Wrestling Educational Demons     

Grant E. Mabie 《The Educational forum》2013,77(1):94-95

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Camping for Pre‐Adolescents     

William Clayton Bower 《Religious education (Chicago, Ill.)》2013,108(3):216-218

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Institutional Mergers in Australian Higher Educaiton since 1960     

Grant Harman 《Higher Education Quarterly》2000,54(4):343-366

For the past forty years, institutional mergers have been a major and controversial theme in Australian higher education. Three main phases of major mergers are reviewed with particular attention being paid to reasons for merger, success factors, and longer term results. While merger experiences have often been traumatic for participants and participating institutions, on balance the longer term results have been positive, producing a university system today comprising relatively large and comprehensive institutions, well suited to compete in the new internationally competitive environment.  相似文献   

An avian perspective on simulating other minds     

Nathan J. Emery  Nicola S. Clayton 《Learning & behavior》2016,44(3):203-204

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Education, the life course and research     

Gordon Grant 《British Journal of Special Education》1999,26(2):71-75

Gordon Grant, Professor of Cognitive Disability at the University of Sheffield, continues the New Professor series by considering education, the life course and adulthood for people with learning disabilities. He takes up themes rehearsed by Roy McConkey in an earlier edition of the Journal (1998) and raises questions for research and development.  相似文献   

Restorying Jewish Lives Post Adult Bat Mitzvah     

Lisa D. Grant 《Journal of Jewish Education》2013,79(2):34-51

I Approach the Issue of bureau responsibilities from the vantage point of a community social worker. As such, I will focus on the sociology of education, rather than on education itself and will attempt to deal with issues of social policy and organizational behavior.  相似文献   

Self‐regulation strategies improve self‐discipline in adolescents: benefits of mental contrasting and implementation intentions     

Angela Lee Duckworth  Heidi Grant  Benjamin Loew  Gabriele Oettingen  Peter M. Gollwitzer 《教育心理学》2011,31(1):17-26

Adolescents struggle with setting and striving for goals that require sustained self‐discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the action one will take when a goal‐relevant opportunity arises, represent a strategy shown to increase goal attainment when commitment is high. This study tests the effect of mental contrasting combined with implementation intentions (MCII) on successful goal implementation in adolescents. Sixty‐six 2nd‐year high school students preparing to take a high‐stakes exam in the fall of their third year were randomly assigned to complete either a 30‐minute written mental contrasting with implementation intentions intervention or a placebo control writing exercise. Students in the intervention condition completed more than 60% more practice questions than did students in the control condition. These findings point to the utility of directly teaching to adolescents mental contrasting with implementation intentions as a self‐regulatory strategy of successful goal pursuit.  相似文献   

Developmental continuity in theory of mind: speed and accuracy of belief-desire reasoning in children and adults     

Apperly IA  Warren F  Andrews BJ  Grant J  Todd S 《Child development》2011,82(5):1691-1703

On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult participants completed simple, computer-based tests of belief-desire reasoning, which recorded response times as well as error rates. Both measures suggested that, like young children, older children and adults find it more difficult to reason about false belief and negative desires than true beliefs and positive desires. It is argued that this developmental continuity is most consistent with either executive competence or executive performance accounts of the development of belief-desire reasoning.  相似文献   

Achievement of English as New Language Learners in Monitor Status: A Cross Sector Comparison from Denver     

Grant Clayton  Christina Clayton  Dick M. Carpenter III  Gregory B. Ecks 《Journal of School Choice》2019,13(1):58-75

This study uses administrative data to measure the effect of attending a charter school in Denver, Colorado on the achievement of reclassified English as New Language (ENL) students during their monitor period in the mainstream classroom environment. We utilize school choice data from Denver’s Common Enrollment System (CES) to control for each school a family selected entering grade six, a typical time for a structural move, in order to better control of unobserved variable bias. Results indicate charter attendance increases achievement in mathematics and English on state testing. Charter school success in the CES environment provides insights for districts serving large numbers of ENL students.  相似文献   

Developing and evaluating an interactive information skills tutorial     

Grant MJ  Brettle AJ 《Health information and libraries journal》2006,23(2):79-86

OBJECTIVE: To develop and evaluate a web-based interactive information skills tutorial integrated into the curriculum. To determine whether the tutorial was acceptable to students and explore the use of a skills assessment tool in identifying whether the tutorial improved skills. METHODS: The development of a tutorial on OVID medline to teach transferable information skills. A small cohort study to evaluate students' views on the tutorial and its effects on information skills. RESULTS: Thirteen objective assessments were usable. There was a statistically significant improvement in mean final assessment scores, compared with mean pre-training scores, F(2,14) = 11.493, P = 0.001. Eleven (85%) students had improved their overall information skills. The improvement in overall searching skills was enhanced by referral to the tutorial. CONCLUSIONS: The tutorial was successfully developed and integrated into a Masters programme curriculum. In this setting, it appears to reinforce active learning, and was well received by students, who developed core generic searching skills and demonstrated improved information skills in the short and longer term. Students could use the tutorial for revision and study at a time and place of their choosing. Further evaluation is required to assess the impact of using the tutorial with large groups of students, and as a stand-alone teaching medium.  相似文献