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Behavioral ratings on four subscales of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) were completed on groups of Anglo-(N=491) and Mexican-American gifted students (N=34). Significant ethnicity differences were found on the Learning and Motivation scales, with Anglos being rated higher. There were no significant differences between groups on the Creativity and Leadership scales. Results are discussed in terms of implications for use of SRBCSS as an identification instrument and as a measure for future research. 相似文献
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George P. Knight William Nelson Spencer Kagan Jann Gumbiner 《Contemporary educational psychology》1982,7(2):97-106
Researchers have suggested that the relatively poor academic performance of Mexican-American compared to Anglo-American children may result from cultural differences in cooperative-competitive social orientation. To test the relative contribution of cooperative-competitive social orientation as a personality predictor of school achievement, the cooperativeness-competitiveness, field independence, locus of control, self-esteem, and school achievement of 45 Anglo-American and 125 Mexican-American fourth, fifth, and sixth grade children were assessed. The results indicate (1) competitiveness is positively related to school achievement among the Anglo-American children but not the Mexican-American children; (2) among the Anglo-American children competitiveness is a better predictor of school achievement than field independence, locus of control, and self-esteem; (3) the personality variables are moderately but not independently related to school achievement within both cultural groups; and (4) the between-culture variance in the personality variables does not account for the between-culture variance in school achievement. Implications of the present results for understanding within- and between-group differences in school achievement are discussed. 相似文献
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Carol Sigelman Eileen Derenowski Teresa Woods Takayo Mukai Corinne Alfeld-Liro Olga Durazo Amy Maddock 《Child development》1996,67(2):253-266
Third, fifth, and seventh graders, most of them Mexican-American, were exposed to an empirically based and culturally sensitive AIDS curriculum designed to replace their intuitive theories with a coherent, scientific account of the causal processes that lead from risk behavior to AIDS symptomatology. Compared to students in control classes, experimental students knew more about AIDS risk factors and AIDS generally, displayed more conceptual understanding of the causes of AIDS and flu, and were more willing to interact with people who have AIDS (although not less worried about AIDS) at posttest and typically at follow-up 10–11 months later. The findings point to the potential value of adopting an intuitive theories approach in assessing and modifying children's concepts of health and illness and suggest, contrary to Piagetian formulations, that even relatively young children can, with appropriate instruction, grasp scientific theories of disease. 相似文献
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关于教师教育改革发展的十个观点 总被引:34,自引:4,他引:34
我国教师教育正处于一个历史性转折和重要的发展时期,为了在教师教育改革发展的总体思路上形成共识,本文从认识论和方法论的角度阐述了有关教师教育改革发展的十个重要观点,对我国的教师教育具有积极的指导意义。 相似文献
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Norma Olvera-Ezzell Thomas G. Power Jennifer H. Cousins Ana Maria Guerra Marisela Trujillo 《Child development》1994,65(2):416-427
Children growing up in poverty are at risk for various health problems. For low-income, Mexican-American children, these risks include obesity, diabetes, and accidental injuries, 3 conditions that can largely be prevented by healthy life-styles. Despite the potential for prevention through education leading to health-promoting behaviors, very little is known about the development of health knowledge in this population. The present study examined low-income, Mexican-American children's understanding of the relation between health behavior and health status in 3 areas: nutrition, hygiene, and safety. 79 children (41 boys, 38 girls) ages 4 to 8 years participated. Children's knowledge was assessed in a structured play situation conducted in a laboratory setting. Results revealed that children knew the least about the relation between food consumption and their health, and knew the most about beneficial and harmful practices in the areas of safety and hygiene. Age and gender differences were also significant, with girls and older children more likely to provide elaborate and complex rationales for their responses. Implications of the findings for understanding the role of cognitive development and experience in the development of health knowledge are considered. 相似文献
