UNIQUE POTENTIAL: A METAPHOR FOR JOHN DEWEY'S LATER CONCEPTION OF THE SELF     

Craig A. Cunningham 《Educational theory》1994,44(2):211-224

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Lawrence Kohlberg and Moral Development: Some Reflections     

Robert Craig 《Educational theory》1974,24(2):121-129

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Report from Britain     

Macdonald Critchley C.B.E.  M.D.  F.R.C.P.  F.A.C.P. 《Annals of dyslexia》1971,21(1):148-150

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Making Modern Architecture Palatable in Atlanta: Popular Modern Architecture from Deco to Portman to Deco Revival     

Robert M. Craig 《Journal of American culture (Malden, Mass. : 2003)》1988,11(3):19-33

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Reinforcing appropriate visual attending behavior in classes of deaf children     

H B Craig 《American annals of the deaf》1970,115(4):481-491

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Deliberate imagery practice: the reliability of using a retrospective recall methodology     

Cumming J  Hall C  Starkes JL 《Research quarterly for exercise and sport》2005,76(3):306-314

This study examined the reliability of a retrospective recall methodology for providing evidence of deliberate imagery practice. A secondary purpose was to determine which imagery activities constituted the sport-specific definition of deliberate practice (Starkes, Deakin, Allard, Hodges, & Hayes, 1996). Ninety-three Canadian athletes from one of three different competitive levels (regional, provincial, and national) completed the Deliberate Imagery Practice Recall Questionnaire, which was specifically designed for the present study. The athletes also completed a 1-week imagery diary to assess their use of 14 different imagery activities. The results of the study indicated that the athletes were able to reliably estimate their use of imagery over a short recall interval. Four imagery activities were also determined to fulfill the sport specific definition of deliberate practice.  相似文献   

Effects of early and later family violence on children's behavior problems and depression: a longitudinal, multi-informant perspective     

Sternberg KJ  Lamb ME  Guterman E  Abbott CB 《Child abuse & neglect》2006,30(3):283-306

OBJECTIVES: To examine the effects of different forms of family violence at two developmental stages by assessing a sample of 110 Israeli children, drawn from the case files of Israeli family service agencies, studied longitudinally in both middle childhood and adolescence. METHODS: Information about the children's adjustment was obtained from parents, teachers, and the children themselves when the children averaged 10.6 and 15.9 years of age using the Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Youth Self-Report (YSR), and Children's Depression Inventory (CDI). Information about the history of family violence was obtained from the mothers, fathers, children, and social workers. RESULTS: The results paint a mixed picture of the effects of family violence on children and adolescents. The relationship between concurrent behavior problems and abuse group varied by informant and study phase, although they were strongest when children were the informants. Predictions regarding the relationship between early abuse and later adjustment were only partially confirmed. Different informants did not agree about which groups of children were most adversely affected, there was little stability over time in the pattern of reported effects, and children were more likely than other informants to report levels of maladjustment that varied depending on recent or concurrent exposure to family violence. Many families changed their abuse status over time, and children who were new victims at follow-up had the most internalizing problems. Girls were found to be at more risk for internalizing and externalizing behavior problems than boys. CONCLUSIONS: Multiple informants are necessary to evaluate and assess the effects of family violence on children's behavior. Younger children may be more susceptible to the effects of family violence than older children, but problems manifest by some children may not carry over to adolescence. Changes in family and parenting practices, as well as in children's capacity to appraise and cope with family violence may help mitigate the adverse effects of family violence.  相似文献   

Australian academics’ perspectives on quality and accountability     

Craig McInnis  Margaret Powles  John Anwyl 《Tertiary Education and Management》2013,19(2):131-139

Abstract

Universities have been challenged as teaching as well as research institutions. On the one hand, universities have been required to teach more students and pay more attention to quality of teaching and educational programmes; on the other hand, there has been increasing focus on faculty research performance. This paper examines whether these are conflicting demands, or whether university faculty are able to fulfil these requirements simultaneously. In Norway, the number of university students almost doubled between 1987 and 1995. Norway is, therefore, a sound case to examine the impact of massification on university research.  相似文献   

Book Reviews     

Lee Stewart Ed.D.  Christy M. Rhodes MS  William H. Young EdD  Deborah T. Carran  Teresa Craig Evans  Joan C. Fingon 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):47-52

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A social skills group for children     

Estelle Macdonald  Uttom Chowdhury  Jackie Dabney  Miranda Wolpert  Samuel M. Stein 《Emotional and Behavioural Difficulties》2013,18(1):43-52

Abstract

An NHS Trust set up groups to teach social skills to children and adolescents using a cognitive behavioural framework. One group of seven children (five boys and two girls) is described. Parents were invited to a parallel parents' group. Each group lasted for 90 minutes and ran weekly for 6 weeks. Extensive liaison with parents and teachers took place before, during and after the group. Analysis of pre- and postgroup questionnaires sent to parents and teachers indicated improved social functioning, outside the group, for most of the children. Parents valued the dialogue with professionals and often felt supported by them for the first time. Therapists' contact with teachers ensured full knowledge of children's behaviour and the transfer of skills to schools. Cognitive behavioural techniques with children under-going group work require intensive liaison to facilitate generalization of skills learnt.  相似文献