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J. Korn 《Journal of The Franklin Institute》1981,311(3):131-150
Equations of motion in the form of sets of non-linear differential equations are derived for dynamic systems which may exhibit simultaneous changes in their electrical, fluid, mechanical and thermal states. These equations are based on considerations of the physics of components and their eventual topology when forming an assembly. The effect of thermal environment is shown when its capacity is finite and when it is not. 相似文献
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This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory language. An assessment of explanatory language was administered to 47 children in the center before and after the color mixing unit. Analysis of discourse revealed that teachers engaged children as conversational partners and as scientific investigators responsible for their own learning. Explanations were dynamically co-constructed by adults and children within the context of participation in scientific inquiry. By the end of the unit, children produced more on-topic responses, more standard color-mixing terms, and more causal connectives in their responses to the assessment of explanatory language. 相似文献
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The present study examines the effects of early emotional experiences on children's regulation or strategic control of attention in the presence of interpersonal hostility. Abused children's reactions to the unfolding of a realistic interpersonal emotional situation were measured through multiple methods including autonomic nervous system changes and overt behavioral performance. Although physically abused and non-physically abused 4-year-old children did not differ in terms of their baseline levels of arousal, marked differences in physically abused children's regulatory responses to background anger emerged. These data suggest that the emergence of anger leads to increases in anticipatory monitoring of the environment among children with histories of abuse. Results are discussed in terms of risk factors in the development of psychopathology. 相似文献
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Paul Boxer L. Rowell Huesmann Eric F. Dubow Simha F. Landau Shira Dvir Gvirsman Khalil Shikaki Jeremy Ginges 《Child development》2013,84(1):163-177
Bronfenbrenner’s (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children’s aggression via analyses of 3 waves of data (1 wave yearly for 3 years) from 3 age cohorts (starting ages: 8, 11, and 14) representing three populations in the Middle East: Palestinians (N = 600), Israeli Jews (N = 451), and Israeli Arabs (N = 450). Results supported a hypothesized model in which ethnopolitical violence increases community, family, and school violence and children’s aggression. Findings are discussed with respect to ecological and observational learning perspectives on the development of aggressive behavior. 相似文献
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Shira Wolosky 《Children‘s Literature in Education》2014,45(4):285-297
The formative power of children's literature is both great and suspicious. As a resource of socialization, the construction and experience of children's literature can be seen as modes of disciplinary coercion such as Michel Foucault has anatomized. Harry Potter, as a “craze” phenomenon, has attracted particular controversy due to its intense commercialization and dissemination, raising questions about its socializing roles. Here I argue that Harry Potter itself addresses, represents, and reflects on socializing disciplines as both psychological and socio-historical processes, with special focus on and implications for educational scenes and methods. Discipline is shown to be inevitable and necessary, but not only in the coercive ways of Foucault. It is no less important for constructing the self in positive senses. Hogwarts, as the central site of action, becomes a stage for a wide variety of educational models and disciplinary modes and goals. These range from Dolores Umbridge, whose classroom is coercively disciplinary in full Foucauldian sense; through Snape's abuses of power, Albus Dumbledore's modelling of educational and moral values, and Harry's own role as student-teacher exemplifying educational principles which Jerome Bruner and others have called a “community of learning.” This variety of educational experiences explores the possibilities through which discipline emerges not only as coercive, but also as formative in ways that are maturing, strengthening, and rewarding: a possibility with strong implications for questions of socialization and creativity in general. Harry Potter concludes with a reconstitution of self and society, in a way that endorses discipline even as it suspects its coercive abuses. This becomes not only a personal project but an explicitly social and political one, requiring both critique and investment in culture. Socialization then is shown to be a process of formation that is not merely coercive but creative. 相似文献
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This case study of a first grade teacher enacting a social action curriculum is based on the understanding that schools can be sites where even young children can work toward the common good. This paper examines the way a first grade teacher (Paula Rogovin) and her students built solidarity with a community member and in turn adopted a new social concern as their own. We identify, detail, and analyze the building of ties of solidarity as a practice enacted within a social action curriculum. 相似文献
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The study examined the differences of social problem-solving (SPS) among 12-, 14- and 16-year-old Hungarian disadvantaged and non-disadvantaged adolescents (N = 382) and investigated the relationship between SPS and family background (FB). SPS was measured through students’ own and their teachers’ evaluations by an adapted questionnaire (Social Problem-Solving Inventory–Revised, factors: negative/positive problem orientation, rationality, impulsivity and avoidance). Based on the total values of SPS, the difference between disadvantaged and non-disadvantaged adolescents was significant in all age groups in the case of negative orientation. The difference was significant in the case of impulsivity at the age of 12; in the case of avoidance at the age of 14; in the case of rationality and avoidance at the age of 16. FB had the strongest link with negative orientation, impulsivity and avoidance. In case of impulsivity and avoidance, variance explained by FB was higher among 16-year olds than among 12- and 14-year olds. 相似文献
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Carol Korn 《Early Childhood Education Journal》1998,25(4):223-228
Self, who we are and how we come to see ourselves, is increasingly viewed as the ongoing and changing story we tell about our lives. It is a story that begins in the early childhood years and that we actively construct out of the relational matrix of home, school, and community. Early childhood settings are crucial sites where young children construct stories of who they are in relation to others. Teachers play a meaningful role in guiding young children in constructing an ongoing sense of self in relation to others. 相似文献