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David L. DeVries 《Research in higher education》1975,3(2):111-129
This study examines sources of influence over 290 faculty members of a large public university. The role expectations a faculty member has for himself and the role expectations of the employing organization both predict positively and significantly the role behaviors of the respondents. The departmental colleagues' expectations predict significantly role behaviors for the research role only. In addition, the degree of person—role conflict a faculty member is exposed to is related to his productivity (research) but not to his satisfaction. The implications of the results are explored for both role theory and for the understanding of faculty behavior. 相似文献
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Relationships among Piagetian, IQ, and achievement assessments 总被引：1，自引：0，他引：1
R DeVries 《Child development》1974,45(3):746-756
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Brian E. Vaughn Nana Shin Mina Kim Gabrielle Coppola Lisa Krzysik António J. Santos Inês Peceguina João R. Daniel Manuela Veríssimo Anthon DeVries Eric Elphick Xiomara Ballentina Kelly K. Bost Wanda Y. Newell Ellaine B. Miller J. Blake Snider Byran Korth 《Child development》2009,80(6):1775-1796
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children. 相似文献
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Jennifer DeVries 《The Journal of perinatal education》2012,21(1):6-8
In this birth story, a second-time mother relates her experience of birthing her son at home after her daughter was born via cesarean surgery. Support from the International Cesarean Awareness Network, as well as a home birth midwife specializing in vaginal birth after cesarean (VBAC), made the dream of a vaginal birth a reality for this mom. This story highlights the importance of having a supportive care provider and laboring in a safe and comfortable environment when pursuing a VBAC. 相似文献
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In this article, we examine the role constructivist teachers play in fostering moral development in young children. Drawing on Piaget's theory and related empirical research, we trace the development of perspective-taking, autonomy, and self-regulation, and examine the effects of different teaching and parenting practices on children's moral development. We then provide examples of autonomous moral reasoning and behavior in preschool and early primary grade children, and describe how teachers can promote optimal moral development through establishing a sociomoral atmosphere in which mutual respect is continually practiced. 相似文献
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Which U.S. institutions of higher education offer the best value to consumers? To answer this question, we evaluate U.S. institutions relative to a data envelopment analysis (DEA) multi-factor frontier based on 2000?C2001 data for 1,179 4-year institutions. The resulting DEA ??best buy?? scores allow the ranking of institutions by a weighted sum of institutional characteristics per dollar of average net price. The net price is calculated as tuition, fees, room, and board less per student financial aid. Institutional characteristics include SAT score, athletic expenditures, instructional expenditures, value of buildings, dorm capacity, and student body characteristics. The DEA scores indicate the distance of each institution from the ??best buy?? frontier for the chosen characteristics, providing an objective means of ranking institutions as the best values in higher education. 相似文献
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The authors address Goodman's critique of constructivist moral education as articulated by DeVries and Zan (1994) and respond to her proposal that constructivist education be blended with traditional moral education as advocated by Wynne (1991). The authors cite empirical evidence contrary to Goodman's assertion that preschool children are egocentric and incapable of moral reflection. This difference links to dramatically opposed views on the educational implications of Piaget's research and theory. Goodman advocates that teachers should “exploit the child's natural heteronomy” by giving children rules and demanding obedience. The authors cite empirical evidence showing that heteronomous regulation of children leads to a host of undesirable outcomes and that encouragement of children's autonomy leads to positive outcomes. The authors also point out a number of misconceptions of constructivist education as propounded by DeVries and Zan. They discuss Goodman's specific suggestions for blending constructivist and traditional moral education, and conclude that such a blending contradicts considerable research on child development and early education and eliminates critical components of constructivist early moral education. 相似文献
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Sally Lubeck Mary DeVries Julie Nicholson Jackie Post 《Early education and development》1997,8(3):219-244
This article explores the history of Head Start, the federal early education program for economically disadvantaged preschool children in the United States, as a way of understanding what it means to talk about change in the late twentieth century. The history of Head Start has been a story of administrative changes and improvement and accountability initiatives in the realm of public policy, a ominant narrative of progress and rational planning that is consonant with a large, centralized governance structure. In an effort to create another way of conceiving of the organization, we first examine shifting definitions and conflicting interpretations of parental involvement and staff development within the program to reveal some of the tensions inherent in all human endeavors. We then draw on interviews with women who work in and are served by Head Start to show how needs and resources vary and how policy mandates can have differential—and unintended—effects. In the conclusion, we suggest, following Toulmin (1990), that the certainty and stability that has characterized public policy since the Enlightment must now be tempered with a postmodern recognition of change, complexity, and variability. Rather than one history, we see many histories. Instead of one approach, we see value in tailoring improvement initiatives to the needs of families and staff in specific circumstances. 相似文献
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