Book Reviews     

William D. Taylor  Harold E. Hill  John C. Belland 《Educational technology research and development : ETR & D》1982,30(3):186-189

  相似文献   

Studieren an der Berufsakademie oder an der Universität, Fachhochschule oder Pädagogischen Hochschule?     

PD Dr. Ulrich Trautwein  Kai Maaz  Oliver Lüdtke  Gabriel Nagy  Nicole Husemann  Rainer Watermann  Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2006,9(3):393-412

Beim übergang von der Schule auf die Universit?t müssen sich Abiturienten u.a. für einen bestimmten Hochschultypus entscheiden. Der Fokus in diesem Beitrag liegt auf der sogenannten Berufsakademie, die in einigen Bundesl?ndern eine interessante, aber wenig beachtete Alternative zu Universit?t, Fachhochschule und P?dagogischer Hochschule darstellt. Anhand einer gro?en L?ngsschnittstudie, die in Baden-Württemberg durchgeführt wird, werden der Leistungsstand, der famili?re Hintergrund, die beruflichen Interessen und die Studienwahlmotive von (künftigen) Studierenden an den verschiedenen Hochschultypen untersucht. Berufsakademien erwiesen sich insbesondere für Abiturienten mit weniger günstigem famili?ren Hintergrund und dem Wunsch, rasch finanziell unabh?ngig zu sein, sowie für Absolventen beruflicher Gymnasien als attraktive Alternative zur Universit?t. Berücksichtigt man die schulische Herkunft (berufliches vs. allgemeinbildendes Gymnasium), so fanden sich ?hnliche kognitive Eingangsvoraussetzungen bei Studierenden wirtschaftswissenschaftlicher F?cher an Berufsakademie, Fachhochschule und Universit?t.  相似文献   

The understanding in science test as a measure of piagetian level of intellectual development     

A. J. D. Blake  D. M. Hill 《Research in Science Education》1980,10(1):83-91

Conclusion The purpose of this paper is not to denigrate pencil-and-paper tests of intellectual capabilities. The Understanding in Science Test, if it were not for its reliability problems, may be a useful test of intellectual processing. It appears not to be a successful analogue to clinically-administered Piagetian tasks. The same may be said of the other written or group tests of this nature. If they are reliable, they may provide useful measures of intellectual ability. Our research, though, suggests that, for junior high school students and younger, they may not possess high concurrent validity with Piagetian tasks.  相似文献   

World public expenditure: Education and armaments, 1965–74     

Gabriel Carceles 《Prospects》1977,7(4):581-587

  相似文献   

Cognitive strategies and learning from the world wide web   总被引：14，自引：0，他引：14  

Janette R. Hill  Michael J. Hannafin 《Educational technology research and development : ETR & D》1997,45(4):37-64

  相似文献   

Non stop university characteristics of a global learning community     

Thomas P. Hill 《Performance Improvement》2004,43(2):29-37

  相似文献   

Environmental and Genetic Variance in Children's Observed and Reported Maladaptive Behavior   总被引：1，自引：0，他引：1  

Leslie D. Leve  Allen A. Winebarger  Beverly I. Fagot  John B. Reid  H. Hill Goldsmith 《Child development》1998,69(5):1286-1298

The genetic and environmental contributions to children's maladaptive behavior are assessed in a sample of 154 twin pairs (77 MZ twin pairs and 77 DZ twin pairs), who range in age from 6 to 11 years. To bridge the strengths of behavioral genetic methods and environmental assessment techniques, we use a multimethod, multimeasure approach to data collection, and analyze the data using behavioral genetic modeling techniques. Results indicate that genetic variation accounts for a majority of the variance in parent-reported child maladaptive behavior (average = 62%). One parent-report measure also suggests a smaller, significant contribution of shared environmental variance. In contrast to the parental ratings, the observational coding and global impressions of parent-twin interactive behavior suggest that shared environment is the primary source of variance accounting for parent and child maladaptive behavior. This is due, in part, to the direct influence one's interactive partner has on the expression of maladaptive behavior in an interactive setting. When controlling for the co-participant's behavior, genetic variation increases and shared environmental variation decreases.  相似文献   

Attachment and Adolescent Psychosocial Functioning   总被引：9，自引：1，他引：8  

Joseph P. Allen  Cynthia Moore  Gabriel Kuperminc  Kathy Bell 《Child development》1998,69(5):1406-1419

To explore the meaning and function of attachment organization during adolescence, its relation to multiple domains of psychosocial functioning was examined in a sample of 131 moderately at-risk adolescents. Attachment organization was assessed using the Adult Attachment Interview; multiple measures of functioning were obtained from parents, adolescents, and their peers. Security displayed in adolescents' organization of discourse about attachment experiences was related to competence with peers (as reported by peers), lower levels of internalizing behaviors (as reported by adolescents), and lower levels of deviant behavior (as reported by peers and by mothers). Preoccupation with attachment experiences, seen in angry or diffuse and unfocused discussion of attachment experiences, was linked to higher levels of both internalizing and deviant behaviors. These relations generally remained even when other attachment-related constructs that had been previously related to adolescent functioning were covaried in analyses. Results are interpreted as suggesting an important role for attachment organization in a wide array of aspects of adolescent psychosocial development.  相似文献   

Values education: the Australian experience     

Brian V. Hill 《Prospects》1998,28(2):172-191

  相似文献   

Reflections on the Outsider Within   总被引：1，自引：1，他引：0  

Patricia Hill Collins 《Journal of Career Development》1999,26(1):85-88

  相似文献