An Interview with Dr. Deborah W. Proctor     

Andrea De Lucia  Rita Francese  Ignazio Passero  Genoveffa Tortora 《TechTrends》2007,51(3):5-9

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Counselling for New Careers     

Claes  Rita 《International Journal for Educational and Vocational Guidance》2003,3(1):55-69

Flemish post-secondary students(N = 2,880) were profiled for favouring orrejecting three new work arrangements. Threestepwise discriminant function analyses wereperformed to separate the groups that were forand against telehomework, agency work, andfreelance work. Predictors were demographicvariables (anticipated graduation year,academic area), attributes (willingness toengage in new careers, proactive personalityand work values), and expectations aboutemployers. The classification results werecross-validated. Findings indicated thattomorrow's workforce wanted to meet therequirements of new careers (mobility, lifelongretooling, work-family balance). Four groups ofwork values differentiated thosefavouring/rejecting telehomework, agency work,and freelance work. Anticipated graduationyear, academic area and proactive personality,characterised further respondents for andagainst agency work and freelance work.Expectations about employers did not split thegroups with respect to their preference for thethree new work arrangements. Implications forcontemporary and future roles for careercounsellors were discussed.  相似文献   

III. STUDY 2. CHILDREN: FAMILY RESEMBLANCE AND GROUP IDENTITY     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):54-74

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Research on instructional development     

Rita C. Richey 《Educational technology research and development : ETR & D》1997,45(3):91-100

The instructional technology field is periodically faced with discussion of the appropriate direction of its research and more specifically of the relationship between research and practice. This paper extends the discussion by examining the nature and scope of developmental research. Two categories of developmental research are explored. They vary in terms of the extent to which the conclusions resulting from the research are generalizable or contextually-specific. Type 1 research tends to be case studies of specific design, development, or evaluation projects with its findings directed toward the improvement of a product or identification of those conditions conducive to efficient product development and use. Type 2 research typically addresses the validity and/or effectiveness of an existing or newly constructed development model, process, or technique. The promise of developmental research as a vehicle for creating sound methods for linking research and practice is discussed.  相似文献   

II. STUDY 1. ADULTS: FAMILY RESEMBLANCE AND GROUP IDENTITY     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):25-53

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Exploring the role of father development workers in supporting early years learning     

Rita Chawla‐Duggan 《Early Years: An International Journal of Research and Development》2006,26(1):93-109

This qualitative study presents findings from initial exploratory work that examined how father development workers (FDWs) supported fathers to become involved in their children's learning, within the context of father groups. The study found that there were two main purposes behind the father groups and the subsequent role of FDWs in supporting father involvement. First, its purpose was to raise confidence and responsibility amongst fathers; and second, it was to improve and influence children's learning. As part of raising confidence and responsibility, FDWs supported fathers to ‘be themselves’, to interact with the group, to develop a father–child relationship and to make decisions. FDWs used both indirect and direct learning approaches with fathers in order to improve and influence children's learning. The study calls for further research into the area of father groups and supporting father involvement in children's learning, as this is an important area that is currently under‐researched in the UK.  相似文献   

Toddlers' Sensitivity to Standard Violations   总被引：1，自引：0，他引：1  

Grazyna Kochanska  Rita J. Casey  Atsuko Fukumoto 《Child development》1995,66(3):643-656

Young children's emerging sensitivity to standard violations has been postulated, but not systematically examined, as an important aspect of early morality. In this study, we observed 100 26–41-month-old toddlers in contexts that involved standard violations. In one context, children were shown flawed and whole objects. In the other context, they were led to believe they had damaged the examiners' valued possessions ("mishaps"). When presented with the flawed and whole objects, toddlers expressed preference for the latter, but showed more interest in the former, thus indicating that the whole-flawed quality was salient. Verbal and nonverbal reactions reflecting sensitivity to the whole-flawed aspects were interrelated. Moreover, manifestations of sensitivity to flawed objects were associated with several behavioral and affective responses during the contrived mishaps (acceptance of responsibility, apologies, focus on reparations, and distress). Thus, sensitivity to standard violations in toddlerhood appeared to be a general phenomenon underlying different aspects of early morality.  相似文献   

Children's Reactions to the Receipt of Direct and Indirect Help     

Rita M. Shell  Nancy Eisenberg 《Child development》1996,67(4):1391-1405

First, third, and fifth graders' ( N = 201) reactions to 2 types of and (direct help [answers] and indirect help [hints]) commonly used by helpers to assist children were examined. The children were randomly assigned to receive either direct or indirect help on a task, and then were asked to try a similar task immediately and again a few days later. Direct help was expected to elicit dependency, whereas indirect help was expected to elicit independent reactions. Age and/or sociocognitive level were predicted to moderate the effects of help. Direct help resulted in feelings of threat, low perceived control, and high dependency help-seeking for girls, but not for boys. Boys who received indirect help and understood the notion of consistency of personality requested less dependent help than did boys with less of this sociocognitive skill. Moreover, children high in the understanding of consistency of personality were more autonomous (i.e., helped themselves more) in the indirect than in the direct help condition.  相似文献   

Award winners     

Kent Gustafson  Roger Wagner  Michael D. Corry  Barbara Seels  Rita Richey  John Rousell  Williams Gibbs  Danial J. Robertson  Kay Bland  David Little  Danilo M. Baylen  Abdulrahim M. Saad  Patricia Burke  Hyunjoo Kim  Linda Gilbert  Hoffman  Debra J. Dirksen  Negishi  Jason Ravistz  Vicki Napper  Danilo Baylen 《TechTrends》1996,41(3):2-3

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Ultrasound imaging in medical student education: Impact on learning anatomy and physical diagnosis          下载免费PDF全文

Sokpoleak So  Rita M. Patel  Steven L. Orebaugh 《Anatomical sciences education》2017,10(2):176-189

Ultrasound use has expanded dramatically among the medical specialties for diagnostic and interventional purposes, due to its affordability, portability, and practicality. This imaging modality, which permits real‐time visualization of anatomic structures and relationships in vivo, holds potential for pre‐clinical instruction of students in anatomy and physical diagnosis, as well as providing a bridge to the eventual use of bedside ultrasound by clinicians to assess patients and guide invasive procedures. In many studies, but not all, improved understanding of anatomy has been demonstrated, and in others, improved accuracy in selected aspects of physical diagnosis is evident. Most students have expressed a highly favorable impression of this technology for anatomy education when surveyed. Logistic issues or obstacles to the integration of ultrasound imaging into anatomy teaching appear to be readily overcome. The enthusiasm of students and anatomists for teaching with ultrasound has led to widespread implementation of ultrasound‐based teaching initiatives in medical schools the world over, including some with integration throughout the entire curriculum; a trend that likely will continue to grow. Anat Sci Educ 10: 176–189. © 2016 American Association of Anatomists.  相似文献