The Use of Trait Labels in Making Psychological Inferences   总被引：7，自引：0，他引：7  

Gail D. Heyman  & Susan A. Gelman 《Child development》1999,70(3):604-619

Three studies investigated children's capacity to use trait labels as tools for making inferences about mental states. For example, knowledge that a story character is "nice" as opposed to "mean" could lead to predictions that the character would respond with greater negative affect upon discovering that his or her action had made someone upset. Study 1 (N = 48) examined whether participants (kindergartners, second graders, fifth graders, and adults) would make different psychological inferences based on whether a character was labeled as "nice" versus "mean." Study 2 (N = 30) examined the same issue with 4-year-olds using a simpler methodology. Study 3 (N = 30) extended the results of Study 2, by examining whether describing characters as "shy" versus "not shy" would lead 4-year-olds to make different mental state inferences. Taken together, these findings suggest that even for young children, trait labels can serve as a basis for making nonobvious inferences. Developmental differences are discussed.  相似文献   

Governing Chaos: Postmodern Science, Information Technology and Educational Administration     

Bill Green  Chris Bigum 《Educational Philosophy and Theory》1993,25(2):79-103

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Communicating Mathematics on the Internet: Synchronous and Asynchronous Tools     

Charles B. Hodges  Gail M. Hunger 《TechTrends》2011,55(5):39-44

Communicating and collaborating online are becoming common requirements in education. The specialized notations and symbols necessary for some content areas where mathematical expressions are part of the conversation require that users select appropriate communication tools. The purpose of this article is to describe tools that can be used for online, asynchronous or synchronous communication involving mathematical expressions.  相似文献   

Sustainability education: researching practice in primary schools     

Monica Green  Margaret Somerville 《Environmental Education Research》2015,21(6):832-845

Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainability education was found to be an emergent practice necessarily constituted in the relation between teachers, students and community members and the materialities of local places. Partnerships were found to be an essential part of integrated sustainability programmes which extended into communities and places beyond the schools. The processes of learning involved pedagogies of creative problem-solving and inquiry learning that enabled children to lead the way.  相似文献   

Teacher induction,identity, and pedagogy: hearing the voices of mature early career teachers from an industry background     

Annette Green 《Asia-Pacific Journal of Teacher Education》2015,43(1):49-60

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Training in the public sector in a period of austerity: the case of the UK     

Nick Jewson  Francis Green 《Journal of Education & Work》2015,28(3):228-249

This article examines what has happened to training in public sector organisations in the UK in a period of austerity. It draws on individual-level data collected over the period 2000–2012 and establishment-level data collected from employer surveys carried out between 2005 and 2012. To understand these data further, 75 qualitative interviews with public sector employers were carried out between mid-2010 and early 2012. This article finds that while training incidence remained relatively high in the public sector, establishment-level control over planning and funding fell faster than in the private sector. Nevertheless, the public sector ethos of serving the community along with the tradition of the public sector as a ‘good employer’ meant that the training system within public sector organisations remained largely intact, even when the availability or frequency of some courses was reduced. The result was that limited training funds were made to go further by reducing the frequency of courses, prioritising courses immediately relevant to front-line services, tightening the application of eligibility criteria among potential trainees and economising on training delivery – summed up by one respondent as ‘training smarter’.  相似文献   

The Aftermath of Hobby Lobby and Obergefell: A Reconceptualization of Religious Freedom in the United States and its Potential Implications for Public Schools and Pluralist Democracies     

Benjamin J. Bindewald  Suzanne Rosenblith  Bob Green 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):135-154

Restricting public employees' free exercise rights or the State to maintain neutrality toward religion has been longstanding precedent in the United States. It has certainly been the case in US public schools beginning in the 1940s and affirmed through the courts over and again through much of the 20th century. The aftermath of 2 recent Supreme Court decisions challenges this long-held precedent, however, as it has led to several instances in which public employees have requested religious exemptions from their professional obligations (e.g., Kentucky court clerk Kim Davis' refusal to grant marriage certificates to same-sex couples). This article provides a foundational framework for exploring the recent reconceptualization of religious freedom and its possible implications for public schools and the larger project of advancing a liberal, pluralist democracy were teachers to refuse to fulfill central elements of their job on the basis of religious objections.  相似文献   

Big ideas in social science     

Gail Edwards 《International Journal of Research & Method in Education》2017,40(2):221-222

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Mentoring Undergraduate Students     

Gloria Crisp  Vicki L. Baker  Kimberly A. Griffin  Laura Gail Lunsford  Meghan J. Pifer 《ASHE Higher Education Report》2017,43(1):7-103

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The instructional design portfolio: Software to support spelling development: An instructional media design project     

Abbie Brown  Tim Green  Hallie Kay Yopp  Ruth Helen Yopp 《TechTrends》2004,49(4):75-79

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