Longitudinal analysis of the environmental attitudes of university students     

Kerry Shephard  John Harraway  Tim Jowett  Brent Lovelock  Sheila Skeaff  Liz Slooten 《Environmental Education Research》2015,21(6):805-820

This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.  相似文献   

Social gaze in preterm infants may act as an early indicator of atypical lateralization     

Rachael Davis  Georgina Donati  Kier Finnegan  James P. Boardman  Bethan Dean  Sue Fletcher-Watson  Gillian S. Forrester 《Child development》2022,93(4):869-880

Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function.  相似文献   

Supervision: The Reluctant Profession by Ralph L. Mosher and David E. Purpel. Boston: Houghton Mifflin Co., 1972. 206 pp. $4.95     

Harold S. Davis 《The Educational forum》2013,77(3)

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VOCATIONAL GUIDANCE IN THE HIGH SCHOOL AND ITS APPLICATION TO THE CHURCH AND SUNDAY SCHOOL     

Jesse B. Davis A. M. 《Religious education (Chicago, Ill.)》2013,108(1):110-118

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The problem of relating mathematics to the possibilities and needs of schools and children     

Robert B. Davis 《Educational Studies in Mathematics》1971,3(3-4):322-336

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Drawing Parallels in Search of Educational Equity: A Multicultural Education Delegation to China Looks Outside to See Within     

Jioanna Carjuzaa  J. Kay Fenimore-Smith  Ethlyn Davis Fuller  William A. Howe  Eileen Kugler  Arcenia P. London 《Multicultural Perspectives》2013,15(1):35-40

In 2004, a professional delegation of multicultural educators visited the People's Republic of China to explore how diversity issues are addressed and how students are prepared for entry into the international workforce. The delegation, sponsored by the People to People Ambassador Programs, observed numerous parallels to the American system of education, including the challenge of providing equity for students of minority cultures, especially those in poor rural areas, and the conflict between modernization and preservation of cultural heritage.  相似文献   

3. Understanding and Holism     

Andrew Davis 《Journal of Philosophy of Education》1998,32(1):41-55

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宠物狗的长寿需要一个健康的肝脏     

Susan Blake Davis 《环球赛鸽科技》2008,(3)

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Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time     

Sylvia Linan&#x;Thompson  Peggy Hickman&#x;Davis 《Learning disabilities research & practice》2002,17(4):242-251

Supplemental reading instruction provides a way to improve the reading outcomes of students at risk for reading difficulties and to meet the challenges produced by increases in student diversity in today’s classrooms. The research–based intervention described in this article includes intensive, explicit, and systematic reading instruction in five areas: fluency, phonemic awareness, instructional–level reading with an emphasis on comprehension, word analysis, and spelling. This intervention was effective in improving the reading skills of low SES, second–grade English monolingual and English–language learners.  相似文献   

Traumatic brain injury in children and adolescents: Assessment and intervention     

Andrew S. Davis  Rik Carl D'Amato 《Psychology in the schools》2005,42(1):118-120

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