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The transformation of talented youngsters into senior world-beaters is a topic of interest for practitioners and researchers alike. Unfortunately there is a dearth of research to guide the optimization of this process. Accordingly, this paper offers an overview of key themes apparent in the literature that have relevance to the effective development of talent. The five key generic features that emerge consistently include long-term aims and methods; wide ranging coherent messages and support; emphasis on appropriate development rather than early selection; individualized and ongoing development; and finally, integrated, holistic, and systematic development. In addition to the review, exemplars of current worldwide practice are used to further highlight both the need and direction for further research and more broad education of an effective talent development model. 相似文献
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Julie L. Booth Laura A. Cooper Alexandra Huyghe Kenneth R. Koedinger E. Juliana Paré-Blagoev 《Journal of Education for Students Placed at Risk》2015,20(1-2):79-100
Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion. 相似文献
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This study explored the organizational nature of the professional learning environments of teachers, administrators, and other
peer professionals in schools. A conceptual model of the organizational structure and effects of instructional supervisory
practices was developed to guide the empirical investigation. The model is based on an organizational conception of instructional
supervision in which the variety of supervisory behaviors, interactions, and decision making engaged in by school personnel
contributes to a unique organizational/supervisory (O/S) climate infusing a school's professional learning environment. Six
meaningful dimensions of O/S climate were empirically derived. Climate variable linkages to various indices of school effectiveness
were posited and explored using quantitative and qualitative methods. The study's qualitative findings revealed additional
school-level, organizational context factors which further explicated the O/S climate and professional learning environment
constructs and quantitative supervisory climate/effectiveness linkages identified in the study's original conceptual model.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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CLAUDIA J. SOWA KATHLEEN M. MAY SPENCER G. NILES 《Counselor Education & Supervision》1994,34(1):19-29
Counselors with higher levels of perceived occupational stress report significantly greater personal strain and less coping resources than do counselors perceiving lower levels of occupational stress. 相似文献
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《Journal of moral education》2012,41(3):209-219
Abstract This paper examines research and theory regarding the process of moral judgement development within the family environment. Four major issues in research on the family's influence on moral judgement development are outlined and the existing data relevant to these issues are briefly presented. The author's approach to studying these issues is described. The implications of research on moral development within the family for moral education are also addressed. 相似文献
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Kirsi Tirri 《Roeper Review》2013,35(1):59-64
In this article the current empirical research on morality and giftedness is reviewed with an emphasis on moral sensitivity. The component of moral judgment has been the most studied aspect in morality. Although high-ability students have been shown to be superior in moral judgment when compared to average-ability students, morality includes other components as well, such as sensitivity, motivation, and character. Furthermore, the critics of Kohlbergian research argue that moral reasoning does not necessarily lead to moral behavior. The gifted students might be able to give “correct” responses in the Defining Issues Test (DIT) test but their actual moral behavior cannot be predicted based on these test results. Hence, the limits of interpretation of these findings need to be acknowledged. The component of moral sensitivity is introduced with case studies regarding Finnish gifted students and Finnish Academic Olympians. The beliefs and values in academic work ethics of the Finnish Academic Olympians are discussed to give examples of how ethics can be combined with excellence in science. Some implications for the moral education of gifted students are suggested based on the research findings. 相似文献
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Chris Brownson David J. Drum Martin A. Swanbrow Becker Andrea Saathoff Elizabeth Hentschel 《Journal of College Student Psychotherapy》2016,30(2):98-113
College students respond to stressful experiences along a continuum of distress and suicidality. This study investigated, from students’ perspectives, the contributors to stress, nature of stress, coping strategies used, and role of drugs and alcohol during stressful periods—all with particular relevance for suicidality. Undergraduate and graduate students were sampled on an online survey from 73 institutions, totaling 26,292 respondents. The pervasiveness of stressful experiences students endorse appears to be more than traditional clinical interventions can manage on their own. Recommendations are, therefore, made about how to utilize population-based prevention to reduce students’ distress and suicidality and improve their mental health. 相似文献
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Peggy McCardle Joan Mele‐McCarthy Kathleen Leos 《Learning disabilities research & practice》2005,20(1):68-78
Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English‐speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings. 相似文献
