Book reviews     

Stewart E. Fraser  Charles T. Weaver  T.P. Yeatman  Charlene H. Tibbetts  Daniel J. Gomez  William J. Griffin 《Peabody Journal of Education》2013,88(2):114-116

Psychology of the Junior High‐School Pupil. By L. A. Peckstein (University of Cincinnati) and A. Laura McGregor (Rochester, N. Y., Public Schools). Boston: Houghton Mifflin Co., 1924. Pp. xxii + 280. Price, $2.

Modern Methods in Teaching. By H. B. Wilson, George C. Kyte, and H. G. Lull. New York: Silver, Burdett & Co., 1924. Pp. vi + 286. Price, $1.64.

Elementary School Costs in the State of New York. By R. O. Stoops. A report reviewed and presented by the Educational Finance Inquiry Commission under the auspices of the American Council on Education, Washington, D. C. New York: Macmillan Co., 1924.

The Cost and Support of Secondary Schools in the State of New York. By Charles W. Hunt. A report reviewed and presented by the Educational Finance Inquiry Commission under the auspices of the American Council on Education, Washington, D. C. New York: Macmillan Co., 1924.

Interesting Neighbors. By Oliver P. Jenkins. Philadelphia: P. Blakiston's Sons & Co., 1922. Pp. xi + 248.

The Humanizing of Knowledge. By J. H. Robinson. New York: George H. Doran Company, 1923. Pp. ix + 117. Price, $1.50.

Education of Gifted Children. By Lula M. Stedman (University of California, Southern Branch). Yonkers‐on‐Hudson: World Book Co., 1924. Pp. viii+ 192. Price, $1.80.  相似文献   

At the End of the Rainbow,is there Always a Pot of Gold?: Understanding the Labor and Fervor of Filipino Geriatric Nurses     

Allan B. de Guzman  Maria Ivana D. Ching  Edwin Mark L. Chiong  Charlene C. Chua  Jason Eimer P. Chua  Michelle C. Dumalasa 《Educational gerontology》2013,39(12):1057-1075

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Technical determinants of tackle and ruck performance in International rugby union     

Sharief Hendricks  Tiffany van Niekerk  Drew Wade Sin  Mike Lambert  Steve den Hollander  James Brown 《Journal of sports sciences》2018,36(5):522-528

The most frequently occurring contact events in rugby union are the tackle and ruck. The ability repeatedly to engage and win the tackle and ruck has been associated with team success. To win the tackle and ruck, players have to perform specific techniques. These techniques have not been studied at the highest level of rugby union. Therefore, the purpose of this study was to identify technical determinants of tackle and ruck performance at the highest level of rugby union. A total of 4479 tackle and 2914 ruck events were coded for the Six Nations and Championship competitions. Relative risk ratio (RR), the ratio of the probability of an outcome occurring when a characteristic was observed (versus the non-observed characteristic), was determined using multinomial logistic regression. Executing front-on tackles reduced the likelihood of offloads and tackle breaks in both competitions (Six Nations RR 3.0 Behind tackle, 95% confidence interval [95% CI]: 1.9–4.6, effect size [ES] = large, P < 0.001); Championship RR 2.9 Jersey tackle, 95% CI: 1.3–6.4, ES = moderate, P = 0.01). Fending during contact increased the chances of offloading and breaking the tackle in both competitions (Six Nations RR 4.5 Strong, 95% CI: 2.2–9.2, ES = large, P = P < 0.001; Championship RR 5.1 Moderate, 95% CI: 3.5–7.4, ES = large, P < 0.001). For the ruck, actively placing the ball increased the probability of maintaining possession (Six Nations RR 2.2, 95% CI: 1.1–4.3, ES = moderate, P = 0.03); Championship RR 4.0, 95% CI: 1.3–11.8, ES = large, P = 0.01). The techniques identified in this study should be incorporated and emphasised during training to prepare players for competition. Furthermore, these techniques need to be added to coaching manuals for the tackle and ruck.  相似文献   

The Past Is Present: Representations of Parents,Friends, and Romantic Partners Predict Subsequent Romantic Representations          下载免费PDF全文

