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排序方式: 共有263条查询结果,搜索用时 15 毫秒
71.
This study draws on the nationally representative British Birth Cohort Study (BCS70) to examine (1) the association between social background and early socio-emotional and cognitive competences at age 5 and (2) the relative and independent contributions of early socio-emotional and cognitive competences to educational and socio-economic attainment in adulthood. A multi-dimensional (multiple exposure, multiple outcome) approach is adopted in conceptualising social background, childhood competences and adult outcomes by age 42. Indicators of social background include parental education, social class, employment status, family income, as well as home ownership, enabling us to test which aspects of socio-economic risk uniquely influence the development of early competences. Indicators of childhood competences include directly assessed cognitive competences (i.e. verbal and visual motor skills), while measures of socio-emotional competences include hyperactivity, good conduct, emotional health and social skills, reported by the child’s mother at age 5. Adult outcomes include highest qualifications, social class and household income by age 42. The findings suggest that multiple indicators of social background are associated with both socio-emotional and cognitive competences, although the associations with socio-emotional competences are less strong than those with cognitive competences. We find significant long-term predictive effects of early cognitive skills on adult outcomes, but also independent effects of socio-emotional competences, in particular self-regulation, over and above the role of family background. The study supports calls for early interventions aiming to reduce family socio-economic risk exposure and supporting the development of cognitive skills and self-regulation (i.e. reducing hyperactivity and conduct problems). 相似文献
72.
Bass Kristin M. Hu Dahl Ingrid Panahandeh Shirin 《Journal of Science Education and Technology》2016,25(6):1009-1024
Journal of Science Education and Technology - Numerous studies have indicated a need for a diverse workforce that is more highly educated in STEM and ICT fields, and one that is capable of... 相似文献
73.
The role of head of department in the pursuit of excellence 总被引:2,自引:0,他引:2
Ingrid Moses 《Higher Education》1985,14(4):337-354
This article discusses the role and functions of heads of departments as analysed in the literature with particular reference to heads in one Australian university. Data on staff's expectations and perceptions of their head's role are examined.Staff from eight departments of the University of Queensland filled in a questionnaire designed to give feedback to heads. The results show clearly that staff attach great importance to the head's encouragement function: staff wanted their head to encourage good teaching in the department, to stimulate research and publication, and to take account of each staff member's special talents and interests.This was supported by data obtained from over one hundred structured interviews conducted with staff. They were asked, inter alia, what encouragement was given in their department to excellence in teaching and in research; what they would like to see done to encourage teaching and research more and what barriers to excellence existed in the department. Responses indicate that the majority of staff experienced no encouragement for excelling in teaching, whereas most departments and department heads encouraged active participation in research and publication by overt approval, funds, assistance with obtaining outside grants and a variety of other ways. Staff made suggestions on how to overcome the barriers to excellence; these were mostly realistic and practical and, in fact, implemented in those departments where staff felt encouraged in their pursuit of excellence. 相似文献
74.
75.
Eldredge JD Morley SK Hendrix IC Carr RD Bengtson J 《Medical reference services quarterly》2012,31(1):34-44
Every major health profession now provides competency statements for preparing new members for their respective professions. These competency statements normally include expectations for training health professions students in library/informatics skills. For purposes of this article, searches were conducted using various sources to produce a comprehensive 32-page Compendium that inventories library/informatics-related competency statements. This compendium should aid readers in integrating their library/informatics skills training into various health professions education curricula. 相似文献
76.
Workplaces abound with knowledge that is different from the knowledge students gain at universities. Crossing the boundary from a university to a workplace can, therefore, be difficult for students. To compensate for the dearth of knowledge on how these issues play out in an African context, this study investigates how knowledge and experiences gained during academic studies were useful in the workplace by interviewing employers from sectors commonly open to university graduates and student representatives from all faculties at a Rwandan University. Open questionnaires were used to ascertain what kinds of changes might lead to more successful boundary crossing. The findings suggest that while domain-specific knowledge is an essential part of a university qualification, a stronger focus on generic skills is needed in order to help students cross the boundary and succeed in the workplace. 相似文献
77.
AbstractIn a recent keynote speech Paul Standish noted ‘there is agreement in judgments. But how the response to those judgments is realised is always cultural’ (paper presented to PESA Conference, Taiwan, 2012, p. 2). Making judgments about what constitutes ‘crisis’ for children is not necessarily agreed universally, though clearly there are some commonalities across many countries, as evident in United Nations on the Convention of the Rights of the Child (UNCROC) agreements. This article examines the local rhetoric and reality of ‘crisis’ for children in countries across the world. What constitutes a crisis for children, and how this plays out in the contexts of nine countries is explored by the authors based on the insights of each countries’ (OMEP) (www.omep.org.gu.se) Chapter representatives. Policies will be juxtaposed with provision based on the experiences of OMEP members reporting from their various contexts. Taken together they provide a contextualised perspective on ‘crisis’ and its relationship to a non-absolutist foundation to children’s rights. The article concludes that what constitutes crisis from a global perspective warrants consideration in the context of local reality—in this locale the concept of every child as having access to ‘rights’ is far from realisation. 相似文献
78.
79.
Cassie F. Quigley Nicole Beeman-Cadwallader Ingrid S. Carter 《International journal of qualitative studies in education》2019,32(2):167-187
In this paper, the authors illustrate the impacts of their cross-cultural research in Africa, on their current work in science and STEM education. Through the examination of two research projects in cross-cultural settings in Africa, the authors explore the lasting impacts of this type of work. Specifically, through the use of Critical Personal Narratives and feminist theory, the authors discover fault lines existing in this cross-cultural work and ultimately the shifts in their conceptions of science and STEM education. 相似文献
80.
Akerson Valarie L. Carter Ingrid Pongsanon Khemmawadee Nargund-Joshi Vanashri 《Science & Education》2019,28(3-5):391-411
Science & Education - Our goal in this article is to provide research-based strategies for embedding Nature of Science (NOS) into science instruction at the elementary level. We thus intend to... 相似文献