Are there really new directions and innovations in archival education?     

Richard J. Cox 《Archival Science》2006,6(2):247-261

This essay comments on the various papers presented at the 2004 SAA conference on archival education. The author, after reading most of the papers, asked the conference organizer to change the name of the closing essay from a generic “commentary” to one playing on the announced theme of the meeting, “Are There Really New Directions and Innovations in Archival Education?” The author did not read, and or hear much, about new directions or innovations, and he uses this essay to explain his concerns. This essay considers the challenges of differing cultures in archival repositories and the university where graduate programs reside, the problems of the lack of a critical mass of graduate educators and the creating of the next generation of educators, and the continuing weak performance in research and publishing by the current corps of educators. All in all, graduate archival educators need to be bring creativity and greater dedication to building a solid foundation for such professional education.  相似文献   

The best living poet?     

Brian Worthington 《Higher Education Quarterly》1980,34(2):199-207

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Teachers’ Centres and the Schools Council     

Brian Salter  Carl Parsons  Stephen Steadman 《Educational studies》1983,9(1):1-8

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The Educational Attitudes and Views about School of a Sample of Disadvantaged Fifteen‐year‐olds     

Theo Cox 《Educational studies》1983,9(2):69-79

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Are low achievers disliked in a cooperative situation? A test of rival theories in a mixed ethnic situation     

David W. Johnson  Roger Johnson  Margaret Tiffany  Brian Zaidman 《Contemporary educational psychology》1983,8(2):189-200

The effect of cooperative and individualistic learning experiences within which majority students worked with lower-achieving minority peers were compared. A number of theories predict that when white students collaborate with lower-achieving minority students prejudice and rejection will increase. These theories were tested against a counter position that working collaboratively promotes liking regardless of differences in achievement. Forty-eight students (20 minority and 28 white) were assigned to conditions on a stratified random basis controlling for ethnic membership, sex, social class, and ability level. They participated in the study for 55 min a day for 15 instructional days. The results indicate that cooperative learning experiences, compared with individualistic ones, promoted higher achievement for minority students, more cross-ethnic interaction aimed at supporting and regulating efforts to learn and ensuring the active involvement of all students, and greater cross-ethnic interpersonal attraction. The results do not support the theories that posit equal achievement levels are necessary for successful integration and do support the position that cooperative experiences result in liking regardless of the ethnic membership or achievement level of collaborators.  相似文献   

Curriculum practices affecting retention in the senior secondary years     

Moya Adams  Samuel Ball  John Braithwaite  Harry Kensell  Brian Low 《The Australian Educational Researcher》1989,16(3):53-65

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Attachment and Temperament in the Early Life Course: A Meta‐Analytic Review          下载免费PDF全文

Ashley M. Groh  Angela J. Narayan  Marian J. Bakermans‐Kranenburg  Glenn I. Roisman  Brian E. Vaughn  R. M. Pasco Fearon  Marinus H. van IJzendoorn 《Child development》2017,88(3):770-795

This meta‐analytic review examines the association between early attachment (assessed at 1–5 years) and child temperament (assessed at birth–12 years), and compares the strength of this association with recently documented meta‐analytic associations between early attachment and social competence, externalizing behavior, and internalizing symptoms. Based on 109 independent samples (N = 11,440) of diverse socioeconomic and ethnic backgrounds, temperament was weakly associated with attachment (in)security (d = .14, CI [0.08, 0.19]) but modestly associated with resistant attachment (d = .30, CI [0.21, 0.40]). Temperament was not significantly associated with avoidant (d = .10, CI [?0.02, 0.19]) or disorganized (d = .11, CI [?0.03, 0.25]) attachment. Across developmental domains, early attachment security was more strongly associated with social competence and externalizing behaviors than internalizing symptoms and temperament.  相似文献   

Resilience to bullying: towards an alternative to the anti-bullying approach     

Brian Moore 《Educational Psychology in Practice》2017,33(1):65-80

Anti-bullying strategies are significant approaches addressing bullying in schools, however their capacity to produce a reduction in bullying behaviour is open to question. This article examined a resilience-based approach to bullying. One hundred and five primary and high school students were surveyed using several standardised instruments. The study found that high school students reported more victimisation than primary students; that students reporting greater resilience; experienced less distress regarding bullying; that relatedness demonstrated a stronger negative correlation than mastery with distress levels to bullying; that students exhibiting greater emotional reactivity engaged in more bullying behaviour compared to others; and that a younger group exhibited greater resilience levels compared to an older group. The results support an evolutionary psychology view of bullying and suggest an operational definition of bullying in terms of power differentials within a relational context. Further examination and development of a resilience-based intervention model focused on developing a sense of relatedness is supported.  相似文献   

States’ Potential Enrollment of Adult Students: A Stochastic Frontier Analysis     

Marvin A. Titus  Brian Pusser 《Research in higher education》2011,52(6):555-571

This study shows that financial aspects of state higher education policies, particularly tuition, have an impact on the level of enrollment of adult undergraduates within a state. This study also demonstrates how stochastic frontier analysis (SFA) can be utilized to examine the potential maximum enrollment of adult learners in postsecondary education and generate state-level scores that can be utilized to rank states according to the difference between the potential maximum and actual enrollment of adults in higher education.  相似文献   

From barriers to bridges: An investigation on Saudi student mobility (2006–2009)     

Brian D. Denman  Kholoud T. Hilal 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,62(4):299-318

Globalisation is often thought to advocate for a single set of beliefs and customs and for a rejection of the need to protect regional cultures and traditions. In the aftermath of 9/11, the rift between Western and Arab cultures has deepened, and there is a patent need for cultural bridges to be built. The government of Saudi Arabia has, by increasing funding for higher education through grants and scholarships, enabled Saudi students to study at overseas universities. A number of non-Saudi students are also enrolled at Saudi Arabian universities. After a brief introduction to the cultural and educational history of the Arab region and Saudi identity, this article turns to contemporary higher education in Saudi Arabia. It introduces the King Abdullah Scholarship Programme and then goes on to present detailed enrolment data for 2006–2009, demonstrating trends and policy changes and identifying patterns in student mobility.  相似文献