Behavioral and Contextual Manifestations of Parenting Stress in Mother-Child Dyads     

Peter J. LaFreniere  Jean E. Dumas 《Early education and development》1995,6(1):73-91

Extensive data from mother-child interaction in the laboratory, teacher reports of child behavior problems in the preschool and maternal reports of child behavior problems, marital satisfaction, depression, social insularity, and other contextual risk factors were used to (1) describe the behavioral and contextual manifestations of parenting stress, (2) empirically investigate different cutoff points using the Parenting Stress Index (PSI; Abidin, 1990), and (3) validate a new French translation of the PSI Groups of mothers were formed on the basis of PSI percentile scores using cutoffs of 90% (Very High), 80-90% (High), 20-80% (Average) and 0-20% (Low) in order to determine the levels of parenting stress associated with the various risk factors assessed. Base rates and conditional probabilities were calculated to assess the extent to which mother and child responded contingently to each other's behaviors and affect during a problem-solving task . Results showed that (1) maternal behavior was more associated with total parenting stress than child behavior. (2) parenting stress was clearly associated with child's behavior problems in the home and classroom; (3) parenting stress was consistently associated with other risk factors; and (4) very highly stressed mothers appeared to be at significantly greater risk than high stressed mothers in terms of their social adaptation and emotional well being, as well as that of their preschool children.  相似文献   

Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy   总被引：1，自引：0，他引：1  

Jean Schmittau 《European Journal of Psychology of Education - EJPE》2004,19(1):19-43

The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical theory (V.V. Davydov’s mathematics program), and to illustrate the manner in which Davydov’s program virtually obliterates the conceptual-procedural division that has fueled the current “math wars”. Both constructivism and Davydov’s approach emphasize the active character of students’ acquisition of mathematical concepts. Constructivists, however, begin the instructional process from the children’s preexistent concepts while Vygotskians reorient it toward acquisition of what Vygotsky defined as “scientific” rather than “spontaneous, everyday” concepts. A three-year study of the implementation of Davydov’s elementary mathematics program in a school setting in the US found that the American children overcame the initial challenges of the program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of Davydov’s program, which constitutes its major value and educational significance.  相似文献   

Publications of economists in relation to journals,schools, and dissertations     

Jean D. Gibbons  Mary Fish 《Research in higher education》1988,28(4):357-366

Many regional and state universities now regard research and scholarship as well as teaching as a focal activity of their faculty. However, as yet, their doctoral degree recipients have not displayed the research prowess of graduates of the major national universities. This longitudinal study of a random sample of 512 Ph.D. economists found that 34% have published at least one article in the 260 journals referenced in theJournal of Economic Literature. Those economists writing their dissertations in the field of general economics had a higher tendency to publish than those in other fields. Graduates of the 10 highest-ranked schools published 38.8% of all journal articles between 1969 and 1986, while graduates of the top 20 schools published 65.2% of the articles. Graduates of the top 20 schools published at least 20% more than other graduates. In addition, graduates of the top 20 schools published an average of 2.28 articles, which is at least 38% more than the average for graduates of lower-ranked schools. It is probable that the much better publication record of top-school graduates in academic careers is explained by a host of factors, including level of training, old school ties and contacts, as well as employment in top-ranked research-supporting schools.  相似文献   

Using Concept Maps in Teaching Operations Management Courses     

Jean C. Essila  Farouq Alhourani  Jaideep Motwani 《Decision Sciences Journal of Innovative Education》2021,19(1):15-39

Teaching quantitative subjects such as operations management (OM) can be quite challenging. In this article, we present a novel approach that uses simplified concept maps for teaching OM. This application of concept maps was investigated to determine if it helps students to answer questions and to solve OM problems more effectively. Our study used a controlled experimental design with students divided into two groups, one taught using concept maps and another group taught using traditional techniques. Student learning was measured with pre‐ and posttests consisting of both multiple‐choice and constructed‐response items. The performance of the two groups was compared using an independent samples t‐test and analysis of covariance to control for the covariate “pretest.” The results indicate that use of simplified concept mapping significantly improved student learning of OM course material. We therefore recommend its adoption as an active‐learning pedagogical technique that can lead to positive change in the OM classroom.  相似文献   

