On Historicized Meanings and Being Conscious about one's own Theoretical Premises—A Basis for a Renewed Dialogue between History and Philosophy of Education?     

Marc  Depaepe & Paul  Smeyers 《Educational Philosophy and Theory》2007,39(1):3-9

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Inoculation against Stress: a technique for beginning teachers     

J. M. Esteve  A. F. B. Fracchia 《欧洲师范教育杂志》1986,9(3):261-269

The article draws attention to the increasing importance of stress in the teaching profession, stemming largely from changes in the social context in which teaching takes place. A number of factors contribute to this phenomenon.

The article goes on to describe a method of inducing ‘inoculation’ against stress, on the basis of work which has been carried out over two years in the context of an initial teacher training programme for future Secondary level teachers.  相似文献   

A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways     

Hyungshim Jang  Marc Halusic 《Journal of Experimental Education》2016,84(4):686-701

We tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it first increased students' autonomy. We conclude that “teaching in students' preferred ways” represents a way of teaching that increases students' autonomy, engagement, and conceptual learning.  相似文献   

Gerald Delanty 2001. Challenging Knowledge: The University in the Knowledge Society     

Marc Cutright 《Higher Education》2003,46(1):123-125

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Integrating Genomics Research throughout the Undergraduate Curriculum: A Collection of Inquiry-Based Genomics Lab Modules     

LM Banta  EJ Crespi  RH Nehm  JA Schwarz  S Singer  CA Manduca  EC Bush  E Collins  CM Constance  D Dean  D Esteban  S Fox  J McDaris  CA Paul  G Quinan  KM Raley-Susman  ML Smith  CS Wallace  GS Withers  L Caporale 《CBE life sciences education》2012,11(3):203-208

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Identifying students with dyslexia in higher education     

W Tops  M Callens  J Lammertyn  V Van Hees  M Brysbaert 《Annals of dyslexia》2012,62(3):186-203

An increasing number of students with dyslexia enter higher education. As a result, there is a growing need for standardized diagnosis. Previous research has suggested that a small number of tests may suffice to reliably assess students with dyslexia, but these studies were based on post hoc discriminant analysis, which tends to overestimate the percentage of systematic variance, and were limited to the English language (and the Anglo-Saxon education system). Therefore, we repeated the research in a non-English language (Dutch) and we selected variables on the basis of a prediction analysis. The results of our study confirm that it is not necessary to administer a wide range of tests to diagnose dyslexia in (young) adults. Three tests sufficed: word reading, word spelling and phonological awareness, in line with the proposal that higher education students with dyslexia continue to have specific problems with reading and writing. We also show that a traditional postdiction analysis selects more variables of importance than the prediction analysis. However, these extra variables explain study-specific variance and do not result in more predictive power of the model.  相似文献   

Associations Between Child Disabilities and Caregiver Discipline and Violence in Low‐ and Middle‐Income Countries     

Charlene Hendricks  Jennifer E. Lansford  Kirby Deater‐Deckard  Marc H. Bornstein 《Child development》2014,85(2):513-531

Using nationally representative samples of 45,964 two‐ to nine‐year‐old children and their primary caregivers in 17 developing countries, this study examined the relations between children's cognitive, language, sensory, and motor disabilities and caregivers' use of discipline and violence. Primary caregivers reported on their child's disabilities and whether they or anyone in their household had used nonviolent discipline, psychological aggression, and physical violence toward the target child and believed that using corporal punishment is necessary. Logistic regression analyses supported the hypothesis that children with disabilities are treated more harshly than children without disabilities. The findings suggest that policies and interventions are needed to work toward the United Nations' goals of ensuring that children with disabilities are protected from abuse and violence.  相似文献   

Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach     

Marc H. Bornstein  Chun‐Shin Hahn  Diane L. Putnick  Joan T. D. Suwalsky 《Child development》2014,85(4):1346-1356

This four‐wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age‐appropriate multisource measures of child language on single‐factor core language skills at 20 months and 4, 10, and 14 years. Large stability coefficients (standardized indirect effect = .46) were obtained between language latent variables from early childhood to adolescence even when accounting for child nonverbal intelligence and social competence and maternal verbal intelligence, education, speech, and social desirability. Stability coefficients were similar for girls and boys. Stability of core language skill was stronger from 4 to 10 to 14 years than from 20 months to 4 years, so early intervention to improve lagging language is recommended.  相似文献   

False‐Belief Understanding and Social Preference Over the First 2 Years of School: A Longitudinal Study     

Elian Fink  Sander Begeer  Caroline Hunt  Marc de Rosnay 《Child development》2014,85(6):2389-2403

The role of false belief in establishing children's social relationships during the transition to school was examined and compared to other social cognitive constructs. One hundred and fourteen 5‐year‐olds were recruited during their 1st year of school (Time 1); 106 children were retained 1 year later. False belief, emotion expression recognition, empathy, verbal ability, and peer‐rated social preference were measured at both times. False belief at Time 1 had a direct influence on concurrent social preference, over and above the influence of emotion expression recognition and empathy. False belief made no independent contribution to later social preference accounting for stability in social preference. The role of social cognitive development is discussed with respect to how children establish and maintain their position in a peer group.  相似文献   

The Anime Ecology: A Genealogy of Television,Animation, and Game Media     

Marc Steinberg 《The Communication Review》2013,16(4):314-321

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