Does parental employment affect children's educational attainment?     

Hannah Schildberg-Hoerisch 《Economics of Education Review》2011,30(6):1456-1467

This paper analyzes whether there exists a causal relationship between parental employment and children's educational attainment. We address potential endogeneity problems due to (i) selection of parents in the labor market by estimating a model on sibling differences and (ii) reverse causality by focusing on parents’ employment when children are aged 0–3. We use data from the German Socioeconomic Panel that provide information on household income, parental employment, and time spent with child care. Our approach disentangles income and time effects of parental employment. Overall, we find little support that parental employment affects children's educational attainment. Controlling for household income, we can rule out that having a mother who works one hour more per week lowers the probability of high secondary track attendance by more than 0.1%.  相似文献   

Naming the Dead: What information do Physical Therapy and Physician Assistant Anatomy Faculty Share With Students?     

Janet M. Cope  Mackenzie C. Precht  Mary C. Hannah  Cynthia C. Bennett 《Anatomical sciences education》2019,12(6):636-644

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Health professionals of the future: teaching information skills to the Google generation     

Hannah Spring 《Health information and libraries journal》2010,27(2):158-162

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Utilizing Improvisation to Teach Empathy Skills in Counselor Education          下载免费PDF全文

Hannah B. Bayne  Awa Jangha 《Counselor Education & Supervision》2016,55(4):250-262

Empathy development is foundational to counselor training, yet there is scant research on techniques for teaching empathy aside from traditional microskills models. The authors discuss empathy as a skill set, highlight how improvisation (improv) can be used to enhance training, and describe how to incorporate improv activities within the classroom.  相似文献   

The Unconscious Subject of Education     

Stephen Appel 《Discourse: Studies in the Cultural Politics of Education》1995,16(2):167-189

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Key to Freshwater Algae: A Web-based Tool to Enhance Understanding of Microscopic Biodiversity     

Hannah A. Shayler  Peter A. Siver 《Journal of Science Education and Technology》2006,15(3-4):298-303

The Freshwater Ecology Laboratory at Connecticut College has developed an interactive, Web-based identification key to freshwater algal genera using the Lucid Professional and Lucid 3 software developed by the Centre for Biological Information Technology at the University of Queensland, Brisbane, Australia. The Key to Freshwater Algae was funded by the National Science Foundation (Award #CCLI-0229531) to encourage awareness of microscopic diversity through a creative, investigative approach to learning. Users may answer questions in any order to quickly and efficiently narrow down the list of taxa to only those that match the characteristics they have chosen. All characters and terms are clearly explained for ease of use by those unfamiliar with the algae. This non-hierarchical, user-friendly key is linked to Web pages containing a wealth of resources, including images, movies, and information about the morphology, ecology, and reproduction of each organism. These materials are especially well suited for classroom use in conjunction with cultures purchased from the Carolina Biological Supply Company, a popular distributor of biological materials. Cultures from the Carolina Biological Supply Company representing nearly 75 freshwater genera from a variety of algal groups were observed and photographed using high resolution digital imaging to fully document cellular structure and highlight distinguishing features. High quality video footage of each taxon incorporating titles, diagrams, and structural terminology was outputted as QuickTime movies, on DVD, and on VHS cassettes. The Key to Freshwater Algae and supplemental materials are available online at http://silicasecchidisk.conncoll.edu to provide an innovative alternative to traditional dichotomous keys that is particularly appropriate for introducing students in undergraduate life science courses to the algal groups and genera.  相似文献   

Wrong Opinions, Repressions and Pedagogy: Toward 'Perplexity' and Everyday Unhappiness'     

Stephen Appel 《Educational Philosophy and Theory》1990,22(2):1-7

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Cultivating the ethical imagination in education: Perspectives from three public intellectuals     

Hannah Spector 《Review of Education, Pedagogy & Cultural Studies》2017,39(1):39-59

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Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland          下载免费PDF全文

Thomas D. Richardson  Divya Jindal‐Snape  Elizabeth F. S. Hannah 《British Journal of Special Education》2017,44(3):239-256

A longitudinal study was conducted to understand post‐school transition practice for young people with additional support needs (ASN) before and after the implementation of key legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, amended in 2009. Primary data were collected from one local authority in Scotland. Twelve professionals involved in post‐school transition planning were interviewed in 2004 and eight in 2010. Minutes of transition meetings from one school for three young people prior to the implementation of the Act and four after the implementation were analysed. Results show some changes since the implementation of the Act.  相似文献   

Decolonizing Ethnographic Documentation: A Critical History of the Early Museum Catalogs at the Smithsonian's National Museum of Natural History     

Hannah Turner 《Cataloging & classification quarterly》2015,53(5-6):658-676

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