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Descriptors:
Prediction; Photography; Discriminant Analysis; Language Patterns; Models; Gender Differences; Aesthetics; Communication Skills; Interpersonal Competence; Social Cognition; Writing (Composition); Coding; Language Usage; Sex Stereotypes; Sexual Identity

Abstract:
The gender-linked language effect (GLLE) is a phenomenon in which transcripts of female communicators are rated higher on Socio-Intellectual Status and Aesthetic Quality and male communicators are rated higher on Dynamism. This study proposed and tested a new general process model explanation for the GLLE, a central mediating element of which posits that males and females have socialized schema of how each gender normatively communicates. Participants described five landscape photographs in writing. Participants were asked to describe the first photograph with no other instructions. The next four randomly ordered photos were described under two guises: "as if you were a man," and "as if you were a woman." Under both gender guises, participants described the photograph "to a man" and "to a woman." Transcripts were coded for gender-distinguishing language features. Discriminant analysis indicated that the language used by male and female respondents in the male guise differed from that used by the same respondents in the female guise, supporting communicators' consistent gender-linked language schemata, and stereotypes, and the new process model. While the data supported the new gender-linked language model, no effects were found for predictions also made regarding communication accommodation or gender identity salience. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Educational Games; Computer Simulation; Children; Adolescents; Attention; Memory; Psychomotor Skills; Persistence; Affective Behavior; Social Cognition; Social Development

Abstract:
Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and learning. Emphasis is placed on individual differences in attention, memory, motor speed and control, persistence, and positive and negative affect (approach/avoidance), and how these pertain to social cognitions regarding mathematics achievement. Our challenge is to develop educational games that are effective for a wide variety of student engagement states. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Toddlers; Social Cognition; Eye Movements; Nonverbal Communication; Task Analysis; Reliability; Models; Responses; Cognitive Processes; Behavior Problems

Abstract:
Studies of social cognitive reasoning have demonstrated instances of children engaging in eye gaze patterns toward correct answers even when pointing or verbal responses are directed toward incorrect answers. Findings such as these have spawned seminal theories, yet no consensus has been reached regarding the characteristics of the knowledge guiding these responses. We tested 2-year-olds' eye gaze and pointing behavior in an occluded falling event to examine these behaviors within the domain of physical reasoning. In the simplest variant of the task, all children showed correct gaze to the final location of a ball dropped down a curved tube, but only a subset of these children pointed to the correct location. (Others pointed reliably to a location directly below the release point.) With two tubes, all children directed the majority of looking and pointing responses to this erroneous location. The findings are considered in relation to existing models of representational change. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Workplace Literacy; Vocational Education; Numeracy; Foreign Countries; Ethnography; Entry Workers; Retailing; Sales Occupations; Best Practices; English (Second Language); English Language Learners; Change Strategies; Barriers; Performance Factors; Number Concepts; Semi Structured Interviews; Sociolinguistics; Employee Attitudes; Employer Attitudes; Merchandising; Interpersonal Communication; Interpersonal Competence; Social Cognition

Abstract:
This paper reports on an ethnographically based study of entry level supermarket work. The study, carried out in a large suburban supermarket in Auckland, New Zealand, focused on the literacy and numeracy practices of supermarket assistants, all who had English as an additional language. It found that skills such as oral communication, personal presentation, reliability and motivation were considered vital by management for good "customer service", a fundamental tenet of the supermarket and essential for its successful operation. However, for some assistants, the mastery of highly context-specific literacy texts and potentially complex "embedded" numeracy was also necessary in order for them to carry out their work. This requirement was often poorly understood by management. The paper describes some of the literacy and numeracy challenges faced by assistants and their different personalised strategies for establishing meaning. It also discusses the significance of the findings for the teaching of literacy and numeracy in vocational training programmes. Findings indicate that off-site programmes have an important role in providing a learning foundation but also point to the importance of, and need for, workplace-specific, needs-based on-the-job literacy and numeracy training. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Jews; Grade 12; Ethnic Groups; Social Cognition; Controversial Issues (Course Content); History Instruction; Evidence; Empathy; Perspective Taking; Group Membership; Self Concept; Identification (Psychology); Bias; Classification

Abstract:
Learners' identity is considered a resource, but is also assumed to conflict with impartial history learning practices. This empirical study explores the relationship between learners' social identity and their historical practices and understanding. Sixty-four Jewish-Israeli 12th-grade students of Mizrahi and Ashkenazi ethnicities studied a historical controversy concerning the relations between the two ethnic groups. Participants' discussions were analyzed to trace the impact of social identity on historical learning and the application of disciplinary practice. Findings attest to the impact of social identity. Participants frequently approached evidence and applied empathy in ways benefitting in-group image. However, social identity and intergroup interaction also motivated elaboration of arguments and disciplinary practices. Implications for engaging diverse students' identities in history teaching are discussed. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Persuasive Discourse; Resistance (Psychology); Teacher Student Relationship; Classroom Communication; Social Distance; Intention; Credibility; Social Cognition; College Students

