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Changes in early adolescents' self-reported cheating behaviors in mathematics before and after the transition from middle school to high school are examined. Students were surveyed in school regarding their cheating behaviors in math, and the motivational goal structures perceived in their math classrooms. Surveys were completed twice during the eighth grade (during middle school) and once at the end of the ninth grade (at the end of the first year in high school). Results indicated that self-reported cheating did not change in the year prior to the high school transition, but that reported cheating increased after the transition. Additional analyses indicated that across the high school transition, self-reported cheating in math increased for students who moved from high mastery to low mastery-oriented classes after the transition, and for students who moved from low performance to high performance-oriented classes; in contrast, self-reported cheating decreased for students who moved from low to high mastery-oriented math classrooms. 相似文献
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Tyler Goldberg David Horvath Eric Neagle 《Library Collections, Acquisitions, and Technical Services》2001,25(4):37
It is broadly acknowledged that effective serials management supports and requires a close link between the staff in technical and public services. More recently, new technological opportunities combined with changes in library organization and administration have greatly facilitated this linkage. The nature and structure of a library’s organization can aid in and benefit from this connectedness. Departments in the University of Louisville’s public and technical services areas began a cooperative effort to maintain serials records in the online catalog in the early 1990s. With reorganization in the late 1990s, a new team structure emerged which further facilitated this effort. In return, this cooperation and the tools that it has created support the teams in a new user-centered approach to serials management. 相似文献
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The neurobiology of language: Practical applications 总被引：1，自引：1，他引：0
Eric H. Lenneberg 《Annals of dyslexia》1970,20(1):7-13