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41.
Marlene Schommer 《Educational Psychology Review》1994,6(4):293-319
The definition of epistemological beliefs takes on different shades of meaning from study to study; but, in general, researchers of personal epistemology are interested in what individuals believe about the source, certainty, and organization of knowledge, as well as the control and the speed of learning. Epistemological beliefs have been found to relate to reading comprehension, learning in complex and ill-structured domains, as well as learners' active participation and persistence in learning. Researchers are at odds on the issues of epistemological development and the roles that education and culture play in epistemological beliefs. 相似文献
42.
Marlene Clayton 《Higher Education》1993,25(3):363-371
The theme of Quality has been embedded in Aston University's strategic plans for long term success during a decade of change brought about by the national policy to restructure the British Higher Education system. The philosophy and techniques of Quality Management have been applied as a means of ensuring continuous improvement and progress towards Aston's mission to be a leading technological university. The strategic plan has led to major projects including academic restructuring to ensure that departments cover disciplines consistent with the mission, and the provision of a high quality support infrastructure. The plan for growth is rooted in the concepts of understanding who the customers are, in understanding their needs and serving them well. The formation of a Quality Council has marked a further stage in the realisation of an integrated Quality Management programme. The purpose of the Council is to review the University's processes and Critical Success Factors in order to identify key areas for improvement. An extensive education and training programme has been launched and there has been experimentation with the vital Quality Management technique of Quality Function Deployment. 相似文献
43.
This study examined the nature of social conflict occurring spontaneously during children's play. Preschoolers' (mean age = 53.9 months) differential conflict behavior with their friends and acquaintances was analyzed by use of relationship status as a within-subjects factor. Children behaved differently when interacting with their friends than they did with acquaintances. Conciliatory gestures (e.g., compromise, apology) were used more often with friends than with acquaintances. Conciliatory gestures were more likely than yields to lead to peaceful outcomes. However, yields were used most often by the children. Yet, no matter what resolution strategy was used, friends were more likely to remain together after conflict than acquaintances were. Because friendships are important to them, children must learn ways to maintain interaction despite conflict. Conflict resolution strategies among peers begin to emerge in the preschool years, first within friendly relationships. It is suggested that rather than using direct intervention, teachers should indirectly facilitate the development of such strategies. 相似文献
44.
48 1- and 48 2-year-olds were observed in groups of 3 for 25 min on 2 consecutive days, once with ample resources and once with scarce resources. The triads were composed of either 2 girls and a boy or 2 boys and a girl, and duplicate copies of toys were available for half the groups. Their conflicts contained interpersonal features and were more affected by social influences than by the availability of resources. Contrary to expectations, scarcity of resources did not result in increased conflict. In fact, 2-year-olds were more likely to resolve conflict by sharing when toys were scarce. The provision of duplicates decreased the probability of conflict, but many conflicts occurred even when a duplicate was easily accessible. The form of conflict depended on the children's age and the gender composition of the group. Older children and groups dominated by boys, relative to younger children and groups dominated by girls, were less likely to use force and more likely to resolve disputes in prosocial ways. Taken together, these findings provide further evidence for the social nature of conflict in the first few years of life. 相似文献
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47.
Larisa Shambaugh Cheryl Graczewski Susan Bowles Therriault Marlene J. Darwin 《Journal of Education for Students Placed at Risk》2013,18(1):59-74
The current education policy environment places a heavy emphasis on scientifically based research. This article examines how whole school improvement models approach the development of a research agenda, including what influences and challenges model providers face in implementing their agenda. Responses also detail the advantages and disadvantages model providers see in using internal and external research teams to carry out their research agenda. In addition, the article addresses common themes about how model providers believe their research agenda interacts with the public realm, including how education consumers use research in selecting a whole school improvement model and how their models are portrayed in systematic reviews of their models' research. 相似文献
48.
In this article, we discuss the necessary components for successfully creating and implementing a chief diversity officer
(CDO) position within a four-year public institution. We explore information about critical stages of the process such as
the creation of the position, the recruitment process, and compatibility with the institution’s mission. Our research emphasizes
the need for modeling intercultural competence at all stages of the process. We underscore the significance of infusing institutional
values into a position that is meaningful to all constituencies. We suggest ways of keeping the politics, structures, and
culture of readers’ own institutions at the forefront of the planning and implementation process. 相似文献
49.
Stanley P. Sady Mark P. Savage Wade H. Thomson Marlene M. Petratis 《Research quarterly for exercise and sport》2013,84(3):302-304
Abstract When subjects make simultaneous aiming movements of the upper limbs over different distances, assimilation effects are shown; the shorter distance limb overshoots when paired with a longer distance limb. However, it is not known whether assimilation effects are due to variations in distance per se or to variations in target location. To separate the possible influences of distance and location, 60 subjects made rapid bimanual aiming movements in one of four conditions. The two different-distance groups made a 20° movement in the left hand and a 60° movement in the right hand to either the same or different target locations. The comparison groups moved 20° in each limb. Somewhat surprisingly, spatial assimilations were greater when moving different distances to the same, rather than different, target locations, which suggests interlimb differences in distance mediate assimilation effects rather than target location. Temporal assimilations were greater when distance and location were varied, but the assimilations were not related to interlimb differences in velocity, as predicted by Marteniuk and MacKenzie (1980). 相似文献
50.