我国研究生职业决策效能感研究述评     

宗金莎  李雪平 《当代教育论坛》2014,(4):48-54

通过对2005-2014年中国期刊网上的25篇“研究生职业决策效能感”文章,运用文献研究法进行分析,结果表明,研究生群体中特殊群体研究很少;研究视角较狭小,以教育学、心理学为主;研究方法较单一,多为问卷调查法;研究领域较窄,主要集中在现状调查及关系研究.研究生职业决策效能感的研究亟待加强,尤其应加强理论研究,构建相应的理论体系.  相似文献   

The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities     

Brandon M. Butler  Elizabeth Burns  Christina Frierman  Katrice Hawthorne  Alisa Innes  James A. Parrott 《Studying Teacher Education》2014,10(3):255-274

Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators.  相似文献   

Infants and toddlers leverage their understanding of action goals to evaluate agents who help others     

Brandon M. Woo  Elizabeth S. Spelke 《Child development》2023,94(3):734-751

Why do infants and toddlers prefer helpers? Four experiments (conducted from 2019–2022; n = 136, 66% White, 15% Asian, 4% Black, 2% Hispanic/Latino, 13% multiracial, majority USA) investigated whether infants and toddlers favor agents whose actions allow others to achieve their goals. In the key experiment, 8-month-old infants and 15-month-old toddlers viewed a protagonist who tried and failed to open a box that contained a toy while two other agents (helpers) observed; then the toys were exchanged and the helpers opened different boxes. Infants and toddlers differently evaluated the two helpers, consistent with their developing means-end understanding. Together, the present four experiments connect infants' and toddlers' evaluations of helping to their understanding of goal-directed behavior.  相似文献   

高校篮球公共选修课教学法研究   总被引：2，自引：0，他引：2  

田佳佳 《四川体育科学》2004,(4):106

在普通高等院校的公共体育教学中,篮球运动是大学生们最乐意参与的运动项目之一;如何采用有效的教学方法,使之能更有效的掌握和运用篮球的基本技战术,是体育课堂教学研究的重要内容。  相似文献   

Book history and biography     

James L. W. West 《Publishing Research Quarterly》1994,10(3):72-83

Biographers and book historians both study life histories, and practitioners of the two disciplines have much to learn from one another. The author illustrates this point with a document from a publisher’s archive which reveals a great deal about an author’s career as well as about publishing practices, and with a bibliographical puzzle which tells much about censorship in the British publishing industry while at the same time illuminating an important feature of a writer’s career and life. He is the author of several books and is at work on a biography of William Styron.  相似文献   

The psychiatrist in child abuse — ethical and role conflicts     

Sydney Brandon 《Child abuse & neglect》1979,3(1):401-405

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Does secondary school size make a difference?: A systematic review     

M. Newman  Z. Garrett  D. Elbourne  S. Bradley  P. Noden  J. Taylor  A. West 《Educational Research Review》2006,1(1):41-60

There is a vast body of literature on school size but comparatively few high quality empirical studies comparing outcomes in schools of different sizes. This systematic review synthesizes the results of the published research from 31 studies on the effects of secondary school size from OECD countries since 1990. Overall the directions and patterns of effect vary for different outcomes. For pupil attainment measured by exam results, and for attendance, larger schools appear to do better up to some optimal school size but estimates of this point or range are insufficiently precise to be useful. The implications of different school sizes on student behaviours are equivocal, but teachers and pupils at smaller schools are more likely to have a positive perception of their ‘school environment’. Costs per pupil appear to decrease as school size increases. The results of the review suggest that there is little empirical evidence to justify policies that aim to ‘change’ or mandate particular school sizes. However, given the evidence that there do appear to be optimal sizes for some outcomes, stakeholders should be made aware that dramatic changes in a school's size may change the characteristics of a school's learning environment.  相似文献   

The use of cognitive mapping in teaching and learning strategies     

Peter J. Fensham  Jan Garrard  Leo West 《Research in Science Education》1981,11(1):121-129

Summary In this exercise the first five criteria of Table 3 were probably met. Our subsequent checks may enable us to claim that criterion 6 is also met, and there is little doubt that without it most chemistry teachers would remain sceptical about the worth of such an “extra” set of activities. The exercise also indicates that it is possible with modifications to move research techniques like 5 and 8 in Table 3 into at least the realm of possibility of teacher-centred or didactic classrooms.  相似文献   

Motor control and sequencing of boys with Attention-Deficit/Hyperactivity Disorder (ADHD) during computer game play     

Stephen Houghton  Nikki Milner  John West  Graham Douglas  Vivienne Lawrence  Ken Whiting  Rosemary Tannock  Kevin Durkin 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):21-34

The motor control of 49 unmedicated boys clinically diagnosed with ADHD, case‐matched with 49 non‐ADHD boys, was assessed while playing Crash Bandicoot I, a Sony^TM Playstation platform computer video game. In Crash Bandicoot participants control the movements of a small‐animated figure through a hazardous jungle environment. Operationally defined measures of motor control were designated by (1) the stage of the game completed (ie, the number of obstacles successfully passed) before losing the figure's ‘life’, (2) the level of complexity that the stage represented and (3) the time taken to get to that point during the video game play. These measures were assessed under contrasting conditions of low or high working memory and distracter loads. Four tasks were administered (totalling 12 trials), incorporating both with and without distracter conditions. For those trials with the distracter, a segment of the television show The Simpsons was simultaneously played on a television screen adjacent to the computer game monitor. A 5‐way MANOVA revealed that ADHD boys took less time to complete their trials under the direct condition (ie, no working memory load) on Crash Bandicoot, compared to their matched non‐ADHD peers. When the task required additional working memory, however, the ADHD boys took significantly longer. Cumulative frequency plots of game performance revealed that in terms of the number of obstacles completed, the control participants successfully navigated more obstacles on the low working memory load task than the ADHD participants, but that the performance of the two groups was less distinguishable on the high working memory load task. The findings have implications for assessment and management of children with ADHD.  相似文献   

The rise of the teleworker: false promises and responsive solutions     

Heather Kanuka  Kam Jugdev  Robert Heller  Dan West 《Higher Education》2008,56(2):149-165

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