Childhood abuse and the content of delusions     

Oliver J. Mason  Emma Brett  Miriam Collinge  Helen Curr  John Rhodes 《Child abuse & neglect》2009,33(4):205-208

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Training Studies: An Experimental Design to Advance Educational Neuroscience          下载免费PDF全文

Miriam Rosenberg‐Lee 《Mind, Brain, and Education》2018,12(1):12-22

The promise of educational neuroscience lies in its potential to uncover mechanistic insights into the science of learning. However, to realize that promise, the field must overcome a fundamental difference between the constituent disciplines: neuroscience is primarily concerned with understanding how the brain works; whereas education attempts to change the brain regardless of its workings. Learning is one domain where these orientations align: it is a deep feature of nervous systems and a target outcome of education. This article proposes coupling training studies with neuroimaging to assess the impact of real‐world learning on brain activity patterns, and simultaneously ask fundamental questions about the causal role of specific patterns of brain activity in academic skill acquisition. Finally, planning and implementing these studies requires multiple forms of expertise and collaborating across disciplines, which will contribute to a more cohesive educational neuroscience research community.  相似文献   

Testgütekriterien der „Profilanalyse nach Grießhaber“. Evaluation eines Verfahrens zur Erfassung grammatischer Fähigkeiten von ein- und mehrsprachigen Grundschulkindern     

Birgit Ehl  Michèle Paul  Gunnar Bruns  Elisabeth Fleischhauer  Miriam Vock  Anna Gronostaj  Michael Grosche 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1261-1281

A diagnostic goal of the “Profile analysis according to Grießhaber” is the assessment of the grammatical ability to place verbs in German sentences in the correct syntactical position. To evaluate the test quality for the first time, 403 monolingual and multilingual primary school children were randomly assigned to three different test materials: Test material that specifically stimulated the target competence led to the best test results. This indicates a low objectivity of application. In addition, ceiling effects for primary school children were detected, which means that the profile analysis can only slightly differentiate among the grammatical abilities of the children. Retest reliability and objectivity of analysis are also too small. In summary, the test quality of the assessment tool should be improved with respect to all of the test quality criteria considered. Hence, we recommend standardizing the profile analysis better and adding more sensitive diagnostic criteria for primary school aged children. Other aspects of profile analysis, for example the improvement of diagnostic competencies of teachers, are recommended for future research.  相似文献   

Coaching between experts – opportunities for teachers’ professional development     

Miriam Ben-Peretz  Eli Gottlieb 《Teacher Development》2018,22(3):303-313

Sharing experiences among teachers is an important part of professional development. Coaching is defined as an ongoing process in which experts engage with practice, with the purpose of continuous improvement. This article will discuss the principles of peer coaching in teacher development, by examining a specific case of peer coaching between two experienced teacher educators. From this analysis, we derive two major concepts as guiding the process of peer coaching: joint deliberation and metapedagogy. These two features are conceptualized using excerpts from the case study and from the literature.  相似文献   

Linking human,technological, and relational assets to technological innovation: exploring a new approach     

Castro  Gregorio Martín-de  Delgado-Verde  Miriam  Amores-Salvadó  Javier  Navas-López  José Emilio 《知识管理研究与实践》2013,11(2):123-132

In a knowledge-based economy, firms' technological innovations represent one of the best ways in order to survive and to achieve firm success. Nonaka and Takeuchi stated that technological innovation is close to firms' intellectual or knowledge asset management, and additional efforts are needed to understand these complex causal relationships. If we can assume that technological innovation causation rarely has a single cause, and that these causes rarely operate in isolation from each other, empirical research needs a new configurational perspective, where the integrity of firms' technological innovations as complex configurations of causal factors are preserved. This way, using a configurational approach, and primary data of 251 technology-based firms based in Spain, this paper explores firms' human, technological, and relational assets configurations and product innovations.

