What Others Say     

Laura Terry Tyler 《Clearing house (Menasha, Wis.)》2013,86(3):173-175

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Towards a more systematic approach to continuing professional development in vocational education and training     

Darryl Dymock  Mark Tyler 《Studies in Continuing Education》2018,40(2):198-211

Vocational education and training (VET) teachers and trainers have a key role in ensuring that workers in business and industry are upskilled and up-to-date in a rapidly changing industrial, economic and technological environment. It follows that the VET practitioners should themselves keep up to date, not only with industry developments but also with the pedagogical skills needed to embrace technology and adapt to new sites for learning. However, in Australia and other Western nations, continuing professional development for VET practitioners has been spasmodic and not always well supported, in contrast to the ways it has been established and accepted in other professions. This paper examines the professional development approaches of some of those other professions and identifies the key features that might be adopted in any genuine attempt to develop a more purposeful and systematic provision of ongoing learning for teachers and trainers in VET. The paper concludes with a number of recommendations aimed at Australian VET practitioners in particular, but which might be applicable to VET in any developed country.  相似文献   

Features of Knowledge Building in Biology: Understanding Undergraduate Students’ Ideas about Molecular Mechanisms     

Katelyn Southard  Tyler Wince  Shanice Meddleton  Molly S. Bolger 《CBE life sciences education》2016,15(1)

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Zoot-Suit Culture and the Black Press     

Bruce Tyler 《Journal of American culture (Malden, Mass. : 2003)》1994,17(2):21-33

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What Is the Long‐Run Impact of Learning Mathematics During Preschool?          下载免费PDF全文

Tyler W. Watts  Greg J. Duncan  Douglas H. Clements  Julie Sarama 《Child development》2018,89(2):539-555

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention‐produced change at age 4 is associated with a 0.24‐SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014 ) using national data sets. Implications for developmental theory and practice are discussed.  相似文献   

Perpetrators of early physical and sexual abuse among homeless and runaway adolescents     

Tyler KA  Cauce AM 《Child abuse & neglect》2002,26(12):290-1274

OBJECTIVE: To examine abuse specific variables among homeless and runaway adolescents and to look at perpetrators of childhood abuse. METHOD: A total of 372 homeless and runaway adolescents were interviewed using a systematic sampling strategy in metropolitan Seattle. Young people were interviewed on the streets and in shelters by outreach workers in youth service agencies. RESULTS: Approximately one-half of these young people reported being physically abused and almost one-third experienced sexual abuse. Females experienced significantly higher rates of sexual abuse compared to males, and sexual minority youth experienced significantly higher rates of physical and sexual abuse compared to heterosexual youth. Average duration of physical and sexual abuse was 5 and 2 years, respectively. Both types of abuse were rated as extremely violent by more than half of those who were abused. The average number of different perpetrators of physical and sexual abuse was four and three, respectively. Biological parents were the majority of perpetrators for physical abuse whereas nonfamily members most often perpetrated sexual abuse. Average age of perpetrators was late 20s to early 30s and the majority of perpetrators were male for both types of abuse.CONCLUSIONS: The pattern of exploitation and victimization within the family may have serious and cumulative developmental consequences for these youth as they enter the street environment. Early intervention programs are needed to break the cycle of exploitation and abuse that adolescents experience within the family. Without intervention, many of these youth may be at risk of future exploitation and re-victimization out on the street.  相似文献   

Cultural considerations in teachers’ perceptions of student classroom behavior and achievement     

Kenneth M. Tyler  A. Wade Boykin  Tia R. Walton 《Teaching and Teacher Education》2006,22(8):998-1005

This study examines teachers’ perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors. Sixty-two elementary school teachers read scenarios of hypothetical students who behaviorally manifested themes purported to be consistent with a European/mainstream cultural ethos (competition, individualism) or Afrocultural ethos (communalism, verve). Teachers then rated students’ motivation and achievement as if they were in their classrooms. Motivation and achievement ratings were significantly higher for students displaying competitive and individualistic classroom behaviors than communal or vervistic behaviors. These findings suggest that the value teachers assign to academic success should not be understood in the absence of cultural considerations.  相似文献   

A Kinesiology Conundrum: Physical Activity Requirements in Kinesiology Degree Programs     

Gregg Twietmeyer  Tyler G. Johnson 《Quest (Human Kinetics)》2019,71(1):90-111

One of the most long-standing controversies in kinesiology has been that of physical activity requirements (PARs) in corresponding degree programs. Despite a recommendation from the American Kinesiology Association to include “the practice of physical activity” in undergraduate kinesiology degree programs, some programs have PARs, while others do not. The question still remains: should physical activity be required for all kinesiology students? In this article, we build a case for PARs in kinesiology degree programs. First, we highlight the most common theoretical and practical objections to such requirements. The theoretical objections are namely dualism, materialism, and utilitarian pragmatism; the practical objections are cost, the credit crunch, and public perception. Second, and most importantly, we describe why these theoretical and practical objections fail. As unapologetic partisans on this issue, our primary aim is to highlight why PARs belong in every kinesiology degree program, regardless of concentration or area of emphasis.  相似文献   

信息安全的经济学(之一)     

Ross Anderson  Tyler Moore  陆俊秀 《中国教育网络》2007,12(12):27-29

信息安全的经济学近来已经成为一门蓬勃发展的学科。由于分布式系统通常是由那些属于不同利益主体的计算机构成,我们发现在实现可靠性的过程中,激励机制变得和纯技术设计一样重要。这一学科领域不仅为那些传统的安全课题提供了参照,还为更广泛领域中的研究难题拓展了思路,诸如:P2P系统设计,程序员和测试员的最优比例,隐私为何不断被侵犯,以及数字版权管理中的相关问题等。本期和下期推荐剑桥大学计算机实验室的Ross Anderson和Tyler Moore在2006年10月27日《科学》杂志上刊发的《信息安全的经济学(The Economics of Information Security)》一文,介绍这一学科的研究和发展,以资借鉴。  相似文献   

Young children's beliefs about the stability of traits: protective optimism?   总被引：2，自引：0，他引：2  

Lockhart KL  Chang B  Story T 《Child development》2002,73(5):1408-1430

Prior research has demonstrated individual differences in children's beliefs about the stability of traits, but this focus on individuals may have masked important developmental differences. In a series of four studies, younger children (5-6 years old, Ns = 53, 32, 16, and 16, respectively) were more optimistic in their beliefs about traits than were older children (7-10 years old, Ns = 60, 32, 16, and 16, respectively) and adults (Ns = 130, 100, 48, and 48, respectively). Younger children were more likely to believe that negative traits would change in an extreme positive direction over time (Study 1) and that they could control the expression of a trait (Study 3). This was true not only for psychological traits, but also for biological traits such as missing a finger and having poor eyesight. Young children also optimistically believed that extreme positive traits would be retained over development (Study 2). Study 4 extended these findings to groups, and showed that young children believed that a majority of people can have above average future outcomes. All age groups made clear distinctions between the malleability of biological and psychological traits, believing negative biological traits to be less malleable than negative psychological traits and less subject to a person's control. Hybrid traits (such as intelligence and body weight) fell midway between these two with respect to malleability. The sources of young children's optimism and implications of this optimism for age differences in the incidence of depression are discussed.  相似文献