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61.
Edmund King 《比较教育学》1984,20(1):165-181
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Edmund King 《Prospects》1989,19(3):369-379
co-founder of the journal Comparative Educationand editor and chairman of its Board since 1978. Chairman (until 1989) of the Research Committee of the World Council of Comparative Education Societies. His numerous publications include: Other Schools and Ours, Comparative Studies and Educational Decision, Education and Development in Western Europeand Technological/Occupational Challenge, Social Transformation and Educational Response. 相似文献
64.
Alison Cook-Sather Joel Alden Schlosser Abigail Sweeney Laurel M. Peterson Kimberly Wright Cassidy Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134
Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices. 相似文献
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Snyder J Brooker M Patrick MR Snyder A Schrepferman L Stoolmiller M 《Child development》2003,74(6):1881-1898
The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls. 相似文献
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In this companion to Marc Schwartz and Kurt Fischer's article, Patricia King and JoNes VanHecke describe how student affairs educators can help students become sophisticated thinkers. 相似文献
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Carroll E. Izard Christopher J. Trentacosta Kristen A. King Allison J. Mostow 《Early education and development》2004,15(4):407-422
Empirical research shows that poor emotional competence is an early risk factor for the development of psychopathology. Numerous school-based prevention programs have been developed with the goal of decreasing behavior problems. Several of these programs include a discrete emotions component, but none of them are solely or primarily guided by emotion theory for their design and implementation. The prevention program described in this paper, the emotions course (EC), is a theoretically-coherent program based on differential emotions theory and is designed to be implemented by teachers in Head Start classrooms. Children participating in a pilot implementation of EC showed larger increases in emotion knowledge and less growth in negative emotion expression than their peers in control classrooms. These findings provide initial support for EC. Future implementations of the program need increased monitoring of implementation fidelity as well as additional methods to assess the success of the program. 相似文献
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