東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Developmental strategies and styles ...

Bai, Wenyu.

FindBook

Google Book

Amazon

博客來

Developmental strategies and styles and their measurement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Developmental strategies and styles and their measurement./
作者:	Bai, Wenyu.
面頁冊數:	197 p.
附註:	Adviser: Joyce Van Tassel-Baska.
Contained By:	Dissertation Abstracts International66-11B.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3192515
ISBN:	9780542385124

Developmental strategies and styles and their measurement.
Bai, Wenyu.

Developmental strategies and styles and their measurement. - 197 p.

Adviser: Joyce Van Tassel-Baska.

Thesis (Ph.D.)--The College of William and Mary, 2005.

Developmental styles and strategies (DSS) are preferences and repeated patterns in intentional self-development. A taxonomy of DSS based on the convergence of talent development and Sternberg's Triarchic Model of Intelligences was proposed to distinguish school learners, street learners, talent developers (specialists), and all-knowers (generalists). This study explored the reliability of the researcher-developed Educational Developmental Style and Strategy Scale, the relationships of age, gender, birth order, ethnicity, and SES to developmental DSS adoption, and the characteristics of five types of DSS adopters (i.e., street learning specialists, street learning generalists, school learning specialists, school learning generalists, the neutral group). Eighty out of 160 students at a governor's school for science and technology completed the survey.

ISBN: 9780542385124Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Developmental strategies and styles and their measurement.
LDR:03909nam 2200325 a 45 001 969866
005 20110920
008 110921s2005 eng d
020 $a 9780542385124
035 $a (UnM)AAI3192515
035 $a AAI3192515
040 $a UnM $c UnM
100 1 $a Bai, Wenyu. $3 1293922
245 1 0 $a Developmental strategies and styles and their measurement.
300 $a 197 p.
500 $a Adviser: Joyce Van Tassel-Baska.
500 $a Source: Dissertation Abstracts International, Volume: 66-11, Section: B, page: 6310.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2005.
520 $a Developmental styles and strategies (DSS) are preferences and repeated patterns in intentional self-development. A taxonomy of DSS based on the convergence of talent development and Sternberg's Triarchic Model of Intelligences was proposed to distinguish school learners, street learners, talent developers (specialists), and all-knowers (generalists). This study explored the reliability of the researcher-developed Educational Developmental Style and Strategy Scale, the relationships of age, gender, birth order, ethnicity, and SES to developmental DSS adoption, and the characteristics of five types of DSS adopters (i.e., street learning specialists, street learning generalists, school learning specialists, school learning generalists, the neutral group). Eighty out of 160 students at a governor's school for science and technology completed the survey.
520 $a The major findings were the following. (1) The reliability coefficient for the Specialist-Generalist Subscale (SGS) was .79, and that for the Street Learning-School Learning Subscale (SLSLS) was .76. (2) There were no statistically significant differences among the five types of DSS adopters in age, gender, ethnicity, number of siblings, birth order, and parental education. (3) There were no statistically significant differences across five groups in most measures in the questionnaire. The five groups did not differ significantly in books at home and amount of reading, strengths during childhood, Holland personality types, educational aspirations, developmental ideals and parental expectations, contributors to educational growth, contributors to strength development, source of influence on students' development, amount of time spent on activities weekly, taking private lessons, parents' ability to give good advice on students' development, parents' knowledge in students' areas of interest, the freedom to make decisions on one's own development, having different values from peers, have interests different from peers, not following the crowd, grade-orientation, importance of schooling, diversification strategy, opportunity-orientation, spending efforts on the nearest goal, basing their career choices on their missions rather than on competences and interests, having private projects, considering school as an extra burden, ability to learn on one's own, and having highly developed talents.
520 $a There were some significant differences found in some areas. Generalists had more books at home than specialists had. Generalists were more likely to have military, political, and sports books. School learners were more likely to have science books and less likely to have social science books. School learners' mean school rank in percentile was significantly higher than that of street learners. School learning generalists were different from street learning generalists and school learning specialists in perceiving whether their interests were shared by their classmates.
590 $a School code: 0261.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Special. $3 606639
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0525
690 $a 0529
690 $a 0620
690 $a 0632
710 2 0 $a The College of William and Mary. $3 1018629
773 0 $t Dissertation Abstracts International $g 66-11B.
790 $a 0261
790 1 0 $a Van Tassel-Baska, Joyce, $e advisor
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3192515