10133846').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_10133846 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10133846"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10133846, container: ".js-paper-rank-work_10133846", }); });</script></li><li class="js-percentile-work_10133846 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10133846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10133846"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10133846 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10133846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10133846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10133846]").text(description); $(".js-view-count-work_10133846").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10133846").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10133846"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="858" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1059" href="https://www.academia.edu/Documents/in/Early_Intervention">Early Intervention</a>, <script data-card-contents-for-ri="1059" type="text/json">{"id":1059,"name":"Early Intervention","url":"https://www.academia.edu/Documents/in/Early_Intervention?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a><script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10133846]'), work: {"id":10133846,"title":"A diagnostic teaching intervention for classroom teachers: Helping struggling readers in early elementary school","created_at":"2015-01-12T18:39:24.329-08:00","url":"https://www.academia.edu/10133846/A_diagnostic_teaching_intervention_for_classroom_teachers_Helping_struggling_readers_in_early_elementary_school?f_ri=3398","dom_id":"work_10133846","summary":"With the advent of “Response to Intervention” there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to experimental and control conditions, with 8 experimental and 12 control classrooms. Five struggling and five non-struggling readers were randomly selected from each classroom. With the support of biweekly coaching, experimental teachers instructed struggling readers in one-on-one sessions in the classroom. Intent-to-treat analyses revealed significant kindergarten gains for initial word identification but no significant gains in first grade. Discussion focuses on the use of classroom teachers to prevent reading disabilities.","downloadable_attachments":[{"id":36246710,"asset_id":10133846,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35258945,"first_name":"Lynne","last_name":"Vernon-Feagans","domain_name":"independent","page_name":"LynneVernonFeagans","display_name":"Lynne Vernon-Feagans","profile_url":"https://independent.academia.edu/LynneVernonFeagans?f_ri=3398","photo":"https://0.academia-photos.com/35258945/161602204/151330414/s65_lynne.vernon-feagans.jpeg"},{"id":372603,"first_name":"Steve","last_name":"Amendum","domain_name":"udel","page_name":"SteveAmendum","display_name":"Steve Amendum","profile_url":"https://udel.academia.edu/SteveAmendum?f_ri=3398","photo":"https://0.academia-photos.com/372603/96661/412064/s65_steve.amendum.jpg"},{"id":24760860,"first_name":"Marnie","last_name":"Ginsberg","domain_name":"independent","page_name":"MarnieGinsberg","display_name":"Marnie Ginsberg","profile_url":"https://independent.academia.edu/MarnieGinsberg?f_ri=3398","photo":"https://0.academia-photos.com/24760860/6697200/17946709/s65_marnie.ginsberg.jpeg"},{"id":15471849,"first_name":"Kathleen","last_name":"Gallagher","domain_name":"unc","page_name":"KathleenGallagher","display_name":"Kathleen Gallagher","profile_url":"https://unc.academia.edu/KathleenGallagher?f_ri=3398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=3398","nofollow":false},{"id":1059,"name":"Early Intervention","url":"https://www.academia.edu/Documents/in/Early_Intervention?f_ri=3398","nofollow":false},{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3398"},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25256028" data-work_id="25256028" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25256028/An_Evaluation_of_Learning_Style_WhatsApp_Application_Based_on_One_Sample_T_Test">An Evaluation of Learning Style: WhatsApp Application Based on One Sample T-Test</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ICT has a great impact on human lives. The use of mobile technology in education is a positive response to the learning development in most tertiary institutions. Nowadays, it is difficult to motivate students to learn calculus.