Conflict in the Dyadic Play of 3-Year-Old Children     

Marion O'Brien  Carolyn Roy  Anne Jacobs  Mery Macaluso  Vicki Peyton 《Early education and development》1999,10(3):289-313

Episodes of conflict provide a rich source of information about children's development of interactive skills. In the present study, 184 3-year-old children were observed in dyadic play and the 287 conflicts that occurred during their play were transcribed and coded. In general, children's conflicts arose in the context of ongoing play and were brief, lasting less than 15 seconds. Most disputes concerned toy possession, and almost 80% were ended by the simple withdrawal of one or the other children from the conflict. When children responded with emotional intensity to conflict, their conflicts lasted longer and were more likely to be followed by continued negative interaction. Individual difference data were available for one member of each dyad observed in play. Children rated in infancy as having difficult temperaments were found to be more intense during conflict, to spend more time in conflict, and to score higher on an index of conflict resolution competence, whereas concurrent social behavior was not related to conflict variables. Girls scored higher than boys on competence at conflict resolution, and children with better language skills spent less time in conflict. The more time children spent in nonmaternal child care up to age 3, the less likely they were to initiate conflict.  相似文献   

Realism in the Sociology of Education: 'Explaining' social differences in attainment     

Roy Nash 《British Journal of Sociology of Education》1999,20(1):107-125

The search for scientific explanation in sociology is an attempt to make statements about the causal mechanisms of social structures. The relationship between techniques of quantitative analysis and explanatory models of the association between social class and educational success, with particular reference to the work of Jencks, Boudon, and Bourdieu, are examined in the context of empirical data from the New Zealand 'Progress at School' project. The position of statistical model-building and non-quantitative studies in a realist sociology of education are explored in an examination of the central problem of the sociology of education: the causes of social differences in educational attainment.  相似文献   

Great experiments in physics     

Amit Roy 《Resonance》1998,3(11):8-17

Tunneling between two superconductors was first predicted theoretically and then observed experimentally. The discovery ofthis effect has led to measurements of extremely tiny magnetic fields, new standard measurements of volt amongst other things. The experiments in which Josephson effect was first observed is described.  相似文献   

Interpreting Apartheid: Visitors' Perceptions of the District Six Museum     

Roy Ballantyne 《Curator: The Museum Journal》2003,46(3):279-292

This paper builds on and extends the conceptualization of “hot” interpretation (Ballantyne and Uzzell 1993) by presenting empirical data regarding visitors' perceptions of the District Six Museum in Cape Town, South Africa. The study examines visitors' reasons for visiting, expectations of the visit, responses to the visit, and suggestions for change, in relation to the differing needs of previous residents, local and international visitors. Results of the study are discussed in terms of the need to facilitate connections between interpretive content and visitors' previous experiences and knowledge. The paper considers issues of hot interpretation when a community museum increasingly attracts national and international visitors.  相似文献   

Examining the boundaries of HPT through the lens of communities of practice     

Ria Roy  James A. Pershing 《Performance Improvement Quarterly》2012,25(2):79-105

Despite its existence for over six decades, the practice of human performance technology (HPT) has not been widely accepted within organizations. Varying levels of confusion surround the understanding of HPT, which has been influenced by myriad fields and disciplines. Although HPT is focused on improving performance at the organizational, team, and individual levels, it does not own the practice of performance improvement. The goal of optimal performance across various functions and levels within an organization is not confined to HPT but extends to process improvement, human resource development, organizational development, knowledge management, and several other areas. Therein lies the problem: A lack of consideration about the boundaries that delineates the field has ramifications for both the research on and the practice of HPT. This study examines the domains and disciplines that HPT proponents consider central to the field.  相似文献   

All the (Natural) World's a Stage: Museum Theater as an Educational Tool     

Roy Hawkey 《Curator: The Museum Journal》2003,46(1):42-59

This paper describes a range of theatrical events developed by the Education Unit of the Natural History Museum, London. Theater is used to target non‐traditional audiences, thereby helping meet the museum's educational mandate in innovative ways. The museum's galleries have recently hosted a variety of characters, traditional and contemporary, historical and fictional, in a number of dramatic formats: ensemble pieces, role‐playing, puppetry, dance, mime, and acrobatics. The examples described here provide the occasion for exploring related issues, such as the museum's overall objectives for the program, the responses of visitors, and the spatial and temporal limitations to the design process.  相似文献   

Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners' self-regulated learning in an adaptive learning analytics dashboard     

Eunsung Park  Dirk Ifenthaler  Roy B. Clariana 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):98-125

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