Nineteenth century chrome yellow and chrome deep from Winsor & NewtonTM     

Vanessa Otero  Joana V. Pinto  Leslie Carlyle  Márcia Vilarigues  Marine Cotte 《文物保护研究》2017,62(3):123-149

The Winsor & Newton^TM (W&N) nineteenth century archive database includes digitised images of hand-written instructions and workshop notes for the manufacture of their artists’ materials. For the first time, all 183 production records for yellow lead chromate pigments were studied and evaluated. They revealed that W&N produced essentially three pigment types: lemon/pale based on mixed crystals of lead chromate and lead sulphate [Pb(Cr,S)O₄]; middle on pure monoclinic lead chromate [PbCrO₄]; and deep that contains the latter admixed with basic lead chromate [Pb₂CrO₅]; accounting for 53, 22, and 21% of the production, respectively. Production records for primrose (4%) were also included since the formulation results in mixed crystals with a high percentage of lead sulphate, which, according to the literature, leaves it more prone to degradation. Each pigment type is characterised by only one or two main synthetic pathways; process variations reveal a systematic and thorough search for a high-quality durable product. A comparison of the chemical composition of pigment reconstructions with early W&N oil paint tubes showed that their records entitled ‘pale’ and ‘lemon’ correlated with the pigment in their tube labelled chrome yellow and, ‘middle’ and ‘deep’ with the label chrome deep. Lemon and middle pigment formulations were made into oil paints to assess their relative photo-stability. The degradation process was followed by colorimetry and was studied by synchrotron radiation-based techniques. Based on the X-ray absorption spectroscopy data, the possibility for creating a stability index for chrome yellows is discussed.  相似文献   

Keeping Current: Reviews and Analysis of Special Reports     

Leslie Stebbins 《The Journal of Academic Librarianship》2017,43(1):92-94

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A QUALITATIVE STUDY OF FACILITATORS AND BARRIERS RELATED TO COMPREHENSIVE AND INTEGRATED SCHOOL PSYCHOLOGICAL SERVICES     

Jose M. Castillo  Jennifer R. Wolgemuth  Chris Barclay  Amira Mattison  Sim Yin Tan  Sujay Sabnis  Amber Brundage  Leslie Marshall 《Psychology in the schools》2016,53(6):641-658

Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed.  相似文献   

From Parent to Child to Parent: Associations Between Parent and Offspring Psychopathology     

Yllza Xerxa  Leslie A. Rescorla  Jan van der Ende  Manon H.J. Hillegers  Frank C. Verhulst  Henning Tiemeier 《Child development》2021,92(1):291-307

Parental psychopathology can affect child functioning, and vice versa. We examined bidirectional associations between parent and offspring psychopathology in 5,536 children and their parents. We asked three questions: (a) are parent-to-child associations stronger than child-to-parent associations? (b) are mother-to-child associations stronger than father-to-child associations? and (c) do within- and between-person effects contribute to bidirectional associations between parent and offspring psychopathology? Our findings suggest that only within-rater bidirectional associations of parent and offspring psychopathology can be consistently detected, with no difference between mothers and fathers. Child psychopathology was hardly associated with parental psychopathology. No evidence for cross-rater child-to-parent associations was found suggesting that the within-rater child-to-parent associations reflect shared method variance. Moreover, within-person change accounted for a part of the variance observed.  相似文献   

Self-Regulatory Development in Children from Chinese Immigrant Families: Evidence for Commonality and Specificity     

Stephen H. Chen  Xue Fang Deng  Emily Zhang  Leslie K. Wang  Cindy H. Liu 《Child development》2021,92(6):e1126-e1137

A central theme of acculturative specificity is the heterogeneity of the immigrant experience. This study integrated this application of the Specificity Principle with intergenerational transmission models of self-regulation and identified both common and specific pathways in the self-regulatory development of Chinese American children in immigrant families (N = 169, M_age = 9.2 years). Consistent with intergenerational transmission models, results indicated associations between parents’ and children’s effortful control, with the mediation of these associations via authoritarian parenting. Parental education, family income, and children’s bilingual proficiency were also uniquely associated with children’s executive function and effortful control. Together, findings provide new directions for research with ethnic minority immigrant families, and underscore the utility of within-group approaches in advancing research on ethnic minority children’s development.  相似文献   

Getting Inside Knowledge: the application of Entwistle's model of surface/deep processing in producing open learning materials     

