A U‐Shaped Relation Between Sitting Ability and Upright Face Processing in Infants     

Cara H. Cashon  Oh‐Ryeong Ha  Casey L. Allen  Amelia Cevelle Barna 《Child development》2013,84(3):802-809

A growing body of research indicates connections exist between action, perception, and cognition in infants. In this study, associated changes between sitting ability and upright face processing were tested in 111 infants. Using the visual habituation “switch” task (C. H. Cashon & L. B. Cohen, 2004; L. B. Cohen & C. H. Cashon, 2001), holistic processing of faces was assessed in same‐aged non‐ and near sitters (22–25 weeks) and same‐aged new and expert sitters (27–32 weeks). U‐shaped relation was found between sitting stage and holistic face processing such that only nonsitters and expert sitters processed faces holistically. It is posited that the results are due to a reorganization of the upright face‐processing system resulting from infants' learning to sit independently and trying to incorporate the meaning of upright faces.  相似文献   

Teachers' approaches to finding and using research evidence: an information literacy perspective     

Dorothy Williams  Louisa Coles 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):185-206

Background The use of research evidence produced by others is seen as central to the reflective practice of school teachers. There have been many recent UK initiatives aimed at improving access to research evidence, but there are still concerns about the lack of engagement by teachers. Previous research has looked at this issue from different perspectives, including the content and relevance of educational research, the relationships between researchers and teachers, accessibility and presentation of research and the culture of the school. The research presented here seeks to make a contribution to understanding the diffusion of research in the teaching profession by examining the issues from an information literacy perspective.

Purpose This paper examines the use of research information by UK school teachers, placing an emphasis on their information literacy—i.e. teachers' strategies and confidence in their abilities to find, evaluate and use research information, which is defined as the published output of a planned piece of research.

Sample Survey data were collected from 312 teachers and 78 head teachers from nursery, primary and secondary schools in Scotland, England and Wales. The sample included a wide range of teaching experience, ages, subject responsibilities, school locations and sizes, although there was a bias towards teachers who were motivated to use research evidence. Interviews were conducted with 28 teachers from primary, secondary, nursery and special education schools, and a further 15 teachers took part in group exercises. Interview and group exercise samples were more varied in their levels of research involvement.

Design and methods A mixed methodology was used. The questionnaire survey sought background data on more general attitudes towards research, as well as data on information access and confidence in finding and using general and research information. This was supplemented by qualitative evidence on information strategies and experiences from scenario or vignette interviews. Group exercises in which teachers discussed their responses to specific examples of research information were useful in focusing on strategies for evaluating information.

Results While survey respondents were, on balance, positively motivated towards the use of research evidence, their actual use of information from research was limited. They considered the most prominent barriers to their use of research information were associated with lack of time and lack of ready access to sources. This is likely to be a limiting factor in terms of the development of teacher confidence in finding, evaluating and using the kinds of information sources which are increasingly available to support their professional development. In fact survey evidence from the more research-motivated sample indicated that teachers were considerably less confident in finding and using research information than general information. Their confidence was slightly higher in finding research information (e.g. 67.1% and 60.9% were either confident or very confident in defining information needs and locating information respectively) compared to using research information (for example, 56.5% were either confident or very confident in organizing and synthesizing information). However, evidence from the more mixed interview and group exercise samples also revealed a range of concerns about lack of skills and knowledge needed to search and evaluate information effectively.

Conclusions The findings suggest that information literacy may be a factor in limiting the use of research information, exacerbating the perceived challenges of lack of time and lack of ready access to information sources. From an information perspective, teachers' use of research evidence is likely to be enhanced by greater development of information literacy; more attention to local information dissemination strategies; and the development of an information culture and ethos within schools.  相似文献   

Stakeholders’ views of South Korea’s higher education internationalization policy     