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25256028" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ICT has a great impact on human lives. The use of mobile technology in education is a positive response to the learning development in most tertiary institutions. Nowadays, it is difficult to motivate students to learn calculus. Therefore, creative teaching techniques using WhatsApp is used to attract students. WhatsApp enhances idea sharing among students and makes communication easier and faster. This research seeks to assess students' readiness in using WhatsApp Application for calculus subject. Data were collected from 485 respondents from sixteen classes of diploma in mechanical engineering students in Universiti Teknologi MARA (Pulau Pinang) using the score of the test results. Data analysis was performed using descriptive statistics and analysis of one sample t-test at 0.05 level of significance. One sample t-test was used to identify whether to accept or reject the null hypothesis. Based on evaluation, more than half said that they prefer to use WhatsApp as one of the most effective teaching tool and students who were usually inactive in lecture class, contributed a lot in WhatsApp group. The findings of the study suggested that the marks increase in calculus subject is caused by flexible learning facilitated by WhatsApp mobile learning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25256028" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c8ecb9481f927ccaf03e5f7c4d564309" rel="nofollow" data-download="{"attachment_id":45561766,"asset_id":25256028,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45561766/download_file?st=MTczMjM5OTg3OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="48609204" href="https://independent.academia.edu/afiqahamanina1">afiqah amanina</a><script data-card-contents-for-user="48609204" type="text/json">{"id":48609204,"first_name":"afiqah","last_name":"amanina","domain_name":"independent","page_name":"afiqahamanina1","display_name":"afiqah amanina","profile_url":"https://independent.academia.edu/afiqahamanina1?f_ri=3398","photo":"https://0.academia-photos.com/48609204/20394490/20067397/s65_afiqah.amanina.jpg"}</script></span></span></li><li class="js-paper-rank-work_25256028 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25256028"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25256028, container: ".js-paper-rank-work_25256028", }); 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The use of mobile technology in education is a positive response to the learning development in most tertiary institutions. Nowadays, it is difficult to motivate students to learn calculus. Therefore, creative teaching techniques using WhatsApp is used to attract students. WhatsApp enhances idea sharing among students and makes communication easier and faster. This research seeks to assess students' readiness in using WhatsApp Application for calculus subject. Data were collected from 485 respondents from sixteen classes of diploma in mechanical engineering students in Universiti Teknologi MARA (Pulau Pinang) using the score of the test results. Data analysis was performed using descriptive statistics and analysis of one sample t-test at 0.05 level of significance. One sample t-test was used to identify whether to accept or reject the null hypothesis. Based on evaluation, more than half said that they prefer to use WhatsApp as one of the most effective teaching tool and students who were usually inactive in lecture class, contributed a lot in WhatsApp group. The findings of the study suggested that the marks increase in calculus subject is caused by flexible learning facilitated by WhatsApp mobile learning.","downloadable_attachments":[{"id":45561766,"asset_id":25256028,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":48609204,"first_name":"afiqah","last_name":"amanina","domain_name":"independent","page_name":"afiqahamanina1","display_name":"afiqah amanina","profile_url":"https://independent.academia.edu/afiqahamanina1?f_ri=3398","photo":"https://0.academia-photos.com/48609204/20394490/20067397/s65_afiqah.amanina.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398","nofollow":false},{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design?f_ri=3398","nofollow":false},{"id":1003,"name":"Educational 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Tags: Companies Act 2006 model articles, Companies Act 2006 summary companies act... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4550919" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This Paper explores and summarises the Director's Duties of the UK Companies Act 2006 with emphasis on "the duty to promote the success of the company. <br /> <br />Tags: <br />Companies Act 2006 model articles, Companies Act 2006 summary <br />companies act 2006 pdf <br />companies act 2006 model articles <br />companies act 2006 regulations 2013 <br />Companies Act 2006 UK <br />UK Companies Act 2006</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4550919" data-share-source="work_strip" 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How is it conceptualized? This study analysis critically the concept of perception!