“Facebook Official,” “Hooking Up,” “Friends with Benefits”: Decoding the Terminology,Relationship Status,and Sexual Behaviors of Female College Students to Best Target Health Needs     

Alice R. Richman  Monica C. Webb  Lesley Eicher  Phyllis Adams  Jamie Troutman 《American journal of sexuality education》2017,12(2):136-147

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Internet Telephony, edited by L.W. McKnight, W. Lehr, and D. D. Clark. Cambridge, MA: MIT Press, 2001. xii + 395 pp. $42.00. ISBN 0-262-13385-7.     

Phyllis Bernt 《The Information Society》2004,20(1):69-70

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The composition of and formative influences on the curriculum     

Grigory D. Dmitriyev  Isaak Y. Lerner 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(2):233-241

Up until the last two decades the design of the school curriculum was mainly based on empirical foundations. This often involved arbitrary decisions as to what to select from mankind's past and present experience as curriculum content. This problem became especially acute as a result of school reforms in all parts of the world in the 1960–1975 period. Since then the main task of theoretical work in didactics in the curriculum area has been to remove this arbitrariness and throughly to investigate the composition of and formative influences on the curriculum.

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Zusammenfassung Bis in die letzten zwei Jahrzehnte wurde das Schulcurriculum hauptsächlich empirisch gestaltet. Dies führte oft zu willkürlichen Entscheidungen darüber, welche Erfahrungen aus Vergangenheit und Gegenwart für das Curriculum ausgewählt werden sollten. Dieses Problem wurde nach den Schulreformen in aller Welt zwischen 1960 und 1975 besonders akut. Seitdem besteht die Hauptaufgabe der theoretischen didaktischen Arbeit auf dem Gebiet des Curriculums darin, diese Willkür absuzchaffen und die wesentlichen Einflüsse auf das Curriculum und dessen Zusammensetzung gründlich zu untersuchen.

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Résumé L'élaboration des programmes scolaires était fondée sur des bases empiriques jusqu'aux deux dernières décennies. Cette situation se caractérisait souvent par des décisions arbitraires quant aux éléments du passé de l'humanité et de l'expérience présente qui pouvaient être intégrés dans le contenu du curriculum. Ce problème s'aiguisa particulièrement à la suite des réformes scolaires introduites dans toutes les régions du monde dans les années 1960–1975. Dès lors, dans le domaine du curriculum, la tâche majeure du travail théorique en matière de didactique a consisté à éliminer cet arbitraire et à étudier minutieusement la composition du curriculum et les influences formatives exercées sur celuici.

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Collecting student feedback: a comparison of questionnaire and other methods     

Mark Huxham  Phyllis Laybourn  Sandra Cairncross  Morag Gray  Norrie Brown  Judy Goldfinch 《Assessment & Evaluation in Higher Education》2008,33(6):675-686

A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the modules using ‘rapid feedback’, ‘H form’, focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation.  相似文献   

Faculty released time: A criticism of Boice's views     

Lawrence S. Lerner  S. I. Salem 《Research in higher education》1987,27(4):363-366

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Teacher and child variables as predictors of academic engagement among low‐income African American children     

Carolyn M. Tucker  Rose A. Zayco  Keith C. Herman  Wendy M. Reinke  Mark Trujillo  Kirsten Carraway  Cory Wallack  Phyllis D. Ivery 《Psychology in the schools》2002,39(4):477-488

A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc.  相似文献   

Inquiry‐based science in the middle grades: Assessment of learning in urban systemic reform     

Ronald W. Marx  Phyllis C. Blumenfeld  Joseph S. Krajcik  Barry Fishman  Elliot Soloway  Robert Geier  Revital Tali Tal 《科学教学研究杂志》2004,41(10):1063-1080

Science education standards established by American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) urge less emphasis on memorizing scientific facts and more emphasis on students investigating the everyday world and developing deep understanding from their inquiries. These approaches to instruction challenge teachers and students, particularly urban students who often have additional challenges related to poverty. We report data on student learning spanning 3 years from a science education reform collaboration with the Detroit Public Schools. Data were collected from nearly 8,000 students who participated in inquiry‐based and technology‐infused curriculum units that were collaboratively developed by district personnel and staff from the University of Michigan as part of a larger, district‐wide systemic reform effort in science education. The results show statistically significant increases on curriculum‐based test scores for each year of participation. Moreover, the strength of the effects grew over the years, as evidenced by increasing effect size estimates across the years. The findings indicate that students who historically are low achievers in science can succeed in standards‐based, inquiry science when curriculum is carefully developed and aligned with professional development and district policies. Additional longitudinal research on the development of student understanding over multiple inquiry projects, the progress of teacher enactment over time, and the effect of changes in the policy and administrative environment would further contribute to the intellectual and practical tools necessary to implement meaningful standards‐based systemic reform in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1063–1080, 2004  相似文献   

Work values of women with differing sex-role orientations     

Nadya A. Fouad  Phyllis Post Kammer 《Journal of Career Development》1989,15(3):188-198

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#6: no separation of mother and baby with unlimited opportunity for breastfeeding          下载免费PDF全文

Jeannette C  Klaus PH  Klaus MH 《The Journal of perinatal education》2004,13(2):35-41

In this position paper-one of six care practice papers published by Lamaze International and reprinted here with permission-the value of keeping mothers and their babies together from the moment of birth is discussed and presented as an evidenced-based practice that helps promote, protect, and support normal birth. The paper is written for childbearing women and their families. Babies held skin-to-skin with their mothers cry less often, breathe easier, and stay warmer than babies who are separated from their mothers. They also instinctively attach to the breast and begin breastfeeding, usually within one hour of birth. The advantages of rooming-in for mother and baby are also discussed. The accompanying commentary-written by two leading professionals in the field of maternity care and pediatrics-provides further evidence to support the practice of keeping mothers and their babies together after birth. Lamaze International encourages women to give birth in settings that do not separate mothers and babies after birth.  相似文献   

Family Factors Related to Children's Intrinsic/Extrinsic Motivational Orientation and Academic Performance   总被引：6，自引：0，他引：6  

Golda S. Ginsburg  Phyllis Bronstein 《Child development》1993,64(5):1461-1474

This study examined 3 familial factors—parental surveillance of homework, parental reactions to grades, and general family style—in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance.  相似文献