排序方式： 共有56条查询结果，搜索用时 15 毫秒
21.
Rachel E. White Emily O. Prager Catherine Schaefer Ethan Kross Angela L. Duckworth Stephanie M. Carlson 《Child development》2017,88(5):1563-1571
This study investigated the benefits of self‐distancing (i.e., taking an outsider's view of one's own situation) on young children's perseverance. Four‐ and 6‐year‐old children (N = 180) were asked to complete a repetitive task for 10 min while having the option to take breaks by playing an extremely attractive video game. Six‐year‐olds persevered longer than 4‐year‐olds. Nonetheless, across both ages, children who impersonated an exemplar other—in this case a character, such as Batman—spent the most time working, followed by children who took a third‐person perspective on the self, or finally, a first‐person perspective. Alternative explanations, implications, and future research directions are discussed. 相似文献
22.
Ethan M. Higgins 《Journal of Criminal Justice Education》2013,24(4):507-530
Considerable theoretical and empirical attention has been devoted to the practice of peer review across various disciplines in the previous couple decades. Recently, Raymond Paternoster and Robert Brame indicated that it is necessary for criminology to follow suit and begin to provide a critical inquiry of the blind review model. Literary theory and writing studies have examined literate practices for decades and empirical research has identified that literate practices, like peer review, are interactional and co-constructed across discourse communities. The unique character of peer review in criminology remains unknown however. Discussions with 40 of criminology’s most influential scholars provides an opportunity to begin constructing a broad context of criminology’s peer review by challenging universal knowledge through individual experiences. 相似文献
23.
A PRIVATE VIEW by Irene Mayer Selznick (New York: Alfred A. Knopf, 1983---$16.95) A PASSION FOR FILMS: HENRI LANGLOIS AND THE CINEMATHEQUE FRANCAISE (New York: The Viking Press, 1983---$16.95) MOVIE STAR: A LOOK AT THE WOMEN WHO MADE HOLLYWOOD by Ethan Mordden (New York: St. Martin's Press, 1983---$19.95) 相似文献
24.
This article outlines the gamework, a neologism designed to help scholars attend to the various kinds of work involved in computer game development, play and analysis. This work is integral to computer game artifactuality yet tends to be obscured by the aesthetic, narratological, mechanical, and economic aspects of games and gaming. We offer the gamework as a means for theorizing computer games as a form of culture that motivates work as much as (if not more than) play. Specifically, we point to how computer games participate in (1) labor culture; (2) an emergent culture determined by a work/labor/play dialectic; (3) artistic culture; and (4) cultural criticism. 相似文献
25.
26.
27.
28.
Educators use curriculum‐based measurement of oral reading (CBM‐R) to measure student response to instruction. Current decision‐making frameworks assume students demonstrate linear growth across a school year. However, growth appears nonlinear for at least a subgroup of students. We assessed the degree to which grade two (n = 800) and grade three (n = 800) students receiving intensive interventions experienced discontinuous growth. We also explored when discontinuous growth tended to occur, and whether students improved or regressed afterward. Results indicate linear patterns were adequate for most students (80 percent). Students who showed discontinuous growth early tended to improve afterward. Conversely, students who showed discontinuous growth later tended to plateau. Findings suggest multilevel models may obscure variability in growth patterns. Practice and research implications are discussed. 相似文献
29.
Camila Caballero Ethan Scherer Martin R. West Michael D. Mrazek Christopher F. O. Gabrieli John D. E. Gabrieli 《Mind, Brain, and Education》2019,13(3):157-166
Despite increasing interest in improving academic outcomes for students by enhancing mindfulness, there is a paucity of evidence that greater mindfulness is associated with success in school. We measured mindfulness with the short‐form Mindful Attention Awareness Scale (MAAS) in over 2,000 urban students in Grades 5–8. The MAAS had good internal consistency and scale homogeneity. Greater mindfulness correlated significantly with better academic achievement as measured by grade point average and standardized tests of mathematics and literacy, greater improvement in academic performance from the prior school year, better attendance, and fewer suspensions. The relation between mindfulness and academic achievement was similar across demographic characteristics. These findings support the reliability of the MAAS as a measure of mindfulness among youth and provide initial evidence of an association between mindfulness and academic achievement. This association strengthens the rationale to explore whether mindfulness‐based interventions can enhance academic outcomes by leveraging the malleability of mindfulness. 相似文献
30.