</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29656519" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0dbea3578c38a79f574ff1ddc4b57e27" rel="nofollow" data-download="{"attachment_id":50092763,"asset_id":29656519,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50092763/download_file?st=MTczMjM5OTg3OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10725015" href="https://independent.academia.edu/ChukwudiOfurum">Chukwudi Ofurum</a><script data-card-contents-for-user="10725015" type="text/json">{"id":10725015,"first_name":"Chukwudi","last_name":"Ofurum","domain_name":"independent","page_name":"ChukwudiOfurum","display_name":"Chukwudi Ofurum","profile_url":"https://independent.academia.edu/ChukwudiOfurum?f_ri=3398","photo":"https://0.academia-photos.com/10725015/14766246/17993256/s65_chukwudi.ofurum.jpg"}</script></span></span></li><li class="js-paper-rank-work_29656519 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29656519"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29656519, container: ".js-paper-rank-work_29656519", }); 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$(".js-view-count[data-work-id=29656519]").text(description); $(".js-view-count-work_29656519").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29656519").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29656519"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="236" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a><script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29656519]'), work: {"id":29656519,"title":"PERCEPTION","created_at":"2016-11-03T21:37:50.507-07:00","url":"https://www.academia.edu/29656519/PERCEPTION?f_ri=3398","dom_id":"work_29656519","summary":"What is perception in psychology? How is it conceptualized? This study analysis critically the concept of perception!","downloadable_attachments":[{"id":50092763,"asset_id":29656519,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10725015,"first_name":"Chukwudi","last_name":"Ofurum","domain_name":"independent","page_name":"ChukwudiOfurum","display_name":"Chukwudi Ofurum","profile_url":"https://independent.academia.edu/ChukwudiOfurum?f_ri=3398","photo":"https://0.academia-photos.com/10725015/14766246/17993256/s65_chukwudi.ofurum.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3398","nofollow":false},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=3398","nofollow":false},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false},{"id":16288,"name":"Public Health","url":"https://www.academia.edu/Documents/in/Public_Health?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30622352" data-work_id="30622352" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30622352/FROM_BOYS_TO_MEN_THE_PLACE_OF_THE_PROVIDER_ROLE_IN_MALE_DEVELOPMENT">FROM BOYS TO MEN: THE PLACE OF THE PROVIDER ROLE IN MALE DEVELOPMENT</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper outlines a theory explaining why the provider role is important to boys in the development of their masculine identity. The family is a primary site for identity formation, and boys appear to be more badly affected by growing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30622352" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper outlines a theory explaining why the provider role is important to boys in the development of their masculine identity. The family is a primary site for identity formation, and boys appear to be more badly affected by growing up in non-intact families than girls. Female identity is more marked by biological transitions (e.g. pregnancy), and gives mothers a more central role within the family than fathers. Thus the male role within the family – the provider role-needs to be socially and culturally constructed. Where the father is absent and the role is devalued, transition from boyhood to manhood is made difficult, and masculinity may be problematized as 'hegemonic', 'toxic', and 'hyper'. Solutions from traditional cultures are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30622352" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bf18b93be622c2a42e5620421e1c6a0f" rel="nofollow" data-download="{"attachment_id":51071273,"asset_id":30622352,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51071273/download_file?st=MTczMjM5OTg3OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="168105" href="https://independentresearcher.academia.edu/BelindaBrown">Belinda Brown</a><script data-card-contents-for-user="168105" type="text/json">{"id":168105,"first_name":"Belinda","last_name":"Brown","domain_name":"independentresearcher","page_name":"BelindaBrown","display_name":"Belinda Brown","profile_url":"https://independentresearcher.academia.edu/BelindaBrown?f_ri=3398","photo":"https://0.academia-photos.com/168105/2809533/68694366/s65_belinda.brown.jpg"}</script></span></span></li><li class="js-paper-rank-work_30622352 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30622352"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30622352, container: ".js-paper-rank-work_30622352", }); 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$(".js-view-count[data-work-id=30622352]").text(description); $(".js-view-count-work_30622352").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30622352").