Prospects for change in bibliographical control : Edited by , and . University of Chicago Press, 1977. 138 pp. ISBN 0-226-06365-8. $7.50     

David Kaser 《Information processing & management》1978,14(6)

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MPG Junior Research Group at KIZ     

Guo Haiyan  ZHAO Baohua 《中国科学院院刊(英文版)》2002,16(2)

With the approval of the Chinese Academy of Sciences and the German Ministry of Science & Education, this year will see the establishment of another MPG junior research group at the Kunming Institute of Zoology (KIZ). The institute has been seeking all over the world for a scientist to head the group. The first such group was set up at the KIZ in 2001, with Dr. Wang Wen from the University of Chicago as its head.  相似文献   

The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England     

V. Darleen Opfer  David G. PedderZsolt Lavicza 《Teaching and Teacher Education》2011,27(2):443-453

This paper uses results from a national survey of teachers in England to test a hypothesised model of teacher orientation to learning (consisting of beliefs, practice and experiences about learning) and its relationship to teacher learning change. Results from a structural equation modeling process of 1126 teacher survey responses show that teachers bring an internal, external and collaborative orientation to their professional learning. The beliefs and practices associated with these orientations are also shown to have a moderate influence, via path analysis, on teacher learning change defined as a composite outcome of change in beliefs, practices and students.  相似文献   

How home gets to school: Parental control strategies predict children's school readiness     

Aimée Kleisner Walker David MacPhee 《Early childhood research quarterly》2011,26(3):355

At-risk families’ control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a school transition sample composed of children entering elementary school (N = 344), parental control styles were related to children's academic readiness modestly but significantly in the preschool sample and weakly in the school transition sample. Children's social skills and mastery motivation skills (persistence and goal orientation) were significantly related to the academic measures of school readiness, and fully mediated the association between parents’ use of coercive behavioral control and academic readiness. Such mediation could not be tested for parental support of children's autonomy. The results indicate that a developmental cascade exists between parental control strategies and academic indices of school readiness, emphasizing the importance of family context models of school readiness. Furthermore, strong correlations between the domains of school readiness were found in both samples, reinforcing calls for a multidimensional approach to supporting school readiness in early childhood education programs.  相似文献   

特质性情绪智力:结构、机制及与健康的关系     

孙灯勇  郭永玉 《华东师范大学学报(教育科学版)》2011,29(1):41-46

特质性情绪智力（trait emotional intelligence）是一簇与认知、加工和使用情绪负荷的信息能力相关的行为倾向和自我知觉。特质性情绪智力处于人格结构中的较低层次,与大脑左额叶皮层的激活水平有关。高特质性情绪智力的个体倾向把压力评估为一种挑战,而不是威胁,并倾向采用问题中心的积极应对风格。特质性情绪智力对抵御压力,保护个体的身心健康具有积极作用。  相似文献   

Mechanism-based causal reasoning in young children     

Buchanan DW  Sobel DM 《Child development》2011,82(6):2053-2066

The hypothesis that children develop an understanding of causal mechanisms was tested across 3 experiments. In Experiment 1 (N = 48), preschoolers had to choose as efficacious either a cause that had worked in the past, but was now disconnected from its effect, or a cause that had failed to work previously, but was now connected. Four-year-olds chose the now-connected cause more often than 3-year-olds. Experiment 2 (N = 16) showed 4-year-olds responded appropriately to an irrelevant modification in the same causal system. Experiment 3 (N = 24) demonstrated when the mechanism was batteries rather than connection, 3-year-olds could properly distinguish between relevant and irrelevant modifications. Together, these data suggest that understanding of specific causal mechanisms develops at different ages.  相似文献   

Hemoglobin, growth, and attention of infants in southern Ethiopia     

Aubuchon-Endsley NL  Grant SL  Berhanu G  Thomas DG  Schrader SE  Eldridge D  Kennedy T  Hambidge M 《Child development》2011,82(4):1238-1251

Male and female infants from rural Ethiopia were tested to investigate relations among hemoglobin (Hb), anthropometry, and attention. A longitudinal design was used to examine differences in attention performance from 6 (M = 24.9 weeks, n = 89) to 9 months of age (M = 40.6 weeks, n = 85), differences hypothesized to be related to changes in iron status and growth delays. Stunting (length‐for‐age z scores < ?2.0) and attention performance, t(30) = ?2.42, p = .022, worsened over time. Growth and Hb predicted attention at 9 months, R² = .15, p < .05, but not at 6. The study contributes to the knowledge base concerning the relations among Hb, early growth, and attention.  相似文献   

THE LURE OF STATISTICS FOR EDUCATIONAL RESEARCHERS     

David F. Labaree 《Educational theory》2011,61(6):621-632

In this essay David Labaree explores the historical and sociological elements that have made educational researchers dependent on statistics. He shows that educational research as a domain, with its focus on a radically soft and thoroughly applied form of knowledge and with its low academic standing, fits the pattern in which weak professions have been most likely to adopt quantification. One problem with educational researchers' seduction by the quantitative turn is that it deflects attention away from many of the most important issues in the field, which are not easily reduced to standardized quanta. Another is that by adopting this rationalized, quantified, abstracted, statist, and reductionist vision of education, educational policymakers risk imposing reforms that will destroy the local practical knowledge that makes the ecology of the classroom function effectively. Quantification, Labaree suggests, may be useful for the professional interests of educational researchers, but it can be devastating for school and society.  相似文献   

Differentiation in higher education and its consequences for social inequality: introduction to a special issue     

David Reimer  Marita Jacob 《Higher Education》2011,61(3):223-227

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Radical education and the common school: a democratic alternative     

Stuart Tannock  David James  Carlos Alberto Torres 《British Journal of Sociology of Education》2011,32(6):939-952

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