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The types of contingency experiences infants and young children are typically exposed to are examined with a focus on the implications for early childhood intervention with young children who have developmental disabilities and delays. Studies of response-contingent child learning, the manner in which contingencies are not under direct child control, and child/caregiver reciprocal contingencies, are reviewed in terms of how they influence child learning and development. Results indicate that the different types of contingencies all positively influence child behavior. Implications for practice are described in terms of contingency-rich everyday child learning activities, child response-contingent learning in the context of those activities, and caregiver contingent responsiveness as an instructional strategy for supporting child contingency learning. 相似文献
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This study assesses the value systems held by supervisors and supervisees in the counseling practice. The relation between value system similarity and two dependent measures was examined; the level of communication within and the overall satisfaction with the relationship. Participants included 37 student supervisees and seven supervisors in a master's program. Correlation coefficients were computed to establish the relationships between the dependent measures and between value similarity measures and the dependent variables. The results did not indicate a meaningful relation between the similarity of value systems for supervisee and supervisor and either dependent measure. The results, however, did indicate a strong relationship between the supervisee's satisfaction with the supervisory relationship and the level of communication that was developed in supervision. 相似文献
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Francis Ryan Maryanne Bednar & John Sweeder 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(2):115-128
Numerous researchers (Kohn, 1994; Kottler, 1992; Katz, 1993a, 1995; Streibel, 1994; Tingle, 1992) have recently examined the rise of narcissism in American culture and especially its relationship to education. However, William Damon's (1995) analysis of narcissism, which he frames against the larger dynamic of related social and cultural realities, is particularly engaging, although somewhat ominous:
Our heightened concern with children's internal mental states has combined with the increased child-centeredness of modern times to create crippling imbalances in children's views of themselves and the world. When we tell children that their first goal is self-love, we are suggesting to them that they are the center of the universe. By contributing further to the already child-centered orientation of modern culture, this emphasis can push a child toward a narcissistic insensitivity to the needs of others. We should not dispute the value of self-love, but we should question its utility as a primary goal in raising and educating children. (p. 77)
Damon's assessment of child-rearing practices offers compelling reasons to reconsider self-love as the central focus of such practices. His comments are additionally significant because they suggest a causative connection between child-centeredness and narcissism and between narcissism and social insensitivity. In citing these connections, Damon is echoing Christopher Lasch's (1979) equally troubling warning made almost twenty years ago in The Culture of Narcissism —a warning linking the 'culture of narcissism' to numerous dysfunctions within social institutions, including a multiplicity of failings in schooling. (Ryan, 1997, p. 233) 相似文献
Our heightened concern with children's internal mental states has combined with the increased child-centeredness of modern times to create crippling imbalances in children's views of themselves and the world. When we tell children that their first goal is self-love, we are suggesting to them that they are the center of the universe. By contributing further to the already child-centered orientation of modern culture, this emphasis can push a child toward a narcissistic insensitivity to the needs of others. We should not dispute the value of self-love, but we should question its utility as a primary goal in raising and educating children. (p. 77)
Damon's assessment of child-rearing practices offers compelling reasons to reconsider self-love as the central focus of such practices. His comments are additionally significant because they suggest a causative connection between child-centeredness and narcissism and between narcissism and social insensitivity. In citing these connections, Damon is echoing Christopher Lasch's (1979) equally troubling warning made almost twenty years ago in The Culture of Narcissism —a warning linking the 'culture of narcissism' to numerous dysfunctions within social institutions, including a multiplicity of failings in schooling. (Ryan, 1997, p. 233) 相似文献
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对学校网络环境下的德育教育的意义、方式方法从理论和实践两方面进行了探究.提出了加强网络德育工作的许多积极的意见和建议。 相似文献
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张明娜 《廊坊师范学院学报》2005,21(1):68-70
公平与效率的关系问题既是经济学领域研究的重要问题,也是经济伦理领域中的最重要的问题之一。公平与效率的正确关系是利用经济体的高效率来增进平等。在市场和生产领域,以效率为先,促进生产力的发展。在社会和政治权力领域,以公平为先。公平是效率的根本目的。公平具有目的的意义,效率具有手段的意义。社会主义的根本目的就是社会主义的公平。 相似文献
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Pauline Irving David Dickson 《International journal for the advancement of counseling》2006,28(2):183-194
Rogers' core conditions remain influential in international counselling practice despite decades of equivocal research findings regarding their effectiveness. It has been argued that ambiguity and lack of clarity in Rogers' (1957) original definitions is a major factor in the development of misunderstanding and multiple operationalizations of the core conditions for research and training purposes. This paper presents an innovative re-conceptualization of the core conditions based on social psychological models of attitude. It is argued that this model has the potential to integrate existing work from a range of perspectives and provide a framework for future research and development. 相似文献
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道德判断与道德行为之间的关系问题经历了哲学假设、经典心理学实验研究和当代心理学的深入研究。道德判断与道德行为关系研究的新进展体现在莱斯特的确定问题测验、林德的道德行为和道德发展的双面理论、布莱希的道德自我认同模式、沃克的道德人格等研究当中,这些研究克服了在道德判断过程中仅仅关注道德推理重要性的缺陷。 相似文献
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郝宏来 《北京教育学院学报》2011,25(2):35-39
人格的高度决定着生命的高度,对人格重视的程度决定着德育工作的高度。"人格至上,联动立德,和谐发展"德育模式首先将"人格至上"放在了德育目标的核心地位,提倡和践行"联动立德",将各种学校可以运用到的资源整合在一起,以德育目标和价值为中心,构建一个相对稳定而全面的德育实践体系。它把"联动立德"作为实践通道,把"和谐德育"作为形态,把人的"和谐发展"作为德育出路。它将"人格目标""、学生生命状态和特征"、"德育途径和渠道"、"德育实践策略和智慧"、"德育评价与改进"、"健全人格"等教育使命和德育智慧融会贯通,开创科学、合理、高效的德育新局面。 相似文献