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30622352"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">30</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="696" href="https://www.academia.edu/Documents/in/Gender_Studies">Gender Studies</a>, <script data-card-contents-for-ri="696" type="text/json">{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="954" href="https://www.academia.edu/Documents/in/Social_Anthropology">Social Anthropology</a>, <script data-card-contents-for-ri="954" type="text/json">{"id":954,"name":"Social Anthropology","url":"https://www.academia.edu/Documents/in/Social_Anthropology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="975" href="https://www.academia.edu/Documents/in/Sex_and_Gender">Sex and Gender</a><script data-card-contents-for-ri="975" type="text/json">{"id":975,"name":"Sex and Gender","url":"https://www.academia.edu/Documents/in/Sex_and_Gender?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30622352]'), work: {"id":30622352,"title":"FROM BOYS TO MEN: THE PLACE OF THE PROVIDER ROLE IN MALE DEVELOPMENT","created_at":"2016-12-27T02:06:39.592-08:00","url":"https://www.academia.edu/30622352/FROM_BOYS_TO_MEN_THE_PLACE_OF_THE_PROVIDER_ROLE_IN_MALE_DEVELOPMENT?f_ri=3398","dom_id":"work_30622352","summary":"This paper outlines a theory explaining why the provider role is important to boys in the development of their masculine identity. The family is a primary site for identity formation, and boys appear to be more badly affected by growing up in non-intact families than girls. Female identity is more marked by biological transitions (e.g. pregnancy), and gives mothers a more central role within the family than fathers. Thus the male role within the family – the provider role-needs to be socially and culturally constructed. Where the father is absent and the role is devalued, transition from boyhood to manhood is made difficult, and masculinity may be problematized as 'hegemonic', 'toxic', and 'hyper'. Solutions from traditional cultures are discussed.","downloadable_attachments":[{"id":51071273,"asset_id":30622352,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":168105,"first_name":"Belinda","last_name":"Brown","domain_name":"independentresearcher","page_name":"BelindaBrown","display_name":"Belinda Brown","profile_url":"https://independentresearcher.academia.edu/BelindaBrown?f_ri=3398","photo":"https://0.academia-photos.com/168105/2809533/68694366/s65_belinda.brown.jpg"}],"research_interests":[{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=3398","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3398","nofollow":false},{"id":954,"name":"Social Anthropology","url":"https://www.academia.edu/Documents/in/Social_Anthropology?f_ri=3398","nofollow":false},{"id":975,"name":"Sex and Gender","url":"https://www.academia.edu/Documents/in/Sex_and_Gender?f_ri=3398","nofollow":false},{"id":1138,"name":"Women's Studies","url":"https://www.academia.edu/Documents/in/Womens_Studies?f_ri=3398"},{"id":1909,"name":"Family studies","url":"https://www.academia.edu/Documents/in/Family_studies?f_ri=3398"},{"id":2625,"name":"Child and adolescent mental health","url":"https://www.academia.edu/Documents/in/Child_and_adolescent_mental_health?f_ri=3398"},{"id":2865,"name":"Masculinity Studies","url":"https://www.academia.edu/Documents/in/Masculinity_Studies?f_ri=3398"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=3398"},{"id":4690,"name":"Responsible Fatherhood","url":"https://www.academia.edu/Documents/in/Responsible_Fatherhood?f_ri=3398"},{"id":6574,"name":"Family","url":"https://www.academia.edu/Documents/in/Family?f_ri=3398"},{"id":7490,"name":"Gender Equality","url":"https://www.academia.edu/Documents/in/Gender_Equality?f_ri=3398"},{"id":8734,"name":"Masculinity","url":"https://www.academia.edu/Documents/in/Masculinity?f_ri=3398"},{"id":10453,"name":"Feminism","url":"https://www.academia.edu/Documents/in/Feminism?f_ri=3398"},{"id":11264,"name":"Fatherhood and Men's Issues","url":"https://www.academia.edu/Documents/in/Fatherhood_and_Mens_Issues?f_ri=3398"},{"id":13274,"name":"Masculinities","url":"https://www.academia.edu/Documents/in/Masculinities?f_ri=3398"},{"id":23342,"name":"Cultural Anthropology","url":"https://www.academia.edu/Documents/in/Cultural_Anthropology?f_ri=3398"},{"id":29366,"name":"Feminism(s)","url":"https://www.academia.edu/Documents/in/Feminism_s_-1?f_ri=3398"},{"id":36791,"name":"Fatherhood","url":"https://www.academia.edu/Documents/in/Fatherhood?f_ri=3398"},{"id":36810,"name":"Fatherhood, fathering and fathers","url":"https://www.academia.edu/Documents/in/Fatherhood_fathering_and_fathers?f_ri=3398"},{"id":39673,"name":"Feminism and Social Justice","url":"https://www.academia.edu/Documents/in/Feminism_and_Social_Justice?f_ri=3398"},{"id":49663,"name":"Women and Gender Studies","url":"https://www.academia.edu/Documents/in/Women_and_Gender_Studies?f_ri=3398"},{"id":80087,"name":"Hegemonic Masculinity","url":"https://www.academia.edu/Documents/in/Hegemonic_Masculinity?f_ri=3398"},{"id":82195,"name":"Initiation Rituals","url":"https://www.academia.edu/Documents/in/Initiation_Rituals?f_ri=3398"},{"id":93401,"name":"Masculinity, Fatherhood, Boys","url":"https://www.academia.edu/Documents/in/Masculinity_Fatherhood_Boys?f_ri=3398"},{"id":162282,"name":"Mothers","url":"https://www.academia.edu/Documents/in/Mothers?f_ri=3398"},{"id":235887,"name":"Initiation Studies","url":"https://www.academia.edu/Documents/in/Initiation_Studies?f_ri=3398"},{"id":701104,"name":"Provider Role and Behavior","url":"https://www.academia.edu/Documents/in/Provider_Role_and_Behavior?f_ri=3398"},{"id":702020,"name":"Parental/paternal/maternal Representations","url":"https://www.academia.edu/Documents/in/Parental_paternal_maternal_Representations?