Wyndol Furman  Charlene Collibee 《Child development》2018,89(1):188-204

This study examined how representations of parent–child relationships, friendships, and past romantic relationships are related to subsequent romantic representations. Two‐hundred 10th graders (100 female; M_age = 15.87 years) from diverse neighborhoods in a Western U.S. city were administered questionnaires and were interviewed to assess avoidant and anxious representations of their relationships with parents, friends, and romantic partners. Participants then completed similar questionnaires and interviews about their romantic representations six more times over the next 7.5 years. Growth curve analyses revealed that representations of relationships with parents, friends, and romantic partners each uniquely predicted subsequent romantic representations across development. Consistent with attachment and behavioral systems theory, representations of romantic relationships are revised by representations and experiences in other relationships.  相似文献   

A Comparison of Middle and Junior High Science Teachers' Levels of Efficacy and Knowledge of Developmentally Appropriate Curriculum and Instruction     

Martha Schriver  Charlene M. Czerniak 《Journal of Science Teacher Education》1999,10(1):21-42

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Image,imagination, and initiation: Teaching as a rite of passage in the novels of L. M. Montgomery and Laura Ingalls Wilder     

Charlene E. Gates 《Children‘s Literature in Education》1989,20(3):165-173

Charlene E. Gates is a free-lance writer and holds the Ph.D. in English with special interests in folklore, mythology, and music. She has taught at the University of Oregon and the University of Cincinnati.  相似文献   

Chinese responses to Shanghai’s performance in PISA     

Charlene Tan 《比较教育学》2017,53(2):209-223

This article analyses the public responses in China to Shanghai’s performance in the 2012 Programme for International Student Assessment (PISA). Based on data obtained from media accounts and other materials published between 2013 and 2016, the research findings show that the responses in China are generally reflective, measured and self-critical. Drawing upon Gadamer’s notions of ‘tradition’, ‘horizon’ and ‘prejudice’, this paper contends that the responses reflect the prevailing worldviews in China that perceive Shanghai’s education system to be academically rigorous but too exam-oriented and burdensome. It is further argued that Confucian knowledge traditions and structures in China shape the Chinese interpretations of the PISA assessment format, leading them to downplay Shanghai’s success. This study introduces the metaphor of ‘triadic eyes’ and highlights the mediating effects of the ‘local eyes’ of policy actors in an era of global educational governance.  相似文献   

Psychopathology in the schools: Multicultural factors that impact assessment and intervention     

Lisa A. Suzuki  Charlene M. Alexander  Pei‐Ying Lin  Kathleen M. Duffy 《Psychology in the schools》2006,43(4):429-438

All cultures promote specific norms of behavior that can influence the assessment and intervention process with members of racially/ethnically diverse groups who are diagnosed with various forms of psychopathology. The purpose of this article is to highlight literature on the prevalence of psychological disorders with respect to children and adolescents from different racial/ethnic groups and present variables that may impact assessment and intervention within these diverse populations (e.g., contextual factors, racial and ethnic identity, religious/spiritual beliefs, parenting factors, student attitudes). In addition, cultural issues related to the assessment process and culturally sensitive recommendations for intervention are addressed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 429–438, 2006.  相似文献   

Attitudes toward science and science knowledge of intellectually gifted and average students in third,seventh, and eleventh grades     

Byron L. Barrington  Bryan Hendricks 《科学教学研究杂志》1988,25(8):679-687

A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third-, seventh-, and eleventh-grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three-way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons.  相似文献   

Moving Beyond the Brag Sheet: A Meta-Analysis of Biodata Measures Predicting Student Outcomes     

Charlene Zhang  Nathan R. Kuncel 《Educational Measurement》2020,39(3):106-121

Measures of biographical data, or biodata, provide indicators of one's life history and past experiences. Biodata information is often available in various forms during processes of academic admissions to higher education. Such information can be used, in combination with other factors, to predict students’ future academic and extra-curricular accomplishments. There is a scattered body of literature investigating relationships between standardized biodata measures and a number of student criteria in college. The current study uses meta-analysis methods to summarize findings on how various biodata measures—overall scores or scale scores—predict student accomplishments, including grades, self- and other-rated performances, persistence, and extracurricular accomplishments. Data from 46 independent samples, consisting of 38,478 students and resulting in 74 individual predictor–criterion relationships were analyzed. Results indicate, generally, that biodata measures predict substantially students’ academic and extra-curricular accomplishments. Overall biodata scores correlate with grades at .39, persistence at .25, and point-hour ratios at .35. Students’ accomplishments in leadership, visual and performing arts, music, and science were predicted best by biodata measures developed specifically to target those outcomes. This meta-analytic study provides support for the predictive validity of biographical data inventories with respect to student outcomes and adds justification to the use of biodata in academic selection.  相似文献