PYRAMIDS,PRISONS, AND PICTURESQUE HOUSING: A DISCUSSION ON DIVERSITY IN HIGHER EDUCATION     

Leo C. J. Goedegebuure  V. Lynn Meek 《Higher Education in Europe》1994,19(4):37-50

Part of what has given higher education its remarkable stability in recent years has been its diversity. From the point of view of policy, there are three kinds of diversity in higher education: systemic, programmatic, and structural. Binary higher education systems, representing a form of systemic diversification, have evolved as a response to the massification of higher education. However, because of a number of factors, the perceived ideal remains the traditional university. The non‐university components of binary systems tend increasingly to resemble universities through processes of academic drift. To prevent these processes which in fact negate many of the intentions of planned diversification, social esteem and prestige must be built into all sectors which will then have an interest in preserving their individual identities.  相似文献   

Reading our way forward: education for environmental and social justice     

Rebecca Lynn Young PhD 《Environmental Education Research》2016,22(3):444-445

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Diarrhea Management Training in Early Childhood Settings     

Scott D. Winnail  Lynn M. Artz  Brian F. Geiger  Cynthia J. Petri  Rebecca Bailey  J. W. Mason 《Early Childhood Education Journal》2001,28(4):231-236

This study addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. A baseline survey showed the prevalence of oral rehydration solution (ORS) usage at last diarrhea bout to be low. An educational workshop was developed to train parents and child care professionals on how to properly manage young children with diarrhea and reduce the risk of diarrhea spread at home and in early childhood settings. Specific intervention activities are discussed and program activities, including specially designed materials for mixing homemade ORS are described. A comparison of pre- and postintervention data indicates substantial gains in knowledge among both urban and rural populations. Implications of research findings are discussed along with suggestions for future research.  相似文献   

Home away from home: factors associated with current functioning in children living in a residential treatment setting     

Brady KL  Caraway SJ 《Child abuse & neglect》2002,26(11):1149-1163

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Validation of the early childhood attitude toward women in science scale (ECWiSS): A pilot administration     

Lynn M. Mulkey 《科学教学研究杂志》1989,26(8):737-753

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Book reviews     

Alec M. Ross  Orlando Albornoz  Geoffrey Squires  Burton R. Clark  Lynn Davies  Mark Bray 《Higher Education》1990,20(3):339-354

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The occurrence of analogies in elementary school science books     

Newton  Lynn D. 《Instructional Science》2003,31(6):353-375

An analogy is a model drawn from one contextand used to support understanding in anothercontext. This study investigates the extent towhich analogies in instructional science booksare provided by authors. The books surveyed areavailable from commercial suppliers andintended for use in the elementary schoolclassroom with 7 to 11 year old children.Eighty texts were analysed for the presence orabsence of analogies. Forty-five of the booksoffered no analogies at all. In the remainingthirty-five books, 92 analogies were found.These were classified in line with earlier workon analogies for older students by Curtis andReigeluth (1984) and the findings arediscussed. The extent to which teachers candraw upon the analogies in such texts tosupport children's understanding isconsidered.  相似文献   

Observed peer victimization during early elementary school: continuity, growth, and relation to risk for child antisocial and depressive behavior     

Snyder J  Brooker M  Patrick MR  Snyder A  Schrepferman L  Stoolmiller M 《Child development》2003,74(6):1881-1898

The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls.  相似文献   

V. Empirical Data Related to Developmental Pathways     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):76-95

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Personality,Intelligence Components and Foreign Language Attainment     

R. Graham Wilson  Richard Lynn 《教育心理学》1990,10(1):57-71

Approximately 1200 children from the Irish Republic were tested for various intelligence abilities, attainment in Irish (taught as a second language), personality traits of psychoticism, neuroticism and extroversion and attitude to learning foreign languages. Females had a significantly higher N score and had a significantly more positive attitude towards learning second languages and males had a significantly higher P score. The personality measures were not strongly related to the cognitive measures; anxiety, for example, does not appear to have an adverse effect on performance. There were low but positive correlations between attitude towards foreign language learning and the total score obtained in the Irish test. It is suggested that individuals have a more positive attitude towards subjects they are good at; hence the attitude could be influenced by innate ability. Attitude towards learning foreign languages also had low but significant correlations with some of the other cognitive tests, e.g. the English Spelling and Verbal Fluency tests. The results were very similar for both the primary and secondary school children. Age does not appear to influence personality measures during this period of childhood and adolescence.  相似文献