Commentary: Canadians,Britons and museums, 1971–1998     

Stuart Davies 《Cultural Trends》2002,12(48):69-72

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Helping the One You Hurt: Toddlers’ Rudimentary Guilt,Shame, and Prosocial Behavior After Harming Another          下载免费PDF全文

Jesse D. K. Drummond  Stuart I. Hammond  Emma Satlof‐Bedrick  Whitney E. Waugh  Celia A. Brownell 《Child development》2017,88(4):1382-1397

This study explored the role of guilt and shame in early prosocial behavior by extending previous findings that guilt‐ and shame‐like responses can be distinguished in toddlers and, for the first time, examining their associations with helping. Toddlers (n = 32; M_age = 28.9 months) were led to believe they broke an adult's toy, after which they exhibited either a guilt‐like response that included frequently confessing their behavior and trying to repair the toy; or a shame‐like response that included frequently avoiding the adult and seldom confessing or attempting to repair the toy. In subsequent prosocial tasks, children showing a guilt‐like response helped an adult in emotional distress significantly faster and more frequently than did children showing a shame‐like response.  相似文献   

Dynamics of undergraduate student generic problem-solving skills captured by a campus-wide study     

Andis Klegeris  Stephanie Barclay McKeown  Heather Hurren  Lindsay Joy Spielman  Maegan Stuart  Manpreet Bahniwal 《Higher Education》2017,74(5):877-896

The ability to effectively problem solve is a highly valued competency expected of university graduates, independent of their area of study. Evaluation of problem-solving skill (PSS) development is hindered by a shortage of available tools for monitoring student progress and by lack of defined instructional strategies for development of these skills. Our research is aimed at addressing these problems. We have developed an evaluation tool, which we applied to study the dynamics of undergraduate student PSS. We tested first- and upper-year students from 26 different courses (total enrollment of 2229 students). Overall improvement of PSS was detected for the first-year students over their first term of study. There were no significant differences between the PSS of first- and upper-year students, and no improvement was detected over a single term by measuring PSS in upper-year students. Only three courses were effective at facilitating PSS. Our data indicate that most of the standard lecture approaches do not develop undergraduate student PSS and that universities and individual instructors must take active steps to advance this critical skill set in university students.  相似文献   

Government research evaluations and academic freedom: a UK and Australian comparison     

Ann Martin-Sardesai  Helen Irvine  Stuart Tooley  James Guthrie 《高等教育研究与发展》2017,36(2):372-385

Performance management systems have been an inevitable consequence of the development of government research evaluations (GREs) of university research, and have also inevitably affected the working life of academics. The aim of this paper is to track the development of GREs over the past 25 years, by critically evaluating their adoption in the UK and Australian higher education sector and their contribution to the commodification of academic labour, and to highlight the resultant tensions between GREs and academic freedom. The paper employs a literature-based analysis, relying on publicly available policy documents and academic studies over the period 1985–2010. GREs are a global phenomenon emanating from new public management reforms and while assessments of university research have been welcomed, they have attracted critique based on their design, the manner in which they have been applied, and the unintended consequences of their implementation on academic freedom in particular. Consistent with international research on the impact of GREs, Australian research assessments appear to be undoing the academic freedom that is central to successful research. Further empirical research on the impact of GREs on academics is urgently needed.  相似文献   

The geography of opportunity: spatial heterogeneity in founding rates and the performance of biotechnology firms   总被引：3，自引：0，他引：3  

Toby Stuart  Olav Sorenson 《Research Policy》2003,32(2):229-253

One of the most commonly observed features of the organization of markets is that similar business enterprises cluster in physical space. In this paper, we develop an explanation for firm co-location in high-technology industries that draws upon a relational account of new venture creation. We argue that industries cluster because entrepreneurs find it difficult to leverage the social ties necessary to mobilize essential resources when they reside far from those resources. Therefore, opportunities for high tech entrepreneurship mirror the distribution of critical resources. The same factors that enable high tech entrepreneurship, however, do not necessary promote firm performance. In the empirical analyses, we investigate the effects of geographic proximity to established biotechnology firms, sources of biotechnology expertise (highly-skilled labor), and venture capitalists on the location-specific founding rates and performance of biotechnology firms. The paper finds that the local conditions that promote new venture creation differ from those that maximize the performance of recently established companies.  相似文献   

Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms     

Jean-Louis Berger  Stuart A. Karabenick 《Learning and Instruction》2011,21(3):416-428

Considerable evidence indicates that student motivation and use of learning strategies are related. There is insufficient understanding, however, about their reciprocal effects—whether motivation affects strategy use, the converse, or whether the effects are bidirectional—and which components of motivation and strategies are involved. A two-wave longitudinal design was used to examine this issue among 9th grade students (N = 306) enrolled in high school mathematics classes during an academic term. A cross-lagged structural model found that students’ self-efficacy in mathematics and value predicted their reported use of learning strategies. There was no evidence, however, that learning strategy use predicted motivation and, thus, support for unidirectional effect of motivation during that time interval. Implications for models of self-regulated learning and instruction are discussed.  相似文献   

Academic delay of gratification and children's study time allocation as a function of proximity to consequential academic goals     

Lili Zhang  Stuart A. KarabenickShun'ichi Maruno  Fani Lauermann 《Learning and Instruction》2011,21(1):77-94

Students (N = 302) in Chinese elementary schools were assessed regarding their academic delay of gratification (ADOG) and reported the time they devoted to non-school study and playtime during an extended interval prior to taking a high-stakes final exam. Students high compared those low in ADOG were more likely to spend time studying and less time playing several weeks prior to the exam. Growth curve analyses verified, however, that this difference diminished as a function of the temporal proximity to the exam, and that the group differences were non-existent just before the exam. Associations between ADOG and students' academic motivation and use of learning strategies replicated those obtained previously with adults in the USA. Results contribute to the general literatures on volition, homework and the dynamics of conflicting goals and action tendencies.  相似文献   

Classroom and technology-supported help seeking: The need for converging research paradigms     

Stuart A. Karabenick 《Learning and Instruction》2011,21(2):290-296

Contributions to this special section represent advances in understanding help seeking as a self-regulated learning strategy that occurs in classrooms, during computer-mediated communications, and when using intelligent systems that provide help to improve learners’ help-seeking skills and knowledge acquisition. Collectively, the research and development contributes information relevant for all phases of the help-seeking process. My comments focus on: (a) features of technology-supported help seeking that have implications for motivation, (b) the need for increased attention to the instructional context in which technology-supported help seeking occurs, (c) a necessary convergence of classroom and technology-supported help-seeking research paradigms, and (d) reconsideration of help seeking as a social-interactive strategy.  相似文献   

Radical education and the common school: a democratic alternative     

Stuart Tannock  David James  Carlos Alberto Torres 《British Journal of Sociology of Education》2011,32(6):939-952

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A new age for child protection--General Comment 13: why it is important, how it was constructed, and what it intends?     

Hart SN  Lee Y  Wernham M 《Child abuse & neglect》2011,35(12):970-978

Children continue to be subjected to high levels of violence (i.e., physical, psychological and sexual maltreatment) throughout the world. International concern about violence against children has increased significantly during the last decade. A Study on Violence Against Children, encouraged by the UN Committee on the Rights of the Child, conducted under the auspices of the United Nations Secretary General and reported in 2006, has become a rallying call to improve child protection. Child protection practices and systems have been judged to be generally inadequate and, in some cases, destructive. It is widely recognized that business as usual—more of the same—will not do. A General Comment (guide to fulfilling obligations) for Article 19, the central conceptualization of child protection of the UN Convention on the Rights of the Child, has the potential to promote a worldwide reformulation of child protection priorities, policies, and practices by virtue of the infusion of a child rights approach. It can be a mechanism for framing and promoting the transformational change needed – for a genuine paradigm shift. Here, explication is given for the historical context, rationale, centrality of child rights, process of development, holistic nature, and primary elements of General Comment 13 (GC13): The child's right to freedom from all forms of violence. GC13 embodies and champions a child rights approach to child protection entailing strong support for proactive primary prevention, promotion of good child care, and a commitment to secure the rights and well-being of all children. A child rights-based, comprehensive coordinating framework is recommended for the implementation of GC13.  相似文献