ECH-931长程治疗对老年性痴呆的分子基因药效学研究     

吴正治  Andrew  C．J．Huang  Jean  de  Vellis 《深圳特区科技》2005,(11):84-105

阿尔茨海默病（AD）是最常见的与年龄有关的神经退行性疾病。全世界约15％的65岁以上人群和30％的80岁以上老人患有AD。AD的病因仍未明确，目前尚无有效的预防和治疗方法。随着人类社会的老龄化，本病已成为一个世界性的重大医学和社会难题。 许多证据显示β-淀粉样肽在阿尔茨海默病（AD）的病因学和／或病程发展中起着关键作用。很多研究提示β-淀粉样肽的神经毒性与氧的负荷和自由基损伤密切相关。最近的研究表明，NF-κB在神经元存活和突触的可塑性方面发挥重要作用，CREB是长时程记忆（LTM）和长时程增强效应（LTP）的必要基因开关。 本研究观察了科研新药ECH-931对β-淀粉样肽1-40，β-淀粉样肽25-35和H2O2所诱导的B104中枢神经系神经元细胞株神经毒性的预防和治疗作用。ECH-931的低，中，高实验浓度分别为50μg／ml，100μg／ml和150／200μg／ml，用ECH-931处理的方案如下：细胞经ECH-931预处理3天后，用ECH-931和H2O2（100-200μM）共同处理3—12小时，以观察ECH-931对H2O2神经毒性的防治效果；细胞经ECH-931预处理3天后，用ECH-931和Abeta 1-40（10μM）处理48小时来预防性治疗Abetal-40的神经毒性；在细胞暴露于Abeta25-35（25μM）8小时后再用ECH-931处理48小时（经ECH-931和Abeta 25-35共同处理48小时）以观察ECH-931对Abeta神经毒性的治疗作用：在NF-κB和CREB基因转染后以ECH-931处理5天，以观察ECH-931对NF-κB和CREB基因表达的影响；在NF-κB基因转染并加Abeta 1-40（5uM）后以ECH-931处理3天，以观察ECH-931拮抗Abeta 1-40对NF-κB基因表达影响的效果。 结果表明：经ECH-931（50-200μg／ml）预处理和共同处理B104神经元能完全拮抗β-淀粉样肽1-40（10μM）诱导的神经毒性（P〈0．05-0．01）；用ECH-931（50-200μg／ml）治疗性处理能显著阻止由β-淀粉样肽25-35（25μM）诱导的B104神经元细胞死亡／凋亡（P〈0．05—0．01）；用ECH-931（50—200μg／ml）预处理和共同处理能显著保护由H2O2（100—200μM）诱导的B104神经元细胞死亡／凋亡；用ECH-931（50-150μg／ml）治疗性处理能显著上调在B104CNS神经元细胞中转染基因NF-κB和CREB的表达（P〈0．05-0．01）；ECH-93150-150μg／ml能拮抗由β-淀粉样肽1-40诱导的NF-κB表达抑制（P〈0．01）。并且，所有ECH-931的处理效应都呈现剂量依赖性（P〈0．05-0．01）。 基于以上研究结果，我们认为ECH-931能保护（预防和治疗）神经元免受由β-淀粉样肽诱导的神经毒性。其机制与拮抗活性氧／氢氧根自由基损伤和激活NF-κB细胞存活信号通路有关。ECH-931治疗AD的另一个重要机理可能是它能调节CREB的表达，而CREB是长期记忆的基因开关。ECH-931的神经元保护效应尤其是其阻止β-淀粉样肽诱导的毒性和细胞死亡的效力显示出它治疗神经退行性疾病（如AD）的潜力，具有重要的研究开发价值和广阔的应用前景。  相似文献   

A nuanced critical realist approach to educational policy and practice development: Redefining the nature of practitioners’ agency     

Jean Pierre Elonga Mboyo 《Educational Philosophy and Theory》2019,51(8):815-828

In an age of nationalisation of international educational (leadership) policy, or vice versa, the politics and conflicts behind such policies often take centre stage to the detriment of (research-based) professional expertise. In response, this article develops a nuanced critical realism to propose a practice-based development and implementation of educational (leadership) policy reforms. Based on empirical reports of head teachers’ subversive practice, the article concludes by highlighting that professional expertise is a central component, dubbed ‘formless capability’ (potency), that all stakeholders use to turn policy intentions into policy actions (Actuality). Actuality consists of the three traditional domains of critical realism – the real, the actual and the empirical – whose importance is derived from whether it is a means to (incomplete action) or an end in itself (complete action). It is argued here that empirical experiences of leading schools are the stage of actuality that is directly linked to the complete action of students’ learning and, therefore, stands the most chance of being faithfully and successfully embedded and implemented. Policy mechanisms, therefore, need to reflect such research-based knowledge.  相似文献   

Students and the Governance of Higher Education: A UK perspective     

Rodgers  Timothy  Freeman  Rebecca  Williams  James  Kane  David 《Tertiary Education and Management》2011,17(3):247-260

Tertiary Education and Management - In the United Kingdom, the higher education landscape has undergone a transformation since the late 1980s as seen in the “massification” of higher...  相似文献   

The generalizability of student ratings of instructors: Item specificity and section effects     

Terence J. Crooks  Michael T. Kane 《Research in higher education》1981,15(4):305-313

A number of recent studies have used generalizability theory to examine the dependability of student ratings of instruction. This study extends this line of research by examining the consistency of ratings between different sections of a course taught in a given semester by the same instructor, and by comparing the performance of global- and attribute-type instructor rating items. Five samples of physics instructors, varying in size from 5 to 12 instructors, were rated by their students on a form containing two global and eight attribute items. Each instructor taught two sections of a course. The study found that the section effect was small (ratings of instructors were consistent across different sections of the same course), and that the generalizability of ratings was substantially influenced by item specificity. For summary purposes, one global item seemed sufficient.  相似文献   

Inferences About Variance Components and Reliability-Generalizability Coefficients in the Absence of Random Sampling     

Michael Kane 《Journal of Educational Measurement》2002,39(2):165-181

Generalizability theory (G theory) employs random-effects ANOVA to estimate the variance components included in generalizability coefficients, standard errors, and other indices of precision. The ANOVA models depend on random sampling assumptions, and the variance-component estimates are likely to be sensitive to violations of these assumptions. Yet, generalizability studies do not typically sample randomly. This kind of inconsistency between assumptions in statistical models and actual data collection procedures is not uncommon in science, but it does raise fundamental questions about the substantive inferences based on the statistical analyses. This article reviews criticisms of sampling assumptions in G theory (and in reliability theory) and examines the feasibility of using representative sampling, stratification, homogeneity assumptions, and replications to address these criticisms.  相似文献   

A Strategy for Examining the Validity of Job Analysis Data     

Dean A. Colton  Michael T. Kane  Carole Kingsbury  Carmen A. Estes 《Journal of Educational Measurement》1991,28(4):283-294

  相似文献