Anticipatory socialization of undergraduate college teaching norms by entering graduate teaching assistants     

John M. Braxton  Leo M. Lambert  Scott C. Clark 《Research in higher education》1995,36(6):671-686

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Rabbit nictitating membrane conditioning: Lower limit of the effective interstimulus interval     

W. Ronald Salafia  Richard W. Lambert  Karen C. Host  Nicolas L. Chiaia  Julio J. Ramirez 《Learning & behavior》1980,8(1):85-91

In three experiments, the nictitating membrane response of rabbits was conditioned for 10 daily sessions at interstimulus intervals (ISIs) ranging from 48 to 125 msec, followed by a shift to 250 msec for 5 days. At tested ISIs shorter than 67 msec, there was no evidence of conditioning, and postshift performance revealed neither facilitation nor interference as a result of the first 10 conditioning sessions. Postshift performance of groups conditioned at preshift ISIs of 67 msec or longer revealed a gradient of increasing savings with increasing ISI. One of the groups in Experiment 1, initially conditioned at 250 msec ISI and then shifted to 48 msec, exhibited extinction of the previously well-conditioned response. Analysis of CR-onset latencies substantiated the absence of associative effects at very short ISIs. It was concluded that there is a temporal limit below which classical conditioning of the nictitating membrane response of rabbits employing forward CS-US pairing does not occur.  相似文献   

Critical Community Conversations: Cultivating the Elusive Dialogue About Racism With Parents,Community Members,and Teachers     

Bettina L. Love  Gholnecsar E. Muhammad 《The Educational forum》2017,81(4):446-449

Abstract

This article highlights how two researchers started Critical Community Conversations (CCC) with a school community in an effort to learn from one another and build solidarity. The intent was for CCC to focus on some of the most pressing issues facing our nation, state, and local neighborhoods, with a special lens on racism.  相似文献   

Health Literacy of Students with and without Individualized Education Programs: A Brief Report     

Alexandra L. Trout  Matthew C. Lambert  Michael H. Epstein  Marybell Avery 《Exceptionality》2018,26(1):35-45

While much is known about the educational, behavioral, and social needs of adolescents receiving school-based special education services, one critical domain, health literacy, has been largely unexamined. Given the impact of health and health management on the well-being of all persons, and the likelihood of additional challenges for students receiving special education supports, this study sought to examine and compare the health needs and transition preparedness of 341 adolescents with and without Individualized Education Programs (IEPs). Survey items were selected from widely used health literacy, health risk, and health related quality of life measures. Findings revealed that for students with IEPs, the risk for having limited health literacy was 128% higher than for their peers without IEPs. Students with IEPs were also significantly more likely to demonstrate risk across indicators of health related quality of life, health risk, and access. Limitations, research recommendations, and implications are addressed.  相似文献   

Bilingual education for majority english-speaking children     

Wallace E. Lambert  Fred Genesee  Naomi Holobow  Louise Chartrand 《European Journal of Psychology of Education - EJPE》1993,8(1):3-22

A variety of second-language program options are available to anglophone children in Montreal’s public schools: French-as-a second-language (FSL), delayed and early French immersion, and full French-medium schooling. In this research, the achievement in French, English, and mathematics of two cohorts of anglophone students in each of these program options was evaluated longitudinally through grade 6 (12 years of age). The performance of these students was compared to that of comparable anglophone and francophone control groups who were attending conventional all-English and all-French schools, respectively. In terms of approximations to native-like command of French, the French-medium option was the most effective followed by the early immersion option: students in these programs were generally indistinguishable from the French Controls on all written French language tests and in mathematics. On tests of French oral skills, however, they scored below the French Controls, the extent of disparity depending on the opportunities available for social interaction with francophones. As well, no retardation in English language development was found for any of the options, even those that provided little instruction time in English. To the contrary, anglophone students scored significantly higher than English Controls on tests of English and mathematics, and in general the more concentrated the second language component, the better they performed relative to the controls on first language skills and mathematics. The apparent transfer of competence from second language to first and the bilingual advantages involved in these results are discussed in terms of time spent on the target language, the mode of instruction, and the opportunities provided for interaction with native-speaking peers.  相似文献   

