Personality characteristics of students enrolled in an elective studies degree program     

Miriam Kragness  Darwin D. Hendel 《Innovative Higher Education》1977,2(2):81-89

Personality characteristics of students choosing an elected studies degree option are compared with characteristics of conventional degree candidates on the Omnibus Personality Inventory (OPI). The current status of nontraditional degree programs is briefly reviewed. Results are discussed in terms of published findings for three other student groups: students in other nontraditional degree programs, students who withdraw voluntarily, and upperclass students. Elected studies students are found to have in common with all three groups the general characteristics of intellectual liberalism. The comparison with traditional students in this study shows differences between the two groups on 7 of 14 OPI scales, with the most outstanding differences being the degree of intellectual liberalism. A finding unique to this study appears to be the greater degree of self-confidence shown by the elected studies students. Several explanations are proposed for this result.  相似文献   

A Change in Teacher‐Child Interaction Through Paradoxical Intervention     

Malka Margalit  Miriam Caspi 《International Journal of Disability, Development & Education》1985,32(1):41-45

The aim of this case study is to describe an intervention program using paradoxical strategies to help a teacher cope with hyperactivity in the classroom. In line with the ecological model, the focus of change is not the hyperactive child, but the teacher; the study provides a novel perspective on the work of the school psychologist.  相似文献   

How money matters for young children's development: parental investment and family processes   总被引：5，自引：0，他引：5  

Yeung WJ  Linver MR  Brooks-Gunn J 《Child development》2002,73(6):1861-1879

This study used data from the Panel Study of Income Dynamics and its 1997 Child Development Supplement to examine how family income matters for young children's development. The sample included 753 children who were between ages 3 and 5 years in 1997. Two sets of mediating factors were examined that reflect two dominating views in the literature: (1) the investment perspective, and (2) the family process perspective. The study examined how two measures of income (stability and level) were associated with preschool children's developmental outcomes (Woodcock-Johnson [W-J] Achievement Test scores and the Behavior Problem Index [BPI]) through investment and family process pathways. Results supported the hypothesis that distinct mediating mechanisms operate on the association between income and different child outcomes. Much of the association between income and children's W-J scores was mediated by the family's ability to invest in providing a stimulating learning environment. In contrast, family income was associated with children's BPI scores primarily through maternal emotional distress and parenting practices. Level of income was associated with W-J letter-word scores and income stability was associated with W-J applied problem scores and BPI, even after all controls were included in the models.  相似文献   

Creating Learning Prisms with an Interdisciplinary Case Study Workshop   总被引：1，自引：0，他引：1  

Sharon?B.?BuchbinderEmail author  Patricia?M.?Alt  Karen?Eskow  William?Forbes  Eva?Hester  Miriam?Struck  Dianne?Taylor 《Innovative Higher Education》2005,29(4):257-274

With increasing specialization, most academic disciplines have become highly compartmentalized. Numerous organizations in higher education strongly encourage interdisciplinary collaboration at the faculty and student level. The purposes of this article are (a) to provide a conceptual framework for explaining how and why an interdisciplinary case study method is a catalyst for the development of students and faculty; (b) to document the conception, planning, organizing, and results of an interdisciplinary case study workshop; and (c) to provide recommendations to encouragechange others who might want to apply this model to their own interdisciplinary efforts.All authors are at Towson University Sharon B. Buchbinder, R.N., PhD, is associate professor of health science. She received her PhD from the University of Illinois at Chicago. Special interests are physician job satisfaction and turnover, patient compliance, learning styles and teamwork among undergraduates. Patricia M. Alt, PhD, University of North Carolina at Chapel Hill is professor of health science. Special interests are state level policies on aging and human subjects protection, the impact of baby boomer aging on public services, responsible conduct of research training and typologies of institutional review boards. Karen Eskow, PhD, University of Maryland is associate professor of occupational therapy and occupational sciences and director of the Family Studies Program. Special interests are family professional relationships, family quality of life, and families with adolescents. William Forbes, PhD, University of Maryland is associate professor of Kinesiology and director of the Wellness Center. Special interests are developing quality programming to assist older adults in improving their fitness and wellness, racquetball, squash, downhill skiing, and billiards. Eva Hester, PhD, University of Maryland is associate professor of communication science and disorders and special assistant to the dean, College of Health Professions. Special interests are speech language-disorders in children and adults. Miriam Struck, O.T., doctoral student, University of Maryland is currently occupational therapist, Physical Disabilities Program, with the Montgomery County Public Schools. Special interests are disability, transitioning from school to work, and instructional methods. Dianne Taylor, R.N., Ed.D., University of Maryland is associate professor, nursing. Special interests are psychiatric nursing and critical incident stress management.  相似文献   