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13953781" data-work_id="13953781" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" 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class="js-paper-rank-work_13953781 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13953781"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13953781, container: ".js-paper-rank-work_13953781", }); });</script></li><li class="js-percentile-work_13953781 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13953781; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13953781"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); 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u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="94" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a><script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13953781]'), work: {"id":13953781,"title":"Associate Editors","created_at":"2015-07-12T11:17:33.718-07:00","url":"https://www.academia.edu/13953781/Associate_Editors?f_ri=3398","dom_id":"work_13953781","summary":null,"downloadable_attachments":[{"id":38166385,"asset_id":13953781,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33006653,"first_name":"nouzar","last_name":"gheisari","domain_name":"razi","page_name":"ngheisari","display_name":"nouzar gheisari","profile_url":"https://razi.academia.edu/ngheisari?f_ri=3398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=3398","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3398","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=3398","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37001328" data-work_id="37001328" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37001328/Narcissus_Rejects_the_Surrender_to_Beauty">Narcissus Rejects – the Surrender to Beauty.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper has been published in a somewhat different form in Meg Harris Williams' "Aesthetic Conflict and its Clinical Relevance." - Karnac, 2018. It outlines the various "knife-edge" defenses the infant mind must struggle with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37001328" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper has been published in a somewhat different form in Meg Harris Williams' "Aesthetic Conflict  and its Clinical Relevance." - Karnac, 2018. <br /> <br /> It outlines the various "knife-edge" defenses the infant mind must struggle with in the face of the emotional impact of the mother's beauty, particularly when there is no absolute guarantee of this being reciprocated. <br /> An attempt is made to disambiguate this vulnerability from those which call into play defenses against (Kleinian) unconscious envy. <br />Both serve to protect the internal good/beautiful mother from destruction, in the infant mind. <br /> One aspect of Narcissism, not usually emphasized, is the lack of conscious awareness of one's rejection of love and beauty when offered by another. <br />Instead, the narcissist remains almost totally merely conscious of his or her own feelings of being rejected, especially aesthetically.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37001328" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6a803f12b8b4bbce2b3ac2869ee31b55" rel="nofollow" data-download="{"attachment_id":59672735,"asset_id":37001328,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm 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maizels","profile_url":"https://vu.academia.edu/neilmaizels?f_ri=3398","photo":"https://0.academia-photos.com/4969988/4113580/4794829/s65_neil.maizels.jpg"}</script></span></span></li><li class="js-paper-rank-work_37001328 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37001328"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37001328, container: ".js-paper-rank-work_37001328", }); });</script></li><li class="js-percentile-work_37001328 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37001328; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37001328"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">53</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="226" href="https://www.academia.edu/Documents/in/Clinical_Psychology">Clinical Psychology</a>, <script data-card-contents-for-ri="226" type="text/json">{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="236" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a><script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37001328]'), work: {"id":37001328,"title":"Narcissus Rejects – the Surrender to Beauty.","created_at":"2018-07-07T19:31:45.245-07:00","url":"https://www.academia.edu/37001328/Narcissus_Rejects_the_Surrender_to_Beauty?f_ri=3398","dom_id":"work_37001328","summary":"\r\n\r\nThis paper has been published in a somewhat different form in Meg Harris Williams' \"Aesthetic Conflict and its Clinical Relevance.