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1.
Marc D. Hauser 《Mind, Brain, and Education》2021,15(1):35-47
For educators to help children exposed to adverse life experiences, it is necessary to understand how adversity impacts different mechanisms of learning, emotion, and planning as these capacities underpin success in schools and beyond. The goal of this paper is to review essential findings on how early life adversity transforms the brain which, in turn, impacts educational outcomes. Part 1 begins by discussing the species‐specific and expectant experiences that guide typical development, and then turns to early life adversities and their relationship to both physical and mental health outcomes. Part 2 summarizes four dimensions of adversity—type, timing, term, and toxicity—and how each differentially impacts the developing brain, including individual differences in psychopathology. Part 3 discusses the relevance of these findings for educators, highlighting how behavior can be modified to build resilience and greater academic and social–emotional competency. 相似文献
2.
《Journal of Vocational Education & Training》2012,64(2):171-192
ABSTRACT This is Part Two of a two‐part article, the first part having been published in The Vocational Aspect of Education, 44, pp. 211–231. Part One discussed the literature concerning small business management and its implications for the development of an instrument for identifying the training and development needs of small business managers. Part Two explains the assumptions underlying the instrument we have created before describing the instrument and its use in interviews and small group situations. The instrument is considered to be valid, but to require further validation trials and development. 相似文献
3.
Open learning for continuing education 总被引：1，自引：1，他引：0
Malcolm Tight 《Open Learning》2013,28(2):23-26
The two concepts ‐ open learning and continuing education ‐ have recently come to exert a growing influence on educational provision in the United Kingdom. In this article, Malcolm Tight, Director of the Birkbeck Centre for Research and Development in Part‐time Higher Education, considers the interpretation of these concepts and the links between them, both in theory and in practice. 相似文献
4.
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video)
games. In general, instructional designers know little about game development, commercial video game developers know little
about training, education and instructional design, and relatively little is understood about how to apply what we know about
teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design
of instructional (digital video) games set the context for this three part series and one of four panelists discussed what
he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010).
In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional
designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four
views. 相似文献
5.
《Journal of Vocational Education & Training》2012,64(2):145-162
ABSTRACT This is Part 2 of a two‐part article on the establishment and activities of the Technical Instruction Committees established in Glamorgan County, Cardiff and Swansea in 1889/91. Local Technical Instruction Committees were given responsibility for given geographical areas, and were the first radical attempt to organise and finance a systematic programme of technical education. Each Committee inherited a haphazard system of evening classes sponsored initially by individual mechanics’ institutes and later by the Department of Science and Art. This system, such as it was, exhibited little pattern, varying in extent from place to place. Provision was dependent on local initiatives and utilised a variety of local buildings. Part 1 of this article, published in the previous issue (Volume 45, Number 1) of The Vocational Aspect of Education, described the wider context of the establishment and activities of the Technical Instruction Committees before concentrating on the activities specifically of the Committee in Glamorgan County. Part 2 deals with the activities of the Technical Instruction Committees in Cardiff and Swansea before providing a concluding overview of the two parts. 相似文献
6.
《Australian Journal of Learning Difficulties》2013,18(4):185-196
Abstract Part Five in this series on the history of Learning Difficulties Australia continues the history, begun in Part Three, of the association's journal. During this time the quality of articles in the journal came under scrutiny, and refereeing, at first only of research reports, later of all contributions, came into practice. Editorial policy continued to embrace reports of new teaching methods and therapies as a means of informing readers, but contributions also reflected changes taking place in special education and in teacher training. Articles about reading continued to dominate as the debate between whole language and phonics approaches heated up. In 1996 the name of the journal was changed to reflect the broader interests of the association in learning difficulties. 相似文献
7.
Professionals serving as internal and external consultants, whether as performance technologists, human resource development facilitators, training specialists, organizational development change agents, or quality improvement engineers, are uniquely positioned to influence ethical awareness in the workplace. Yet it is unlikely that they will be able to exert much influence without knowledge of the factors that influence ethical behavior in organizations and knowledge of ethical decision making. Although the literature on ethics is proliferating, little of it is directly related to performance improvement professionals. Those who want to educate themselves in ethics have been left to their own devices. Part One in this series of two articles presents a review of key ethical theories and research. Part Two is a list of references available for those who are ready to examine the ethical responsibilities of HPT professionals, who have encountered ethical issues, who want to include an ethics audit in their needs assessment tool box, or who need to suggest ethics-related solutions to performance problems. 相似文献
8.
