It isn’t true, it isn’t new, we knew it all along     

Marion Blute 《Metascience》2012,21(2):379-382

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Standard electrical cells     

Marion Eppley 《Journal of The Franklin Institute》1926,201(1):17-46

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Successful in Science Education and Still Popular: A pattern that is possible in China rather than in Germany or Russia     

Marion Händel  Xiaoju Duan  Margaret Sutherland  Albert Ziegler 《International Journal of Science Education》2013,35(6):887-907

Across several countries, science is often regarded as unpopular and a male-dominated domain. Furthermore, the number of students who are interested in science education or intend to work in the field of science is relatively low. This might be due to expectations adolescents hold towards science and successful scientists. The current cross-national study investigates the expectations of students in relation to highly achieving peers in science education in the three countries China, Germany and Russia (N?=?420). Students were asked to indicate their expectations about two fictitious new classmates with respect to three categories: intelligence, social competence and eagerness. Besides national differences, differences concerning the gender of the participating students, the gender of the target students (fictitious highly achieving students in science education) and interaction effects were investigated. Whereas the effects of gender and target gender are inconsistent and negligible, there are significant national differences. Notably, Chinese students hold the most positive expectations about successful peers in science education. The results are discussed with regard to possible explanations and educational consequences.  相似文献   

Gestalten Practice Pattern Selection: Methodology and Task Structure     

Marion Lee Johnson 《Quest (Human Kinetics)》2013,65(1):56-64

Graduate programs will be appropriate if we maintain the integrity of graduate study by insisting on a major emphasis on research by graduate students and faculty. Graduate programs will be undesirable if we award graduate degrees for what should be undergraduate programs, and/or if faculty become so involved in undergraduate or service programs that there is no ongoing focused scholarly activity. To continue to argue about the relative importance of service, practitioner preparation, and research objectives in graduate education will cause ongoing division, resulting in faltering steps toward the future. On the other hand, minor cosmetic changes aimed at achieving the image of a unified graduate program will produce stumbling attempts to go forward. Marching together boldly into the future requires respect for different missions at different levels and doing well what needs to be done by the practitioner, in undergraduate and in graduate programs. At the graduate level, it means taking seriously our mission to acquire better estimates of the truth. Three ideas that will assist that inquiry are to define graduate study in terms of (a) an extension of research, (b) relevant independent study, and (c) the kind of depth that promotes an appreciation of the breadth and interrelatedness of all aspects of our field.  相似文献   

Accuracy of Tri-Axial Cinematographic Analysis in Determining Parameters of Curvilinear Motion     

Mr. Marion L. Noble  Dr. David L. Kelley 《Research quarterly for exercise and sport》2013,84(3):643-645

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African American and European American Mothers' Beliefs about Negative Emotions and Emotion Socialization Practices     

Nelson JA  Leerkes EM  O'Brien M  Calkins SD  Marcovitch S 《Parenting, science and practice》2012,12(1):22-41

OBJECTIVE: Mothers' beliefs about their children's negative emotions and their emotion socialization practices were examined. DESIGN: Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children's negative emotions, and mothers' emotion teaching practices were observed. RESULTS: African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children's negative emotions than European Americans and more nonsupportive responses to children's anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers' responses to negative emotions were explained, in part, by mothers' beliefs about emotions. CONCLUSIONS: Differences in beliefs and practices may reflect African American mothers' efforts to protect their children from discrimination.  相似文献   

Unslakable residue in quicklime     

Marion Eppley 《Journal of The Franklin Institute》1928,206(3):383-384

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French-Arab students and verbal intellectual performance: Do they really suffer from a negative intellectual stereotype?     

Cindy Chateignier  Marion Dutrévis  Armelle Nugier  Peggy Chekroun 《European Journal of Psychology of Education - EJPE》2009,24(2):219-234

Stigmatized group membership leads to deleterious consequences for individuals. More specifically, according to stereotype threat literature, the awareness of negative intellectual stereotypes can impair stereotyped group members’ performance. Based on this framework, two studies were designed to explain the lower grades obtained by French-Arab students, compared to French students. An Implicit Association Test (Study 1) revealed that native French students automatically expressed a negative stereotype regarding French-Arab students’ intellectual abilities. The second study (Study 2) examined whether this negative stereotype could alter French-Arab students’ intellectual performance in a threatening context. As expected, French-Arab students underperformed when the verbal task was presented as a measure of intellectual ability, compared to French students. When the task was presented as non-diagnostic, their performance equaled that of French students. The discussion herein addressed implications of these results in terms of discrimination against the French-Arab population.  相似文献   

Moving Toward a Comprehensive Assessment System: A Framework for Considering Interim Assessments   总被引：2，自引：0，他引：2  

Marianne Perie  Scott Marion  Brian Gong 《Educational Measurement》2009,28(3):5-13

Local assessment systems are being marketed as formative, benchmark, predictive, and a host of other terms. Many so-called formative assessments are not at all similar to the types of assessments and strategies studied by   Black and Wiliam (1998)   but instead are interim assessments. In this article, we clarify the definition and uses of interim assessments and argue that they can be an important piece of a comprehensive assessment system that includes formative, interim, and summative assessments. Interim assessments are given on a larger scale than formative assessments, have less flexibility, and are aggregated to the school or district level to help inform policy. Interim assessments are driven by their purpose, which fall into the categories of instructional, evaluative, or predictive. Our intent is to provide a specific definition for these "interim assessments" and to develop a framework that district and state leaders can use to evaluate these systems for purchase or development. The discussion lays out some concerns with the current state of these assessments as well as hopes for future directions and suggestions for further research.  相似文献   

Developing Adaptive Teaching Competency through coaching     

Franziska Vogt  Marion Rogalla   《Teaching and Teacher Education》2009,25(8):1051-1060

The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group. Teachers receiving the coaching increased their Adaptive Teaching Competency with regard to planning and their students showed a higher learning outcome compared to the control group.  相似文献