\" - Karnac, 2018.\r\n\r\n It outlines the various \"knife-edge\" defenses the infant mind must struggle with in the face of the emotional impact of the mother's beauty, particularly when there is no absolute guarantee of this being reciprocated.\r\n An attempt is made to disambiguate this vulnerability from those which call into play defenses against (Kleinian) unconscious envy.\r\nBoth serve to protect the internal good/beautiful mother from destruction, in the infant mind.\r\n One aspect of Narcissism, not usually emphasized, is the lack of conscious awareness of one's rejection of love and beauty when offered by another.\r\nInstead, the narcissist remains almost totally merely conscious of his or her own feelings of being rejected, especially aesthetically.\r\n\r\n\r\n\r\n","downloadable_attachments":[{"id":59672735,"asset_id":37001328,"asset_type":"Work","always_allow_download":false},{"id":59672736,"asset_id":37001328,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4969988,"first_name":"neil","last_name":"maizels","domain_name":"vu","page_name":"neilmaizels","display_name":"neil maizels","profile_url":"https://vu.academia.edu/neilmaizels?f_ri=3398","photo":"https://0.academia-photos.com/4969988/4113580/4794829/s65_neil.maizels.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=3398","nofollow":false},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3398","nofollow":false},{"id":226,"name":"Clinical 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art","url":"https://www.academia.edu/Documents/in/Psychoanalysis_and_art?f_ri=3398"},{"id":37274,"name":"Psychoanalytic Theory","url":"https://www.academia.edu/Documents/in/Psychoanalytic_Theory?f_ri=3398"},{"id":45548,"name":"Co-creation","url":"https://www.academia.edu/Documents/in/Co-creation?f_ri=3398"},{"id":46783,"name":"Melanie Klein","url":"https://www.academia.edu/Documents/in/Melanie_Klein?f_ri=3398"},{"id":47937,"name":"Kleinian Psychoanalysis / Melanie Klein","url":"https://www.academia.edu/Documents/in/Kleinian_Psychoanalysis_Melanie_Klein?f_ri=3398"},{"id":56581,"name":"Othello","url":"https://www.academia.edu/Documents/in/Othello?f_ri=3398"},{"id":68023,"name":"Beauty","url":"https://www.academia.edu/Documents/in/Beauty?f_ri=3398"},{"id":73722,"name":"Psicología Infantil","url":"https://www.academia.edu/Documents/in/Psicolog%C3%ADa_Infantil?f_ri=3398"},{"id":116271,"name":"Child 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Garrard.","url":"https://www.academia.edu/Documents/in/Reading_as_an_Animal_Ecocriticism_and_Darwinism_in_Margaret_Atwood_and_Ian_McEwan_more._by_Greg_Gar?f_ri=3398"},{"id":775409,"name":"The Comfort of Strangers","url":"https://www.academia.edu/Documents/in/The_Comfort_of_Strangers?f_ri=3398"},{"id":874402,"name":"Eros and Thanatos In Literature","url":"https://www.academia.edu/Documents/in/Eros_and_Thanatos_In_Literature?f_ri=3398"},{"id":1868464,"name":"Donald Meltzer","url":"https://www.academia.edu/Documents/in/Donald_Meltzer?f_ri=3398"},{"id":2986093,"name":"elinor wylie","url":"https://www.academia.edu/Documents/in/elinor_wylie?f_ri=3398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39797871" data-work_id="39797871" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39797871/Fooled_by_Correlation_Common_Misinterpretations_in_Social_Science_">Fooled by Correlation: Common Misinterpretations in Social "Science"</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">We present consequential mistakes in uses of correlation in social science research, particularly psychology</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39797871" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f1658be4eb2bce23101232a8d9fecac" rel="nofollow" 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type="text/json">{"id":50656481,"first_name":"Nassim Nicholas","last_name":"Taleb","domain_name":"independent","page_name":"NassimNicholasTaleb","display_name":"Nassim Nicholas Taleb","profile_url":"https://independent.academia.edu/NassimNicholasTaleb?f_ri=3398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_39797871 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39797871"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39797871, container: ".js-paper-rank-work_39797871", }); });</script></li><li class="js-percentile-work_39797871 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39797871; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39797871"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39797871 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39797871"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39797871; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39797871]").text(description); $(".js-view-count-work_39797871").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39797871").