The reproduction of samples of Chinese export lacquer for research     

Marianne Webb  Michael R. Schilling  Julie Chang 《文物保护研究》2014,59(5):S184-S187

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Gendered education in a gendered world: looking beyond cosmetic solutions to the gender gap in science     

Astrid T. Sinnes  Marianne Løken 《Cultural Studies of Science Education》2014,9(2):343-364

Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education to explore the underlying gendered assumptions of a research project aiming to contribute to improving recruitment, retention and gender equity patterns in STEM educations and careers. Much research has been carried out to understand this gender gap phenomenon as well as to suggest measures to reduce its occurrence. A significant portion of this research has focused on detecting the typical “female” and “male” interest in science and has consequently suggested that adjustments be made to science education to cater for these interests. This article argues that adjusting science subjects to match perceived typical girls’ and boys’ interests risks being ineffective, as it contributes to the imposition of stereotyped gender identity formation thereby also imposing the gender differences that these adjustments were intended to overcome. This article also argues that different ways of addressing gender issues in science education themselves reflects different notions of gender and science. Thus in order to reduce gender inequities in science these implicit notions of gender and science have to be made explicit. The article begins with an overview of the current situation regarding gender equity in some so- called gender equal countries. We then present three perspectives from feminist critiques of science on how gender can be seen to impact on science and science education. Thereafter we analyze recommendations from a contemporary research project to explore which of these perspectives is most prevalent.  相似文献   

Parenting and development of one-year-olds: links with parental, contextual, and child characteristics     

van Bakel HJ  Riksen-Walraven JM 《Child development》2002,73(1):256-273

A set of hypotheses derived from Belsky's process model of the determinants of parenting was tested in a sample of 129 Dutch parents with their 15-month-old infants. Parental ego-resiliency and education, partner support, and infant social fearfulness were found to explain significant and unique portions of variance in the observed quality of parental behavior, which, in turn, was linked to the infants' attachment security and cognitive development. Parental intelligence was both indirectly--through parenting--and directly related with infant Bayley Mental Developmental Index, whereas parental ego-resiliency was both indirectly and directly linked with infant Attachment Q-Set security. Belsky's claim that parents' personal resources are most effective and child characteristics are least effective in buffering the parenting system was not empirically confirmed.  相似文献   

I. Introduction     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):1-14

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How children and mothers express gender essentialism     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):33-63

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Swedish Universities towards Self-Regulation: A New Look at Institutional Autonomy   总被引：1，自引：0，他引：1  

Berit Askling  Marianne Bauer  Susan Marton 《Tertiary Education and Management》1999,5(2):173-193

Swedish universities are required to change towards more effective self-regulation as the government has recently reduced state steering and devolved further responsibilities to them. In this paper, self-regulation is related to the concept of autonomy, a concept which is analysed on the two dimensions of purpose and authority, resulting in four models of state governance and consequently in a different space of action for the institutions. However, in order to develop self-regulation, the space granted must also be used effectively to realise autonomy. Six Swedish higher education institutions are analysed concerning how they have used their new space of action and what restrictions they have met in their efforts for self-regulation.  相似文献   

Conceptual learning in relation to near and far transfer in the secondary school subject of economics     

Lenie Kneppers  Marianne Elshout-Mohr  Carla van Boxtel  Bernadette van Hout-Wolters 《European Journal of Psychology of Education - EJPE》2007,22(2):115-129

In this study we investigated the effects of two treatments supplementing students’ (16 to 18 years of age and in pre-university education) regular course in economics. One treatment, labelled concept treatment, aimed at the solidification of the students’ knowledge about economic concepts and their interrelations. The other treatment, labeled context treatment, aimed at the solidification of the connections between economic concepts and practical contexts. The aim of the study was to find out which treatment was most effective in meeting two demands that have been made by educators and advisory boards. The first demand is that students should gain competence in analysing practical problems from an economic perspective. The second demand is that students should be prepared for transfer of what they learned in the lessons to problems that are new to them.  相似文献   

The Teacher Research Update Experience: Perceptions of Practicing Science, Mathematics, and Technology Teachers     

Marianne B. Barnes  Emilia M. Hodge  Melinda Parker  Mary Jo Koroly 《Journal of Science Teacher Education》2006,17(3):243-264

The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills? How have these experiences contributed to their professional and personal growth and development, and how will they influence teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases, insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development programs.  相似文献   

Perfectionism in Academically Gifted Students: A Systematic Review     

Grugan  Michael C.  Hill  Andrew P.  Madigan  Daniel J.  Donachie  Tracy C.  Olsson  Luke F.  Etherson  Marianne E. 《Educational Psychology Review》2021,33(4):1631-1673

Educational Psychology Review - Perfectionism has long been recognised as a psychological factor that can enhance or interfere with the healthy adjustment of young students who are academically...  相似文献   

Fear of Death and Examination Performance in a Medical Gross Anatomy Course with Cadaveric Dissection     

Sara Allison  Andrew Notebaert  Eddie Perkins  Marianne Conway  Erin Dehon 《Anatomical sciences education》2021,14(6):764-773

Cadaveric dissection offers an important opportunity for students to develop their ideas about death and dying. However, it remains largely unknown how this experience impacts medical students' fear of death. The current study aimed to address this gap by describing how fear of death changed during a medical gross anatomy dissection course and how fear of death was associated with examination performance. Fear of death was surveyed at the beginning of the course and at each of the four block examinations using three of the eight subscales from the Multidimensional Fear of Death Scale: Fear of the Dead, Fear of Being Destroyed, and Fear for the Body After Death. One hundred forty-three of 165 medical students (86.7%) completed the initial survey. Repeated measures ANOVA showed no significant changes in Fear of the Dead (F (4, 108) = 1.45, P = 0.222) or Fear for the Body After Death (F (4, 108) = 1.83, P = 0.129). There was a significant increase in students' Fear of Being Destroyed (F (4, 108) = 6.86, P < 0.0005) after beginning dissection. This increase was primarily related to students' decreased willingness to donate their body. Concerning performance, there was one significant correlation between Fear for the Body After Death and the laboratory examination score at examination 1. Students with higher fears may be able to structure their experience in a way that does not negatively impact their performance, but educators should still seek ways to support these students and encourage body donation.  相似文献