The Need to Emphasize Epistemology in Teaching and Research     

Calvin Kalman 《Science & Education》2009,18(3-4):325-347

The views on epistemology by philosophers of science are developed through an historical lens. Enabling students to develop a scientific mindset is complicated by student’s views on the Nature of Science. Students need to appreciate the history of science and to contrast different frameworks. In order to do this, students have to be able to follow presentations in class and read their textbooks. Although individual words are understandable, the sentences appear to take the form of an unknown language. The solution utilized in this paper is to get students to approach their reading of their textbooks in the manner of the hermeneutical circle through an activity called Reflective Writing.  相似文献   

The garbage gospel: Using the theory of planned behavior to explain the role of religious institutions in affecting pro-environmental behavior among ethnic minorities     

Calvin Lakhan 《The Journal of environmental education》2018,49(1):43-58

This study used Azjen's Theory of Planned Behavior to examine how pro-recycling and pro-environmental messaging delivered by religious leaders affects stated recycling behavior among ethnic minorities. Using data collected from 12 religious institutions in three Ontario, Canada, communities, a promotion and education program was developed to: (1) increase awareness about existing waste management programs in the region; (2) describe what materials should be recycled; (3) highlight the importance of recycling (to the individual, to the community, and to the environment; and (4) make a direct appeal asking households to participate in their region's recycling programs. Post implementation of the P&E campaign, respondents indicated a statistically significant increase in positive attitudes toward recycling, moral norms, levels of perceived behavioral control, and awareness of recycling consequences. Perceived behavioral control, situational factors, attitudes, and moral norms were found to be the most significant predictors of recycling intention. Community leaders were demonstrably more successful in affecting positive change in stated recycling behavior among minorities relative to previous municipal promotion and education efforts.  相似文献   

A Dual-Grid System for Diorama Layout     

Ruth Morrill 《Curator: The Museum Journal》1996,39(4):281-287

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Comparative creativity scores of lower socio-economic dropouts and non-dropouts     

Calvin Janssen 《Psychology in the schools》1968,5(2):183-184

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On the Concept of Force: A Comment on Lopes Coelho     

Calvin S. Kalman 《Science & Education》2011,20(1):67-69

This article presents a supplement to Coelho’s excellent article concerning the definition of force by first defining mass and then momentum. Replacing force with the concept of a field is also briefly noted.  相似文献   

THE DIRECTORS’ PAGE     

Calvin E. Bruce 《Religious education (Chicago, Ill.)》2013,108(4):421-422

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Toward a psycholinguistics of cinema     

Calvin Pryluck  Richard E. Snow 《Educational technology research and development : ETR & D》1967,15(1):54-75

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Library Service in English‐ and German‐language Teacher Training Institutions     

Richard l. Morrill 《比较教育学》1985,21(1):77-89

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Risk of mother-reported child abuse in the first 3 years of life     

Windham AM  Rosenberg L  Fuddy L  McFarlane E  Sia C  Duggan AK 《Child abuse & neglect》2004,28(6):645-667

OBJECTIVE: The purpose of this research was to investigate, within an at-risk population, parent and child characteristics associated with a mother's self-reports of severe physical assault and assault on the self-esteem of the child in the first 3 years of life. DESIGN: The study population consisted of a community-based sample of mothers of newborns identified as at-risk for child maltreatment (n=595). Families were assessed annually from the child's birth through age 3 using instruments with established psychometric properties. Independent variables investigated included: family socio-demographics, parity, mother's social support, maternal depression, maternal problem drug or alcohol use, partner violence, child's age, child's sex, low birth weight/small for gestational age (SGA), and mother's perception of child's demand level. Associations with maltreatment were examined using multivariable methods for longitudinal data. RESULTS: Child severe physical assault was significantly associated with parent characteristics (maternal depression and partner violence); and child characteristics (SGA). Assault to the child's self-esteem was significantly associated with maternal depression, maternal illicit drug use, partner violence and mother's perception of child's demand level. Controlling for family sociodemographic characteristics did not change the associations. Likewise, while mother's perception of child demand level had an independent association with self-esteem assault, the associations described above persisted while demand level was held constant. In this high-risk sample, abuse was not associated with mother's age, education, race, parity, or household income level. CONCLUSIONS: While characteristics such as SGA can serve as markers for increased abuse risk, they are not amenable to intervention after the child is born. However, certain other risk factors, such as maternal depression and domestic violence are malleable and should be targeted for intervention with the goal of preventing child maltreatment.  相似文献   

Design‐focused evaluation     

Calvin Smith 《Assessment & Evaluation in Higher Education》2008,33(6):631-645

In this paper an approach to the writing of evaluation questions is outlined and developed which focuses attention on the question of the effectiveness of an educational design for bringing about the learning it is intended to facilitate. The approach develops from the idea that all educational designs rely on instructional alignment, implicitly or explicitly, and succeed or fail to the extent to which the implementation of that alignment is effective. The approach to evaluation that is described, design‐focused evaluation, utilises students’ experiences of instructional designs and strategies and focuses questions on students’ awareness of the effectiveness of those strategies for facilitating the intended learning outcomes. Detailed advice is given on the construction of items that fit with the approach described and that maximise the generalisability of the approach to most if not all educational settings and designs.  相似文献