Data management maturity assessment of public sector agencies     

Manoj A. Thomas  Joseph Cipolla  Bob Lambert  Lemuria Carter 《Government Information Quarterly》2019,36(4):101401

To determine how critical data assets are conceptualized and managed in the public sector, we conducted a large-scale empirical study at 15 government agencies. We use the Data Management Maturity (DMM) reference model framework to conduct a systematic multi-level analysis (inter-agency, intra-agency, and cross-case analysis). To aid the comparative assessment of multiple independent agencies, we propose and test the DMM Index. The study not only examines the maturity of data management practices in government agencies, but also provides guidance on how an enterprise-wide, systematic assessment may be conducted. The approach presented in the paper can be replicated at other large government entities and private conglomerates. Public and private sector agencies may apply the approach to develop custom roadmaps for data management improvements that align with the organization's business goals.  相似文献   

Hauser, Werner (Hrsg), Hochschulrecht. Jahrbuch 2011. 411 Seiten, Neuer Wissenschaftlicher Verlag, Wien �C Graz 2011. EUR 54,00.ISBN: 978-3-7083-0756-5     

Bettina Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(5):180-182

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L?wer, Wolfgang: Rechtsfragen der Einführung eines Curricularwertes
Wissenschaftsrecht Beiheft 20, VIII, 110 Seiten, Mohr Siebeck Verlag, Thübingen, 2010. Brosch, EUR 34,00. ISBN 978-3-16-150566-9     

Bettina Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(2):81

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überg?nge in die Ausbildung: Welche Rolle spielt die Ausbildungsreife?     

Dr. Bettina Kohlrausch  Prof. Dr. Heike Solga 《Zeitschrift für Erziehungswissenschaft》2012,15(4):753-773

Youth with no or only a lower secondary school degree (Hauptschulabschluss) are increasingly disadvantaged in terms of access to vocational education and training (VET). Their lower chances of obtaining a trainee are explained by the claim that an increasing number of them are ??not mature enough for VET??. These young people would not (yet) meet the training requirements??so the criticism. So far there are no empirical studies that have shown whether such immaturity can indeed serve as an appropriate explanation for differences in training chances of less-educated youth. This paper answers this question by analyses using a panel survey of school leavers after grade 9 from the Hauptschule in Lower Saxony. Central results are: About 45?% of the school leavers had successfully entered into an apprenticeship within three months. School grades in German and mathematics were less important than grades for work attitudes and firm-internships while still at school. In general, our analyses reveal that social behaviour and a firm??s opportunities to discover the strengths of low-achieving youths and not only their weaknesses are important factors for the chances of successful transitions into training.  相似文献   

Was Hochschuldozierende aus Lehrevaluations-Rückmeldungen lernen k?nnen     

André Nowakowski M.A.  Dries Vervecken M.Sc.  PD Dr. Edith Braun  Prof. Dr. Bettina Hannover 《Zeitschrift für Erziehungswissenschaft》2012,15(2):253-271

The extent to which students profit from a university course depends on the lecturers?? approach to teaching, with a student-focused approach being more supportive for student gains in competences than a teacher-focused approach. Little is known, however, about how to foster a student-focused approach to teaching. In this paper, we want to investigate how to frame the feedback lecturers obtain from students?? course evaluations in such a manner that a student-focused approach to teaching is encouraged. In two studies using either a qualitative or a quantitative methodology it can be shown that providing lecturers with a feedback on students?? subjective gain in competences (output-focused teaching evaluation) is more effective in promoting a student-focused approach to teaching than a feedback on how satisfied students were with the lecturer (process-focused teaching evaluation). Results are discussed in the context of the Bologna reforms which demand a continuous evaluation of all university courses.  相似文献