Prolog programming techniques     

Paul Brna  Alan Bundy  Tony Dodd  Marc Eisenstadt  Chee Kit Looi  Helen Pain  Dave Robertson  Barbara Smith  Maarten van Someren 《Instructional Science》1991,20(2-3):111-133

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.  相似文献   

Racial identity and academic attainment among African American adolescents   总被引：2，自引：0，他引：2  

Chavous TM  Bernat DH  Schmeelk-Cone K  Caldwell CH  Kohn-Wood L  Zimmerman MA 《Child development》2003,74(4):1076-1090

In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.  相似文献   

Prevalence of father-child rough-and-tumble play and physical aggression in preschool children     

Daniel Paquette  René Carbonneau  Diane Dubeau  Marc Bigras  Richard E. Tremblay 《European Journal of Psychology of Education - EJPE》2003,18(2):171-189

Three samples of francophone subjects from Quebec (Canada) are used to establish the prevalence of parent-child RTP according to different personal, social and family variables, and to verify if children who engage in more RTP with their father exhibit less physical aggression towards other children and are more competitive without resorting to aggression. Our results showed that 24 to 43% of fathers engaged in RTP with their children on a daily basis, and only 4 to 16% of fathers never do. Moreover, personal characteristics such as the age and sex of the participants seemed to have a greater influence on the frequency of parent-child RTP than variables related for example to work, socio-economic conditions, or the living environment. The hypothesis that children who engage in more RTP with their fathers display less physical aggression towards their peers is invalidated here. We have concluded that it is important that not only RTP frequency, but also and especially indicators of RTP quality be used. Future observational studies of father-child RTP are required in order to do so. Finally, certain preliminary results support the hypothesis that father-child RTP fosters the development of the competition skills in children without using aggression.  相似文献   

Book review: Michael Shattock 2003, Managing Successful Universities, Buckingham: The Society for Research into Higher Education and Open University Press. xi + 201pp. (Pb.) £19.99 (Hb.) £60.00 (Pb.) 0 335 20961 O. (Hb.) 0 335 2096 29     

Marc Cutright 《Higher Education》2006,52(4):753-756

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Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic Failure     

Christina Cipriano  Tia N. Barnes  Susan E. Rivers  Marc Brackett 《Journal of Education for Students Placed at Risk》2019,24(1):1-19

The present paper examines if developmental pathways for students at risk for academic failure can be improved through social and emotional learning (SEL). Specifically, we test this hypothesis by accounting for shifts in student engagement, a highly studied and malleable construct often inclusive of SEL interventions, as the pathway by which to impact student achievement outcomes. Using longitudinal data from a randomized control trial, we identified students at risk for school failure (n?=?318) within a larger sample of fifth graders (N?=?1,352). Multigroup path model revealed that participation in RULER significantly impacted the relationship between student engagement and conduct behaviors for at risk students: students who experienced RULER demonstrated increased engagement a year later (at sixth grade) and improved conduct the following year (in seventh grade). The potential for and limitations of SEL programs on developmental trajectories for students at risk for school failure are discussed.  相似文献   

Mother-Child Play: Sequential Interactions and the Relation between Maternal Beliefs and Behaviors   总被引：1，自引：1，他引：1  

Amy Melstein Damast  Catherine S. Tamis-LeMonda  Marc H. Bornstein 《Child development》1996,67(4):1752-1766

This investigation of mother and toddler play had 2 goals. The primary goal was to examine the types of play mothers introduce in direct response to their toddlers' play. A secondary and exploratory goal was to examine the relation between maternal knowledge about child play and actual maternal play behaviors. 50 mothers and their 21-month-old toddlers were observed at home during free play. Mother and child exploratory, nonsymbolic, and symbolic play were coded. Sequential analyses revealed that mothers adjusted their play to their children's play level by responding to their children with play that was either at the same level or at a higher level than their children's play. Furthermore, mothers who were more knowledgeable about early play development more often responded to their children's play by introducing higher level play. These findings suggest that mothers tend to play with their toddlers in ways that might promote their child's development, and that mothers with more knowledge about play development provide their children with appropriately challenging play interactions.  相似文献   

Bottling fog? The quest for instructional management     

Joseph Murphy  Christine M. Neumerski  Ellen Goldring  Jason Grissom  Andy Porter 《Cambridge Journal of Education》2016,46(4):455-471

Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less sanguine narrative is provided on instructional management. Specifically, it documents that for all the evidence and recognition of importance, learning-focused leadership remains a small domain of action for leaders at the school and district levels. It then focuses on both the culture of the profession of school administration and the nature of schooling to explain why in the face of considerable energy and effort only marginal improvements have been realized in deepening instructional leadership. It closes with an analysis of possible paths going forward.  相似文献   

Is it less cruel if the animals 'want' to do it?     

Coghlan A 《New scientist (1971)》2002,175(2350):22

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IV. MOTHERS’ AND FATHERS’ PARENTING PRACTICES WITH THEIR DAUGHTERS AND SONS IN LOW- AND MIDDLE-INCOME COUNTRIES     

Marc H. Bornstein  Diane L. Putnick 《Monographs of the Society for Research in Child Development》2016,81(1):60-77

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Could HIV tests land doctors in court?     

Coghlan A 《New scientist (1971)》1994,141(1910):6

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