The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry     

Ortiz M  Folsom JS  Al Otaiba S  Greulich L  Thomas-Tate S  Connor CM 《Journal of learning disabilities》2012,45(5):406-417

This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children.  相似文献   

The Relationship Between Trait Affect and Job Attitudes in Library Employees     

Miriam L. Matteson  Sean Kennedy 《图书馆管理杂志》2013,53(7):810-822

This research explores the relationship between employees’ disposition and several important job attitudes. Dispositional affect is a personality trait that describes people's emotional responses to situations. This study explored how affective disposition influences the job attitudes of work engagement, organizational commitment, and job satisfaction. Data were collected from a sample of librarians, and the results show that affective disposition strongly predicted the three job attitudes in the expected directions. The findings contribute to knowledge of the role of personality in the workplace and provide guidance for library managers on how best to facilitate positive job attitudes.  相似文献   

The Social and Historic Construction of Professional Values in Conservation     

Miriam Clavir 《文物保护研究》2013,58(1):1-8

Summary

This paper discusses the social history of the emergence of conservation as a profession distinct from traditional restoration. It proposes that the development of conservation as a distinct field came about through the evolution of an existing area of practice, in a changing conceptual climate which increasingly acknowledged the necessity for, and the legitimacy of the scientific model. This paper considers the changes in societal values that led conservators to hold their present ethical principles, values and beliefs, focusing on two in particular: the importance of preserving the integrity of the object, and the belief that the best way to do this is through the application of science.  相似文献   

Preservice Teachers' School Stories and How They Matter     

Miriam Hirsch 《The Teacher Educator》2013,48(2):144-167

Abstract

In order to address national standards for educational technology, science teaching and science teacher preparation (including diversity standards), preservice teachers instruct children from around the world via the Internet in the MOON (More Observations of Nature) Project. First, children in the fourth to eighth grade and preservice teachers independently observe the moon for 10 weeks. Then for 6 weeks in Blackboard CourseInfo, discussion groups composed of one preservice teacher plus 8–10 children report observations and seek patterns in their data. This article describes how the MOON Project has been carried out for five semesters and how modifications have been made in response to each semester's experience.  相似文献   

Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum   总被引：1，自引：1，他引：0  

Miriam Gamoran Sherin  Corey Drake 《课程研究杂志》2013,45(4):467-500

The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers’ interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher’s curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary‐school teachers who were using a reform‐based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.  相似文献   

Notes on contributors     

Miriam Henry 《教育政策杂志》2013,28(4):399-413

The recently released Young People's Participation in Post‐compulsory Education and Training document, usually referred to as the Finn Committee Report, completes an education policy triad in Australia involving schooling, higher education and technical and further education (TAFE). This paper is particularly interested in examining the policy nexus between higher education and TAFE. While the philosophical continuities are clear, the underlying ‘logics’ of the two arenas pull in different directions, creating policy tensions and contradictions. In particular, the assumptions about mass tertiary education underlying the Finn Report conflict with the entrepreneurial ‘universification’ of higher education set in train by the recent restructuring of the higher education sector. This paper traces the competing logics of these trends and discusses their implications for higher education.  相似文献