Abstract:
This research comprises two studies examining the antecedents and outcomes of psychological reactance in teacher requests in the instructional context. In Study 1 we investigated the mediating role of reactance in the relationship of perceived teacher request politeness and teacher-student relationship distance with student resistance intention. In Study 2, we explored the effects of perceived teacher request legitimacy and teacher credibility on reactance and resistance intention. The results indicated that increases in the politeness of teacher requests and the closeness in teacher-student relationships combined to alleviate reactance and student resistance intention. In addition, teacher request legitimacy had a stronger effect on reactance than did teacher credibility. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Teacher Education Programs; College Instruction; Foundations of Education; Educational Policy; Holistic Approach; Inclusion; Politics of Education; Federal Legislation; Social Environment; Social Cognition; Social Influences; Interpersonal Competence; Teaching (Occupation); Partnerships in Education

Abstract:
The third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" ("Standards") challenge us to envision what "a more holistic, inclusive and intellectually challenging approach to preparing educators" might look like. This article discusses how the operating principles of a teacher education program parallel the commitments for educators found in the "Standards" and explores why collaborative relationships between teacher education and social foundations matter. Given the current political and social climate surrounding the field of education, it is important for those of us in the field of social foundations to think outside the box. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education Programs; College Instruction; Foundations of Education; Educational Policy; Academic Standards; Educational Research; Advocacy; Interdisciplinary Approach; Social Environment; Social Cognition; Social Influences; Ecology; Sustainability; Educational Finance; Politics of Education

Abstract:
This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and published in 1977-1978 by the American Educational Studies Association, and the Council of Learned Societies in Education (CLSE) assumed proprietorship and responsibility for dissemination and advocacy of the Standards following adoption of the document by each of its member societies in the early 1980s. In 1986, the original "Standards" were republished with a new introduction by CLSE and were widely circulated at colleges of education, state departments of education, and national accreditation agencies. In response to development in the field of teacher preparation, licensure, and assessment, the standards were revised, resulting in the publication of the second edition of the "Standards," published in 1996 by CLSE (now called the Council for Social Foundations). This third edition of the "Social Foundations Standards" aims to revitalize educators' commitment to empower future generations to confront and resolve the ecological, social, economic, and political challenges of the 21st century. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Schools of Education; Foundations of Education; Social Environment; Social Cognition; Social Influences; Role; Ideology; Criticism; Reflection; Critical Theory; Social Sciences; Scholarship; Cognitive Structures; Futures (of Society); Teacher Education

Abstract:
This article addresses the unique role performed by social foundations programs in colleges of education and in addressing broader issues facing education today, which fundamentally include the development of interpretive, normative, and critical perspectives in academia. All three perspectives serve to create a scholarly framework within which students and academicians interpret and normatively reflect upon existing educational, political, historical, religious, economic, and social institutions critically. In other words, although many departments in colleges of education tend to fulfill the functional, professional, and institutional requirements essential in preparing future teachers to enter public and private schools, social foundations programs utilize interdisciplinary expertise, primarily from the social sciences and humanities, to explicate extrainstitutional critiques, interpretations, and normative analyses of existing social structures, including schools. Although social foundations programs perform a variety of academic functions, it is this unique reflexive and normatively critical capacity--what critical theorists refer to as ideology critique--that augments social foundations programs and informs present and future scholars in the field. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Program Effectiveness; Emotional Development; Learning Strategies; Secondary Education; Secondary School Curriculum; Social Development; Social Cognition; Metacognition; Integrated Curriculum; Unified Studies Curriculum; Educational Policy; Social Change; Social Behavior; Essays; Interviews; Achievement Gains; Curriculum Implementation; Improvement Programs

Abstract:
When students are able to cope with, manage and maneuver the social and emotional landscapes of their lives, their ability to learn on all levels improves. Teaching Social / Emotional Learning (SEL), as a component of secondary education, not only increases academic performance, but prepares students to meet the challenges of lifelong learning in a changing global society. Currently, students are so busy passing tests that measure their capacity for logical, analytical and objective reasoning, it leaves little time for developing self-awareness, social awareness, and the ability to cope with ambiguous situations, to adapt, to learn how to learn and to manage stress. The purpose of this study is to determine how best to integrate social emotional learning into secondary curriculum to improve the overall learning environment. A literature review of established SEL programs consistently points to overall improvement in student behavior and learning. In addition, daily mindfulness sessions - a common component of SEL - incorporated into secondary education, consistently results in the decrease of violence and truancy rates while improving student relations, focus and academic performance. Based on these findings, the addition of SEL standards into secondary education and teacher credential programs is recommended. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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