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Howard T. Everson 《Educational Measurement》2018,37(2):3-3

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Should World War I Have Been Fought?     

Victor Davis Hanson 《Academic Questions》2017,30(4):456-459

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Still searching for the engram     

Howard Eichenbaum 《Learning & behavior》2016,44(3):209-222

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Building biophysics in China     

Howard Chiang 《Metascience》2016,25(2):225-227

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Erratum to: The uses of style and the ‘big picture’ history of science     

Victor D. Boantza 《Metascience》2015,24(1):169-169

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Olympics,Media and Politics: The First Olympic Ideas in Brazilian Society During the Late Nineteenth and Early Twentieth Centuries     

Fabio de Faria Peres  Victor Andrade de Melo 《国际体育史杂志》2016,33(12):1380-1394

Abstract

The Olympic Games of the modern era are powerful global mediated events. Olympic cities receive an overwhelming examination by world media. As the 2016 Olympic host, Rio de Janeiro has been given an enormous amount of attention, both by the international media and researchers who looked at the urban spaces of Rio, the struggles over the hegemony of the city and the social meanings the Olympics bring to the host city’s citizens. However, studies over the historical relationship between Rio, sport and media are rare. This paper addresses the historical uses of the term Olympic by Brazilian media during the late nineteenth and the early twentieth centuries. By looking at the main articles in the newspapers of these periods, we examine the extent to which ideologies over sports have changed the way the Olympics were represented in Brazil’s national imaginary. We demonstrate how the use of expressions associated with the Olympics historically generated a closer appreciation of these events by the public. We also show how political authorities appropriated the Olympics for their own benefit. The paper concludes by asking whether or not the historical lessons from the early Olympic ideas in Brazil have been learned by the 2016 Rio Games organizers.  相似文献   

Pictorial memory processes     

W. Howard Levie  Diane Levie 《Educational technology research and development : ETR & D》1975,23(1):81-97

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Raising children’s self-efficacy through parental involvement in homework     

Keith Williams  Jennifer Swift  Hefin Williams  Victor Van Daal 《Educational research; a review for teachers and all concerned with progress in education》2017,59(3):316-334

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Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college     

Sylvia Hurtado  June C. Han  Victor B. Sáenz  Lorelle L. Espinosa  Nolan L. Cabrera  Oscar S. Cerna 《Research in higher education》2007,48(7):841-887

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year. This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.  相似文献   

Implementing Cooperative Learning with Mildly Handicapped Students in Regular Classrooms     

Howard Margolis  Lisa A. Freund 《International Journal of Disability, Development & Education》1991,38(2):117-133

THE LITERATURE on cooperative learning suggests it can benefit mildly handicapped and nonhandicapped students academically, socially, and emotionally. This article emphasizes the cooperative learning approaches of Johnson and Johnson, Slavin, and other closely related practitioners. It discusses salient research on cooperative learning, shows how it can help meet student needs in heterogeneous classes, addresses how to overcome potential problems, and offers implementation guidelines. It also provides a framework for initiating cooperative learning in ways that reduce or eliminate resistance.  相似文献