Barbara Evans  Leslie Honour 《教育心理学》1997,17(1-2):127-139

The work carried out in this study is the result of an Open Learning in Business Education (OLBE) project from 1990‐1995, in which business education students training as teachers and lecturers were required to produce open learning materials on intercultural communications for use in the classroom. Distinctive stages, designed to maximise the effectiveness of this challenging learning task, were refined over the course of the project period. An analysis of student responses at the different stages enabled the authors to distinguish features of ‘deep’ and ‘surface’ learning (Entwistle), a construct widely recognised in the field of learning psychology and particularly well suited to the objective of evaluating and enhancing the quality of learning in the project. A particular sequence of learning modes which included a considerable degree of learner autonomy, combined with regular group discussions and feedback, were considered to have produced some impressive learning outcomes. However, subject matter involving culture is inherently difficult to grasp as it can only be understood in relative, rather than objective, terms. Thus, an established model of the dimensions of culture, recognised in the social sciences (Hofstede), was recently used to analyse further, from collated responses, the depth of student understanding of the concept of cultural variation on each of five dimensions. An overview of the general transition from surface to deep learning which was evident for most students during the progress of the project stages is provided in this paper. The authors believe that the progressive and varied format of the project with the strongly motivational open learning production task, encouraging students themselves to view knowledge and concepts from a learner's perspective, has a wide range of potential applications.  相似文献   

The classroom practices inventory: An observation instrument based on NAEYC's guidelines for developmentally appropriate practices for 4- and 5-year-old children     

Marion C. Hyson  Kathy Hirsh-Pasek  Leslie Rescorla 《Early childhood research quarterly》1990,5(4)

The controversy over what is an appropriate early childhood curriculum has created a need for research instruments designed to measure classroom practices. This article reports on the development of a new observational measure based on the Guidelines for Developmentally Appropriate Practices of the National Association for the Education of Young Children (NAEYC). The Classroom Practices Inventory (CPI) is a 26-item rating scale tapping the curricular emphasis and emotional climate of programs for 4- and 5-year-old children. The scale demonstrated a high degree of internal consistency. Over half the measure's variance was accounted for by a factor tapping encouragement of curiosity, creativity, and provision of concrete materials. In a study of 10 preschool programs, CPI scores correlated significantly with teachers' and parents' educational attitudes. Modest relationships were found between the CPI scores of children's preschools and measures of academic skills, creativity, and anxiety. The CPI appears to be a promising measure for critically examining the concept of developmentally appropriate practices in early childhood education.  相似文献   

Accountability in Partnership or Partnership in Accountability: Initial teacher education in Northern Ireland     

Leslie Caul  Sandra McWilliams 《欧洲师范教育杂志》2002,25(2-3):187-197

This paper analyses accountability and partnership in Initial Teacher Education for the primary school sector in Northern Ireland. In considering teacher education, the paper focuses on three higher education institutions: Stranmillis University College, St Mary's University College and the University of Ulster. Of the three institutions, the Roman Catholic Church maintains St Mary's University College while the other institutions have no religious affiliations. The paper focuses on the reform of teacher education within the British Isles and sets Northern Ireland into a context of a system of teacher education which has developed new patterns of accountability. Three sources of evidence are used to analyse accountability; firstly the perception of schools that are partners in Initial Teacher Education; secondly, the views of the Education and Training Inspectorate who are responsible for accrediting teacher education in Northern Ireland; and thirdly, the views of the three university schools of education. The paper will demonstrate how teacher education in Northern Ireland is simultaneously similar to, and different from, teacher education in the rest of the developed world. It will illuminate the dimensions of accountability in the primary school sector and show how in Northern Ireland this is heavily segregated by religious denomination.  相似文献   

The existence and impact of floor effects for low-performing PISA participants     

Leslie Rutkowski  David Rutkowski  Yuan-Ling Liaw 《Assessment in Education: Principles, Policy & Practice》2019,26(6):643-664

ABSTRACT

Modern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems. Although studies such as PISA have made modifications to account for increased diversity, the degree to which international assessments serve educational systems at the lower ends of the achievement continuum is understudied. We used modified Wright maps and PISA’s definition of proficiency to evaluate the fitness of PISA, especially among low performers. Our findings suggest that there is mismatch between some populations and PISA. Results from a simulation show that such disparities produced biased achievement estimates and correlations with policy relevant variables. Projected PISA growth and new instantiations of PISA, particularly geared toward developing educational systems, make these findings timely and especially relevant.  相似文献   

Measuring the Early Adulthood Outcomes of Young Adults with Disabilities: Developing Constructs using NLTS2 Data     

Karrie A. Shogren  Leslie A. Shaw  Todd D. Little 《Exceptionality》2016,24(1):45-61

Secondary data analysis was used to develop and examine disability-related differences in outcome constructs from the National Longitudinal Transition Study-2. Findings suggest that outcome constructs could be created that represented key elements of quality of life domains including social relationships, financial independence, financial supports, employment, emotional well-being, postsecondary education, independent living, health status, access to services, and advocating for needs. The constructs could be measured equivalently across disability groups, but young adults with high incidence disabilities, generally, experienced more positive outcomes than those with more severe disabilities, despite the finding that those with more severe disabilities have greater access to services and financial supports. Implications for future research and practice are discussed.  相似文献