In Limbo: Edward Hance and the Cockerton Judgement, 1901     

Robin S. Betts 《Journal of educational administration and history》1992,24(1):35-46

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Knowledge, learning and small firm growth: A systematic review of the evidence   总被引：2，自引：0，他引：2  

Allan Macpherson  Robin Holt 《Research Policy》2007,36(2):172-192

A systematic review of empirical research on knowledge and growth in small firms is reported. The findings cover how human and social capital, organizational systems, and knowledge networks combine to facilitate or restrict growth. Findings highlight the situated, complex and idiosyncratic nature of small firm growth and the tensions between this experience and a prevailing view of knowledge in the existing research as a codifiable and transferable asset. A need for supplementary small firm heuristics (to age, size and sector) and epistemologies (to knowledge as an asset) and research approaches are identified to better investigate this diversity.  相似文献   

In Practice: Communication,communication, communication: The three rules of large‐group planning     

Robin Burroughs Davis  Randy Hanson  Judy Muyskens 《About Campus》2008,13(5):26-29

One college's commitment to large‐group planning resulted in a partnership between academic affairs and student affairs that has created positive student learning outcomes beyond the expected.  相似文献   

Uncertainty,environmental policy and social learning   总被引：2，自引：2，他引：0  

Robin Grove‐White 《Environmental Education Research》2005,11(1):21-24

This note puts the research project which led to this Special Issue in the context of developments in and around environmental policy over the past two decades, from the perspective of someone closely involved. It links political and institutional problems over sustainable development to the changing role and authority of science in contemporary society, and to the new kind of emphasis on social learning to be found in the papers that follow.  相似文献   

Teachers and the emotional dimensions of class in resource‐affected rural Australia     

Barbara Pini  Robin Price  Paula McDonald 《British Journal of Sociology of Education》2010,31(1):17-30

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Effects of reflection prompts on learning outcomes and learning behaviour in statistics education     

Robin Stark  Ulrike-Marie Krause 《Learning Environments Research》2009,12(3):209-223

Starting from difficulties that students display when they deal with correlation analysis, an e-learning environment (‘Koralle’) was developed. The design was inspired by principles of situated and example-based learning. In order to facilitate reflective processes and thus enhance learning outcomes, reflection prompts were integrated into the learning environment. A total of 57 university students were randomly assigned to two experimental conditions: 28 students were prompted to give reasons for their decisions while working within the learning environment (EG 1); and 29 students dealt with Koralle without being prompted (EG 2). The control group consisted of 67 students who had already attended regular statistics lectures but had no access to the e-learning environment. EG 1 scored significantly higher in the posttest than EG 2, and the effect was practically relevant and sustainable. Reflection prompts did not influence time on task, task choices and motivational outcomes. Both experimental groups clearly outperformed the control group.  相似文献   

So young and already victims of stereotype threat: Socio-economic status and performance of 6 to 9 years old children on Raven’s progressive matrices     

Michel Désert  Marie Préaux  Robin Jund 《European Journal of Psychology of Education - EJPE》2009,24(2):207-218

The aim of this study was to verify whether children from low socio-economic status (SES) are victims of stereotype threat. Children in first grade (6 to 7 years old) and third grade (8 to 9 years old) performed Raven’s progressive matrices, an intellectual ability test commonly used by psychologists. The test was presented either with the (evaluative) instructions recommended by Raven et al. (1998) or with non evaluative instructions. Children’s SES and beliefs concerning differences of abilities at school as a function of SES were also assessed. The results indicated that, as early as first grade, participants believed that children from high SES are better at school than children from low SES. Furthermore, low SES participants’ performance on the Raven’s matrices was lower in the evaluative condition than in the non evaluative condition. The experimental instructions did not affect high SES participants’ performance. The discussion explores implications of these results in the use of standardized tests to assess the intellectual abilities of low SES children.  相似文献   

Early Attachment Organization Moderates the Parent–Child Mutually Coercive Pathway to Children's Antisocial Conduct     

Grazyna Kochanska  Robin A. Barry  Sarah A. Stellern  Jessica J. O'Bleness 《Child development》2009,80(4):1288-1300

This multimethod study of 101 mothers, fathers, and children elucidates poorly understood role of children's attachment security as moderating a common maladaptive trajectory: from parental power assertion, to child resentful opposition, to child antisocial conduct. Children's security was assessed at 15 months, parents' power assertion observed at 25 and 38 months, children's resentful opposition to parents observed at 52 months, and antisocial conduct rated by parents at 67 months. Moderated mediation analyses indicated that in insecure dyads, parental power assertion predicted children's resentful opposition, which then predicted antisocial conduct. This mechanism was absent in secure dyads. Early insecurity acts as a catalyst for a dyad embarking on mutually adversarial path toward antisocial outcomes, whereas early security defuses this maladaptive trajectory.  相似文献   

Success in Only 10,000 Hours: *Provided you are lucky,have the right connections,speak the right language,and …     

Desiree O. Abu-Odeh  David M. Rittenhouse  Natashay J. Bailey  Yodit A. Tesfaye  Robin Wright 《CBE life sciences education》2009,8(3):169-171

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Missing Elements and Missing Premises: A Combinatorial Argument for the Ontological Reduction of Chemistry   总被引：2，自引：0，他引：2  

Le Poidevin  Robin 《The British journal for the philosophy of science》2005,56(1):117-134

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