Large‐scale assessment results for schools, school boards/districts, and entire provinces or states are commonly reported as the percentage of students achieving a standard—‐that is, the percentage of students scoring above the cut score that defines the standard on the assessment scale. Recent research has shown that this method of reporting is sensitive to small changes in the cut score, especially when comparing results across years or between groups. This study builds on that work, investigating the effects of reporting group size on the stability of results. In Part 1 of this study, Grade 6 students’ results on Ontario's 2008 and 2009 Junior Assessments of Reading, Writing and Mathematics were compared, by school, for different sizes of schools. In Part 2, samples of students’ results on the 2009 assessment were randomly drawn and compared, for 10 group sizes, to estimate the variability in results due to sampling error. The results showed that the percentage of students above a cut score (PAC) was unstable for small schools and small randomly drawn groups. 相似文献
9.
This paper reports the results of a survey of 3006 Year 10–12 students on their understandings of metallic bonding. The instrument was developed based on Chi's ontological categories of scientific concepts and students' understanding of metallic bonding as reported in the literature. The instrument has two parts. Part one probed into students' understanding of metallic bonding as (a) a submicro structure of metals, (b) a process in which individual metal atoms lose their outermost shell electrons to form a ‘sea of electrons’ and octet metal cations or (c) an all-directional electrostatic force between delocalized electrons and metal cations, that is, an interaction. Part two assessed students' explanation of malleability of metals, for example (a) as a submicro structural rearrangement of metal atoms/cations or (b) based on all-directional electrostatic force. The instrument was validated by the Rasch Model. Psychometric assessment showed that the instrument possessed reasonably good properties of measurement. Results revealed that it was reliable and valid for measuring students' understanding of metallic bonding. Analysis revealed that the structure, process and interaction understandings were unidimensional and in an increasing order of difficulty. Implications for the teaching of metallic bonding, particular through the use of diagrams, critiques and model-based learning, are discussed. 相似文献
10.
《Infancia y Aprendizaje》2013,36(85):19-32
AbstractThe article presents a revision of the added value model in school assessment, understood to mean the extent to which the school achieves greater student performance, once other factors have been controlled, such as the socio-cultural context and the initial level of knowledge. Firstly, the evolution of this concept over the last few years is analysed, on account of an advance in three areas: studies on effective schools; performance measures; and changes in educational ideology. In point two there is some reflection on the contributions this model makes towards the most classical assessment approach, but attention is also drawn to the risk which may be run in doing so. Part three presents the assessment and research projects which are conducted by the National Foundation for Educational Research (NFER) within this theoretical framework. Finally, there is an appendix with a guide on taking the necessary decisions for working from the added value approach. 相似文献
11.
Bridging western and First Nations thought: Balanced education in Whitehead's philosophy of organism and the sacred circle 总被引：1，自引：0，他引：1
Robert Regnier 《Interchange》1995,26(4):383-415
The sacred circle offers a perspective for interpreting and theorizing about human development valuable in shaping the education of First Nations and non-First Nations students. For those of us in a western materialist culture who are interested in coming to understand what the sacred circle might offer, it is necessary to address assumptions in our own culture. This paper proceeds in four parts to facilitate such an understanding. Part One formulates the importance of a culturally self-critical approach to understanding education based in the sacred circle. Part Two presents the sacred circle as a pattern used to interpret meaning in First Nations education. Part Three examinesinterconnectedness through (a) whitehead's criticism of western scientific epistemology and his idea of education for balanced development, and (b) through the creator, mother earth and the Four Directions reflected in the sacred circle. Part Four interprets aholistic apprehension approach to education based in (a) Whitehead's notion's of intuition and imagination for balanced development from the sacred circle perspective, and (b) through the sacred circle in the vision quest ceremony. 相似文献
12.