Young Ha Cho  John D. Palmer 《Higher Education》2013,65(3):291-308

The study investigated the stakeholders’ perceptions of South Korea’s higher education internationalization policy. Based on the research framework that defines four policy values—propriety, effectiveness, diversity, and engagement, the convergence model was employed with a concurrent mixed method sampling strategy to analyze the stakeholders’ perceptions. According to the findings, the stakeholders perceived that the government’s internationalization policy to date has contributed to the international competitiveness of Korean universities by and large in a quantitative manner. Their views however signaled that the government should consider the quality and identity of Korean higher education institutions when designing and implementing internationalization policy. Based on the implications that the findings have in the policy context, this study suggested two points for future policy research into Korean higher education internationalization: (1) develop a glonacal definition of world-classness for Korean universities and (2) build up a mixture model of centralization and decentralization for the government-university relations, which encourages internal self-governance of Korean universities.  相似文献   

当代越南数学概述     

何辉快 《科学文化评论》2009,6(2):83-92

本文将对当代数学在越南的发展情况做一简短回顾,这里的“当代”是指1947年越南数学家首次在国际期刊上发表数学论文以来直到最近几年。此外,越南1945年9月脱离法国殖民统治宣布独立,所以当代越南数学也就是它在殖民时代以后的历史。  相似文献   

基于资源发现领域的元数据(Metadata)标准   总被引：15，自引：1，他引：14  

贺亚锋 《现代图书情报技术》2000,16(6):60-61

Metadata 作为组织和检索Web 信息资源的数据, 是网络搜寻的关键因素之一, 本文以资源发现领域的元数据标准为研究对象, 探讨了该领域元数据标准的功能、类别和Dublin Core 与MARC 的关系。  相似文献   

Book reviews     

Walter Hahn  Helmut Skowronek  H. J. Butcher  Hans-Martin Müller-Wolf  J. C. Cairns  Michael Angermaier  Maureen Woodhall  Ha Wun Sung  Oskar Anweiler  John A. Smyth  Gilbert de Landsheere  Gaby Venstermans  Erika Voigt  Anza Amen Lema  David Wolsk  Robert O. Berdahl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):83-107

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IV. TESTING FOR DOSAGE-OUTCOME ASSOCIATIONS IN EARLY CARE AND EDUCATION     

Yange Xue  Elizabeth B. Miller  Anamarie Auger  Yi Pan  Margaret Burchinal  Hsiao-Chuan Tien  Ellen Peisner-Feinberg  Martha Zaslow  Louisa Tarullo 《Monographs of the Society for Research in Child Development》2016,81(2):64-74

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Full Steam Ahead: A Conceptual Analysis of User-Supplied Tags on Steam     

Travis W. Windleharth  Jacob Jett  Marc Schmalz  Jin Ha Lee 《Cataloging & classification quarterly》2016,54(7):418-441

This article describes a conceptual analysis of user-generated tags applied to video games in the Steam video game distribution system. The research team scraped all user-generated tags available on Steam and then conducted a conceptual analysis of the tags, sorting them into categories and comparing them to the current version of the Video Game Metadata Schema. This analysis allowed the team to identify new metadata elements and terms useful to game players. We present a discussion covering the major issues in organizing the terms, as well as the implications for the future work in the area of video game metadata.  相似文献   

万用表的安装与检修     

韩安明 《中国现代教育装备》2007,(12):35-36

万用表的安装与检修是电专业的必修专业实训项目,教学目标是要求学生掌握万用表的结构及工作原理,万用表的使用方法及注意事项,万用表的元件检测,元件的焊接,调试技术,故障现象的分析及快速检修技能。  相似文献   

“Only When I Am Not Ashamed of Myself Can I Teach Others”: Preservice English-Language Teachers in Vietnam and Code-Switching Practices     

Hai Ha Vu 《Journal of Language, Identity & Education》2017,16(5):285-298

As the younger generation in Vietnam increasingly switches between the English and the Vietnamese languages, numerous linguistic and sociocultural strictures arise. Foregrounding the preservice English-language teachers of this generation, this article locates them in a dilemma between the discourse of globalization and their code-switching practices, on the one hand, and the moral-guide duty they are expected to fulfil within the discourse of linguistic nationalism on the other hand. Drawing on a case study conducted with survey questionnaires (N = 483) and focusing on interviews and focus groups (N = 15), this article reports the confusion, the decisions, and the negotiations made by different preservice teachers as they were faced with this dilemma. Particularly underlining the theme of negotiation, the article proposes certain changes to the English-language-teacher training curriculum in Vietnam.  相似文献