Rethinking Big Science. Modest,mezzo, grand science and the development of the Bevalac, 1971-1993     

Westfall C 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(1):30-56

Historians of science have tended to focus exclusively on scale in investigations of largescale research, perhaps because it has been easy to assume that comprehending a phenomenon dubbed "Big Science" hinges on an understanding of bigness. A close look at Lawrence Berkeley Laboratory's Bevalac, a medium-scale "mezzo science" project formed by uniting two preexisting machines--the modest SuperHILAC and the grand Bevatron--shows what can be gained by overcoming this preoccupation with bigness. The Bevalac story reveals how interconnections, connections, and disconnections ultimately led to the development of a new kind of science that transformed the landscape of large-scale research in the United States. Important lessons in historiography also emerge: the value of framing discussions in terms of networks, the necessity of constantly expanding and refining methodology, and the importance of avoiding the rhetoric of participants and instead finding words to tell our own stories.  相似文献   

The early assessment conundrum: Lessons from the past,implications for the future     

Catherine M. Bordignon  Tony C.M. Lam 《Psychology in the schools》2004,41(7):737-749

The early childhood educational field has garnered attention with initiatives to foster skill acquisition in young children prior to kindergarten entry. These initiatives, in conjunction with the rigorous demands of curricular reform and a burgeoning accountability movement, invoke questions regarding the adequacy of the instruments used to assess young children and the inherent difficulties in conducting such assessments. Because the effectiveness of education relies critically on the sound diagnoses of children's readiness for learning and the measurement of their subsequent progression throughout the schooling process, critical issues in early assessment must be addressed. An examination of past practices was synthesized with recent research to focus awareness on the insufficient content domain, restrictive context, adverse timing and questionable psychometric properties, specifically the inappropriate norms and low predictive validity, of many instruments. Both the implications of and compensatory strategies for each issue are considered. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 737–749, 2004.  相似文献   

Immigrant Chinese Mothers’ Socialization of Achievement in Children: A Strategic Adaptation to the Host Society          下载免费PDF全文

Florrie Fei‐Yin Ng  Irene Nga‐Lam Sze  Catherine S. Tamis‐LeMonda  Diane N. Ruble 《Child development》2017,88(3):979-995

Academic socialization by low‐income immigrant mothers from Mainland China was investigated in two studies. Immigrant Chinese mothers of first graders (n = 52; M_age = 38.69) in the United States (Study 1) and kindergartners (n = 86; M_age = 36.81) in Hong Kong (Study 2) tell stories that emphasized achieving the best grade through effort more than did African American (n = 39; M_age = 31.44) and native Hong Kong (n = 76; M_age = 36.64) mothers, respectively. The emphasis on achievement was associated with mothers' heightened discussion on discrimination (Study 1) and beliefs that education promotes upward mobility (Study 2), as well as children's expectations that a story protagonist would receive maternal criticism for being nonpersistent in learning (Study 2).  相似文献   

A Path Analysis of Nutrition,Stimulation, and Child Development Among Young Children in Bihar,India          下载免费PDF全文

Leila M. Larson  Reynaldo Martorell  Patricia J. Bauer 《Child development》2018,89(5):1871-1886

Nutrition plays an important role in the development of a child, particularly in low‐ and middle‐income countries where malnutrition is often widespread. The relation between diet, hemoglobin, nutritional status, motor development, stimulation and mental development was examined in a cross‐sectional sample of 1,079 children 12–18 months of age living in rural Bihar, India. Path analysis revealed associations between (a) length‐for‐age z‐scores and motor development, standardized β (β) = .285, p < .001, and (b) motor and all mental development outcomes (language: β = .422; personal‐social: β = .490; memory: β = .139; and executive function: β = .072, all p < .001). Additionally, stimulation was significantly associated with language scores and hemoglobin concentration with memory. These findings inform interventions aimed at improving child development in Northern India.  相似文献   

Judicious imitation: children differentially imitate deterministically and probabilistically effective actions     

Schulz LE  Hooppell C  Jenkins AC 《Child development》2008,79(2):395-410

Three studies look at whether the assumption of causal determinism (the assumption that all else being equal, causes generate effects deterministically) affects children's imitation of modeled actions. These studies show even when the frequency of an effect is matched, both preschoolers (N = 60; M = 56 months) and toddlers (N = 48; M = 18 months) imitate actions more faithfully when modeled actions are deterministically rather than probabilistically effective. A third study suggests that preschoolers' (N = 32; M = 58 months) imitation is affected not just by whether the agent's goal is satisfied but also by whether the action is a reliable means to the goal. Children's tendency to generate variable responses to probabilistically effective modeled actions could support causal learning.  相似文献   

Quality Learning of Physics: Conceptions Held by High School and University Teachers   总被引：1，自引：0，他引：1  

Brass  Catherine  Gunstone  Richard  Fensham  Peter 《Research in Science Education》2003,33(2):245-271

This paper reports an exploration of the conceptions of quality learning held by two samples of physics teachers – final year, high school physics teachers and academics teaching first year university physics. We begin by outlining our view of quality learning, that is a view of learning in which learners take control of their own learning and engage with active construction and reconstruction of their own meanings for concepts and phenomena. This view of quality learning recognises the crucial role of the affective dimension of learning on the extent to which students engage with and maintain such constructivist and metacognitive approaches to learning. The study explored the qualitatively different ways in which individuals conceptualise quality learning in physics, using semi structured interviews that explored aspects of learning that the respondents regarded as worth fostering in their classrooms. The interview approach was a modification of the Interview-About-Instances approach that allowed the possibility of interviewees suggesting instances of particular relevance to their view of quality learning. This process resulted in a considerable quantity of rich and complex data related to a large range of aspects of physics learning. These data are summarised here, and the qualitatively different conceptions of the respondents with respect to four significant aspects of physics learning are discussed. These aspects are: doing experimental work; linking physics to the real world; students taking responsibility for their own learning and being confident/feeling proud of what you can do.  相似文献   

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions     

Teressa C. Sumrall  Catherine Scott-Little  Karen M. La Paro  Robert C. Pianta  Margaret Burchinal  Bridget Hamre  Jason Downer  Carollee Howes 《Early Childhood Education Journal》2017,45(6):821-830

  相似文献   

A systematic review of current understandings of employability     

Stella Williams  Lorna J. Dodd  Catherine Steele  Raymond Randall 《Journal of Education & Work》2016,29(8):877-901

  相似文献   

Portfolios, Accountability, and an Interpretive Approach to Validity   总被引：1，自引：0，他引：1  

Pamela A. Moss  Jamie Sue Beck  Catherine Ebbs  Barbara Matson  James Muchmore  Dorothy Steele  Caroline Taylor  Roberta Herter 《Educational Measurement》1992,11(3):12-21

How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments?  相似文献   

Children Who See Too Much: Lessons from the Child Witness to Violence Project: Betsy McAlister Groves; Beacon Press, 2002, 168 pages, ISBN 0-8070-3138-0     

Catherine P. Bradshaw  David S. Zielinski 《Child abuse & neglect》2003,27(12)

  相似文献