Naomi Sankar‐DeLeeuw 《Roeper Review》2013,35(2):93-99
Early life experiences can powerfully impact attitudes toward learning and later achievements in education. The chances for optimal development of children with special needs, including the gifted and talented, can be enhanced with identification and intervention at an early age. This paper reports on investigations into the lives of five gifted kindergarten students utilizing a case‐study methodology, which yielded themes relating to intellectual, achievement, social, affective, physical, aesthetic, and creative domains (discussed in Part I, published in Roeper Review, volume 26, pp. 192‐207). This paper, Part II, will discuss parental and teacher influences. 相似文献
13.
《Teaching Statistics》1980,2(3):93-93
Modem Elementary Statistics. By John E. Freund . Elementary Statistics in a World of Applications. By Ramakant Khazanie . Part Source: Pearson, E. S. and Kendall Instructor's Guide for Statistics: Concepts and Controversies. By David S. Moore . MANEC: Using Statistics in Managing the Economy MARCS: Market Research Case Studies. 相似文献
14.
《Assessment Update》2012,24(5):1-16
SLO‐Based Grading Makes Assessment an Integral Part of Teaching Call for Contributions Editor's Notes: Assessing Assessment's ROI Assessment Plans: A Tool for Sanity Lessons from Multiple Institutional Assessment Measures of Specific Student Learning Outcomes and Satisfaction Assessment Measures: The ACT Engage Survey Community College Strategies: Student Learning Assessment: A Program‐Level Model 相似文献
15.
《Australian Journal of Learning Difficulties》2013,18(2):73-81
Abstract Part three in this series continues the story of the Australian Journal of Remedial Education, which had by the early 1970s become one of the most important ‐ and certainly the most publicly visible ‐ activity of AREA. It concludes in the early 1980s, soon after publication of the 50th issue. During this time the journal expanded its print run to 2000, and distribution was extended to every Australian state and more than 20 overseas countries. It attracted a wide range of articles from within Australia and overseas, becoming more focused on the reading process, but still including a great variety of approaches to the remediation of learning difficulties. 相似文献
16.
17.
James Miles 《Teaching Artist Journal》2016,14(4):207-212
I wasn't always the Fresh Professor. At one point I was just another starving actor trying to make a living. But stories change over time, as do professional desires. This is Part Two of my story. Enjoy the ride. 相似文献
18.
Debashish Chowdhury 《Resonance》2005,10(9):63-78
Experimental verification of the theoretical predictions made by Albert Einstein in his paper, published in 1905, on the molecular
mechanisms of Brownian motion established the existence of atoms. In the last 100 years Brownian motion has not only revolutionized
our fundamental understanding of the nature ofthermal fluctuations in physical systems, but it has also explained many counterintuitive phenomena in earth and environmental sciences as well
as in life sciences. This 2-part article begins with a brief historical survey and an introduction to the concepts and theoretical
techniques for studying Brownian motion. Then, in Part 2 a discussion on rotational Brownian motion and Brownian shape fluctuations
of soft materials is followed by an elementary introduction to two of the hottest topics in this contemporary area of interdisciplinary
research, namely,stochastic resonance andBrownian ratchet. 相似文献
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20.
Robert L. Shrigley 《科学教学研究杂志》1982,19(4):311-320
This study was based on Hovland's four-part statement, “Who says what to whom with what effect,” the rationale for persuasive communication, a theoretical model for modifying attitudes. Part I was a survey of 139 perservice elementary teachers from which were generated the more credible characteristics of metric instructors, a central element in the “who” component of Hovland's model. They were: (1) background in mathematics and science, (2) fluency in metrics, (3) capability of thinking metrically, (4) a record of excellent teaching, (5) previous teaching of metric measurement to children, (6) responsibility for teaching metric content in methods courses and (7) an open enthusiasm for metric conversion. Part II was a survey of 45 mathematics educators where belief statements were synthesized for the “what” component of Hovland's model. It found that math educators support metric measurement because: (1) it is consistent with our monetary system; (2) the conversion of units is easier into metric than English; (3) it is easier to teach and easier to learn than English measurement; there is less need for common fractions; (4) most nations use metric measurement; scientists have used it for decades; (5) American industry has begun to use it; (6) metric measurement will facilitate world trade and communication; and (7) American children will need it as adults; educational agencies are mandating it. With the “who” and “what” of Hovland's four-part statement defined, educational researchers now have baseline data to use in testing experimentally the effect of persuasive communication on the attitude of preservice teachers toward metrication. 相似文献