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RISS 인기검색어
- 검색키워드
- 저자 : Schluter, Wilfried (검색결과 4 건)
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Schluter, Traci Diane Yates The University of Texas at Austin 2001 해외박사(DDOD)
This study investigated how parents and teachers of fourth grade students in a largely low income, ethnic minority urban elementary school conceive of competent parents and teachers, that is, parents and teachers who are effective in supporting the educational success of children. Three teachers and fourteen parents, all whom had children enrolled in one of the teacher's classes, were interviewed regarding their views of parent and teacher competence with respect to children's school-based success. The interview format used was the same for parents and teachers. The interview included questions addressing how parents and teachers characterize competent parents and competent teachers in general as well as how they characterize competence within parents and teachers when it comes to helping children within the school environment learn and achieve, manage behavior, interact appropriately with others, regulate emotions, and feel good about themselves. The interview data was analyzed using a form of content analysis to identify themes within the text. Results of the study revealed four models of parent and teacher competence. Parents' interviewed revealed that competent parents support and interact with their children and are loving and caring adults, while competent teachers relate to their students, are professional, and appear helpful and patient when interacting with children. Teachers interviewed reported that competent parents value and support their child's education, support the decisions teachers make in the classroom, and implement positive reinforcement and discipline strategies at home, while competent teachers are professional, loving and caring toward their students, and report high job satisfaction ratings. Comparisons of parents' and teachers' views of parent competence revealed multiple similarities regarding perceptions of competence in general and across domain areas, such as providing academic assistance and positive reinforcement to children. Comparisons of parents' and teachers' views of teacher competence also revealed multiple similarities regarding perceptions of competence in general and across domain areas, such as professional teaching style, and positive interpersonal characteristics. Implications for practice and further research are included in the discussion.
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Schluter, Anne Ambler The University of Texas at Austin 2008 해외박사(DDOD)
The purpose of this study was to examine non-English-speaking Brazilian adults' perception of American English vowels at various levels of English contact. Specifically, it addressed two two-vowel American English contrasts, /i/-/I/ and /u/-/&ugr;/, that both occupy the vowel space of one Brazilian Portuguese category, /i/ and /u/, and one two-vowel contrast, /e/-/epsilon/, that exists in both languages. For reliability purposes, the three contrasts were presented in two different orders to total six contrasts in all. Predictions, based on Flege, (1995) associated discrimination difficulties with this L1-L2 contrast pairing. However, previous discoveries of non-native speakers' sensitivity to sub-phonemic differences suggested the potential to overcome L1-related perceptual constraints (Wode, 1994). Five groups of ten participants each [aged 20-40] contributed data [N=50]. Three Austin, Texas-resident groups participated: (group A) native American English speakers, (group B) native Brazilian Portuguese speakers with high English contact, and (group C) native Brazilian Portuguese-speakers with medium English contact. Belo Horizonte, Brazil-resident groups numbered two, including native Brazilian Portuguese speakers with medium English contact (group D) and low English contact (group E.) Each participant took a same-different identification test in which the target vowels appeared within minimal and identical pairs. Within-group results for medium and low contact groups associated significantly greater difficulty with the /u/-/&ugr;/ contrast. Between-group results found significant differences between high and low contact groups for /u/-/&ugr;/, /&ugr;/-/u/, and /I/-/i/; insignificant differences between high contact and native English groups appeared for the same contrasts. These overall trends suggested a degree of flexibility for non-native perception in three of four instances as well as a significant pair-wise order effect. These overall findings should not minimize the importance of individual differences. Discussion concluded with calls for greater focus on individual differences (also reflected in Bradlow et al., 1997) and greater awareness of individuals' potentials within language learning contexts.
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Incorporation of Siblings in the Therapeutic Process
Schluter, Ryan Mark The Chicago School of Professional Psychology ProQ 2020 해외박사(DDOD)
The sibling relationship is one of the first relationships a person will encounter and has the potential to be one of the most enduring ones. The presence of a sibling relationship may buffer or mediate the effects of divorce and other distressing situations. Following these distressing situations, children and young adolescents may show difficulties in functioning such as externalizing and internalizing behaviors. This dissertation will provide an overview of characteristics of relationships with siblings that may influence whether that relationship serves as a protective or risk factor influencing children’s functioning through distressing situations. Additionally, this literature review will provide recommendations for when and how to most effectively include siblings in therapy during times of distress.
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