The determination of total sulphur in India rubber     

C.E. Waters  J.B. Tuttle 《Journal of The Franklin Institute》1912,173(3):295-296

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Children's and parents’ perspectives on the purposes of playschool in Iceland     

Johanna Einarsdottir 《International Journal of Educational Research》2008,47(5):283-291

Twenty-two 5- and 6-year-old children and their parents in one playschool in Reykjavik participated in this study designed to shed light on children's and parents’ views about their early childhood program. Group interviews, children's photographs, children's drawings, and a questionnaire administered as a game were used to elicit children's perspectives and opinions. Findings revealed considerable agreement between parents and their children about playschool as a safe haven for children and about the importance of playschool in education and life-long learning. Both groups reported that playschool emphasised learning rules for behaviour, communication, and play. Of their playschool experiences, children placed highest value on friendships with peers, freedom to choose what to do, and playing. Parents’ priorities included having their children learn to interact well with others; show respect, affection, and honesty; and gain self-confidence and positive self-image. Both parents and children viewed playing and outdoor activities as important parts of playschool life.  相似文献   

Is it believable when it's scientific? How scientific discourse style influences laypeople's resolution of conflicts     

Rainer Bromme  Lisa Scharrer  Marc Stadtler  Johanna Hmberg  Ronja Torspecken 《科学教学研究杂志》2015,52(1):36-57

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Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators          下载免费PDF全文

Jaana Viljaranta  Kaisa Aunola  Sari Mullola  Johanna Virkkala  Riikka Hirvonen  Eija Pakarinen  Jari‐Erik Nurmi 《Child development》2015,86(4):1191-1209

The present study followed 156 Finnish children (M_age = 7.25 years) during the first grade of primary school to examine to what extent parent‐ and teacher‐rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade.  相似文献   

LeaD-In: a cultural change model for peer review of teaching in higher education     

A. Barnard  R. Nash  K. McEvoy  S. Shannon  C. Waters  S. Rochester 《高等教育研究与发展》2015,34(1):30-44

Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.  相似文献   

Democracy,caring and competence: values perspectives in ECEC curricula in the Nordic countries     

Johanna Einarsdottir  Anna-Maija Purola  Eva Marianne Johansson  Stig Broström  Anette Emilson 《International Journal of Early Years Education》2015,23(1):97-114

The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. The study applies Habermas’s theoretical ideas of communicative actions, lifeworld, and the system. Here the focus is on the system level, namely, values in national curriculum guidelines that serve as the basis of pedagogical practices in preschools in the Nordic countries. Thematic research analysis described by Braun and Clarke inspired the qualitative analysis of the documents. In addition, a quantitative language-based approach was applied to the study. Keywords related with democratic, caring and competence values were selected. The findings reveal different dimensions and meanings of the three value fields, such as democracy as being and/or becoming; care as fulfilment of basic needs and an ethical relationship; and competence values as learning for sociality and academic skills.  相似文献   

Value in Education     

Johanna Burgess 《Journal of Philosophy of Education》1974,8(1):7-29

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Attachment Behavior at Home and in the Laboratory: Q-Sort Observations and Strange Situation Classifications of One-Year-Olds   总被引：8，自引：0，他引：8  

Brian E. Vaughn  Everett Waters 《Child development》1990,61(6):1965-1973

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Sign language and the brain: a review   总被引：1，自引：0，他引：1  

Campbell R  MacSweeney M  Waters D 《Journal of deaf studies and deaf education》2008,13(1):3-20

How are signed languages processed by the brain? This review briefly outlines some basic principles of brain structure and function and the methodological principles and techniques that have been used to investigate this question. We then summarize a number of different studies exploring brain activity associated with sign language processing especially as compared to speech processing. We focus on lateralization: is signed language lateralized to the left hemisphere (LH) of native signers, just as spoken language is lateralized to the LH of native speakers, or could sign processing involve the right hemisphere to a greater extent than speech processing? Experiments that have addressed this question are described, and some problems in obtaining a clear answer are outlined.  相似文献   

Parental socialization, vagal regulation, and preschoolers' anxious difficulties: direct mothers and moderated fathers   总被引：1，自引：0，他引：1  

Hastings PD  Sullivan C  McShane KE  Coplan RJ  Utendale WT  Vyncke JD 《Child development》2008,79(1):45-64

Parental supportiveness and protective overcontrol and preschoolers' parasympathetic regulation were examined as predictors of temperamental inhibition, social wariness, and internalizing problems. Lower baseline vagal tone and weaker vagal suppression were expected to mark poorer dispositional self-regulatory capacity, leaving children more susceptible to the influence of parental socialization. Less supportive mothers had preschoolers with more internalizing problems. One interaction between baseline vagal tone and maternal protective overcontrol, predicting social wariness, conformed to the moderation hypothesis. Conversely, vagal suppression moderated several links between paternal socialization and children's anxious difficulties in the expected pattern. There were more links between mothers' self-reported parenting and child outcomes than were noted for direct observations of maternal behavior, whereas the opposite tended to be true for fathers.  相似文献