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39797871"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="307" href="https://www.academia.edu/Documents/in/Mathematical_Statistics">Mathematical Statistics</a>, <script data-card-contents-for-ri="307" type="text/json">{"id":307,"name":"Mathematical Statistics","url":"https://www.academia.edu/Documents/in/Mathematical_Statistics?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a>, <script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3398","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33069" href="https://www.academia.edu/Documents/in/Probability">Probability</a><script data-card-contents-for-ri="33069" type="text/json">{"id":33069,"name":"Probability","url":"https://www.academia.edu/Documents/in/Probability?f_ri=3398","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39797871]'), work: {"id":39797871,"title":"Fooled by Correlation: Common Misinterpretations in Social \"Science\"","created_at":"2019-07-11T08:22:17.600-07:00","url":"https://www.academia.edu/39797871/Fooled_by_Correlation_Common_Misinterpretations_in_Social_Science_?f_ri=3398","dom_id":"work_39797871","summary":"We present consequential mistakes in uses of correlation in social science research, particularly psychology","downloadable_attachments":[{"id":62134269,"asset_id":39797871,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50656481,"first_name":"Nassim Nicholas","last_name":"Taleb","domain_name":"independent","page_name":"NassimNicholasTaleb","display_name":"Nassim Nicholas Taleb","profile_url":"https://independent.academia.edu/NassimNicholasTaleb?f_ri=3398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":307,"name":"Mathematical 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href="https://www.academia.edu/38824229/Mindfulness_in_and_as_education_A_Map_of_a_Developing_Academic_Discourse_from_2002_to_2017">Mindfulness in and as education: A Map of a Developing Academic Discourse from 2002 to 2017</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Since the turn of the millennium there has been a clear rise in the implementation and research of mindfulness across primary, secondary and postsecondary education. These implementations, however, hardly constitute a uniform phenomenon.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38824229" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Since the turn of the millennium there has been a clear rise in the implementation and research of mindfulness across primary, secondary and postsecondary education. These implementations, however, hardly constitute a uniform phenomenon. They reflect a variety of framings, modalities and educational aims, as documented in hundreds of peer-reviewed papers. To date no overarching review has provided an empirically-based mapping of this multifaceted and rapidly developing discourse. This paper offers a first-of-its-kind map of mindfulness in education based on the 447 peer-reviewed papers published between 2002 and 2017 that constitute this academic discourse, applying grounded theory methodology. The research reveals an exponential rise in the amount of publications over years, with a complex discourse that evolves from seven different framings of the practice, applied to nine different educational domains and through various types of implementation. It maps this complexity and outlines two main patterns that reflects this discourse to date: a) Mindfulness in education, which comprises mostly of outsourced, secularized interventions aimed at improved mental-physical health, social-emotional learning and cognitive functions. b) Mindfulness as education, which is a more transformative strand characterized by contemplative pedagogy in higher education and sporadic whole-school implementations. Overall, in the studied period mindfulness has been moving from near-anonymity toward the mainstream; however, this discourse reflects a nascent phase given that it is only beginning to critique itself. Furthermore, its two patterns reflect a split discourse that is challenged by the practice's psychological-secular framing and its Buddhist framing.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38824229" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ed0f7e86c29cbb090b7c5eea9514120e" rel="nofollow" data-download="{"attachment_id":58917101,"asset_id":38824229,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58917101/download_file?st=MTczMjM5OTg3OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1004675" href="https://beitberl.academia.edu/OrenErgas">Oren Ergas</a><script data-card-contents-for-user="1004675" type="text/json">{"id":1004675,"first_name":"Oren","last_name":"Ergas","domain_name":"beitberl","page_name":"OrenErgas","display_name":"Oren Ergas","profile_url":"https://beitberl.academia.edu/OrenErgas?f_ri=3398","photo":"https://0.academia-photos.com/1004675/2492715/20469289/s65_oren.ergas.jpg"}</script></span></span></li><li class="js-paper-rank-work_38824229 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38824229"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38824229, container: ".js-paper-rank-work_38824229", }); 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