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A review on the basketball jump shot     

Victor H.A. Okazaki  André L.F. Rodacki  Miriam N. Satern 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):190-205

The ability to shoot an effective jump shot in the sport of basketball is critical to a player's success. In an attempt to better understand the aspects related to expert performance, researchers have investigated successful free throws and jump shots of various basketball players and identified movement variables that contribute to their success. The purpose of this study was to complete a systematic review of the scientific literature on the basketball free throw and jump shot for the purpose of revealing the critical components of shooting that coaches, teachers, and players should focus on when teaching, learning, practising, and performing a jump shot. The results of this review are presented in three sections: (a) variables that affect ball trajectory, (b) phases of the jump shot, and (c) additional variables that influence shooting.  相似文献   

Technological and pedagogical support for pre-service teachers’ lesson planning     

Noortje Janssen  Miriam Knoef  Ard W. Lazonder 《Technology, Pedagogy and Education》2019,28(1):115-128

Successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation. This study investigated whether the information format of technological and pedagogical support affects pre-service teachers’ technology integration in lesson plans. One group of pre-service teachers (n = 37) received support materials that presented technological, pedagogical and content information separately; another group (n = 36) received a version of these materials in which the technological and pedagogical information was integrated. Pre-service teachers used these support materials to create a technology-infused lesson plan. As expected, the pre-service teachers who received integrated support had relatively more design justifications in which technology and pedagogy were combined than their peers from the separate support group. However, this more advanced reasoning did not materialise in higher-quality lesson plans. Future research should investigate whether pre-training in the use of ICT could improve the effects of integrated support.  相似文献   

Personality characteristics of students enrolled in an elective studies degree program     

Miriam Kragness  Darwin D. Hendel 《Innovative Higher Education》1977,2(2):81-89

Personality characteristics of students choosing an elected studies degree option are compared with characteristics of conventional degree candidates on the Omnibus Personality Inventory (OPI). The current status of nontraditional degree programs is briefly reviewed. Results are discussed in terms of published findings for three other student groups: students in other nontraditional degree programs, students who withdraw voluntarily, and upperclass students. Elected studies students are found to have in common with all three groups the general characteristics of intellectual liberalism. The comparison with traditional students in this study shows differences between the two groups on 7 of 14 OPI scales, with the most outstanding differences being the degree of intellectual liberalism. A finding unique to this study appears to be the greater degree of self-confidence shown by the elected studies students. Several explanations are proposed for this result.  相似文献   

A Change in Teacher‐Child Interaction Through Paradoxical Intervention     

Malka Margalit  Miriam Caspi 《International Journal of Disability, Development & Education》1985,32(1):41-45

The aim of this case study is to describe an intervention program using paradoxical strategies to help a teacher cope with hyperactivity in the classroom. In line with the ecological model, the focus of change is not the hyperactive child, but the teacher; the study provides a novel perspective on the work of the school psychologist.  相似文献   

How money matters for young children's development: parental investment and family processes   总被引：5，自引：0，他引：5  

Yeung WJ  Linver MR  Brooks-Gunn J 《Child development》2002,73(6):1861-1879

This study used data from the Panel Study of Income Dynamics and its 1997 Child Development Supplement to examine how family income matters for young children's development. The sample included 753 children who were between ages 3 and 5 years in 1997. Two sets of mediating factors were examined that reflect two dominating views in the literature: (1) the investment perspective, and (2) the family process perspective. The study examined how two measures of income (stability and level) were associated with preschool children's developmental outcomes (Woodcock-Johnson [W-J] Achievement Test scores and the Behavior Problem Index [BPI]) through investment and family process pathways. Results supported the hypothesis that distinct mediating mechanisms operate on the association between income and different child outcomes. Much of the association between income and children's W-J scores was mediated by the family's ability to invest in providing a stimulating learning environment. In contrast, family income was associated with children's BPI scores primarily through maternal emotional distress and parenting practices. Level of income was associated with W-J letter-word scores and income stability was associated with W-J applied problem scores and BPI, even after all controls were included in the models.  相似文献