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泓峻 《首都师范大学学报(社会科学版)》2008,(5)
现代汉语与现代文学的关系问题作为一个学术问题,有其自身的特殊性与复杂性,这使得对这一问题的探讨,不仅极具诱惑力,而且极具挑战意味。仅从本土文化身份入手难以揭示问题的全部内涵。一些学者从“现代性”切入的研究,虽富有成果,但仍然留下许多空间。现代文学产生自一场裂变性的文学变革运动,这场文学变革运动基本上是在贯彻其发起者与参与者新的文学理想的过程中展开的,因此文学观念在现代文学与现代汉语形成过程中起到相当重要的作用,是把握现代文学与现代汉语的现代性及其关系的关键因素。 相似文献
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农业信息化发展之构想 总被引:3,自引:0,他引:3
陈宏金 《金华职业技术学院学报》2002,2(1):83-85
农业信息化不仅是指农业信息资源数字化和信息交流网络化,而且是农业过程的全面信息化。只有推进农业信息化,以农业信息化带动农业现代化,才能抓住这一历史发展机遇,实现农业的跨越式发展。 相似文献
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"发展性"是教育评价的应有之义。教育评价的"发展性"概念引起了各种分歧,其根源在于人们所依据的发展观存在分歧。线性发展观主张人的发展是潜能的展开,发展具有确定的序列和结果。互动发展观主张人的发展是个体与环境的互动,发展具有不确定的序列和结果。在教育评价的特定背景下,两种发展观的分歧主要集中于发展的"共性"与"个性""、确定"与"不确定"、"正价值"与"负价值"三对范畴之间的矛盾关系上。以辩证的视角来审视它们在教育评价领域造成的影响,是避免片面理解教育评价"发展性"概念的有效途径。 相似文献
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Child Development and Neuroscience 总被引:7,自引:0,他引:7
Although developmental psychology and developmental neuroscience share interests in common problems (e.g., the nature of thought, emotion, consciousness), there has been little cross-fertilization between these disciplines. To facilitate such communication, we discuss 2 major advances in the developmental brain sciences that have potentially profound implications for under standing behavioral development. The first concerns neuroimaging, and the second concerns the molecular and cellular events that give rise to the developing brain and the myriad ways in which the brain is modified by both positive and negative life experiences. Recurring themes are that (1) critical, new knowledge of behavioral development can be achieved by considering the neurobiological mechanisms that guide and influence child development, and (2) these neurobiological mechanisms are in turn influenced by behavior. 相似文献
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Culture and Class Influences on Anglo and Puerto Rican Mothers' Beliefs Regarding Long-Term Socialization Goals and Child Behavior 总被引:2,自引:0,他引:2
Robin L. Harwood Axel Schoelmerich Elizabeth Ventura-Cook Pamela A. Schulze Stephanie P. Wilson 《Child development》1996,67(5):2446-2461
These 2 studies examine culture and socioeconomic status as simultaneous possible sources for group differences in mothers' beliefs regarding desirable and undesirable long-term socialization goals and child behavior. In Study 1, 100 mothers of young toddlers aged 12–24 months from 5 sociocultural groups participated: middle- and lower-class Anglo, middle- and lower-class island Puerto Rican, and lower-class migrant Puerto Rican. Results indicate that culture and socioeconomic status contribute independently to group differences, but that cultural effects appear to be stronger. Study 2 examined cultural differences in perceptions of behaviors using middle-class Anglo and Puerto Rican mothers only. The findings support those of Study 1, suggesting that Anglo and Puerto Rican mothers place differential value on the constructs of Self-Maximization and Proper Demeanor, even when socioeconomic status is controlled for. The findings of these studies have important implications for the culturally sensitive study of the relation between parental beliefs and behaviors. 相似文献
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《Journal of moral education》2012,41(2):183-194
This article spells out the way in which normative concerns unavoidably enter into the design and interpretation of empirical research on children's development of justice conceptions, with special emphasis on Damon's well-known stage theory of such development. Normative considerations provide assumptions not only about what counts as a conception of justice in the first place but also what counts as a better or a worse conception. Damon, for one, relies on the questionable normative premise that all distributive choices are choices about justice. An alternative research programme is suggested, based on piecemeal mutual adjustments between the normative and the empirical, a programme which would focus on children's desert-based emotions. 相似文献
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何杰明 《新乡教育学院学报》2008,21(1)
我国体育产业的发展大致经历了三个阶段,即:20世纪80年代体育商业化的起步阶段、90年代体育产业获得初步发展阶段以及21世纪开始的体育产业逐步壮大阶段.文章在已有研究的基础上,从经济学的角度(特别是从文化产业的角度)梳理体育产业及其相关概念,以促进国人对体育产业的全面认识. 相似文献
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托幼机构教育中的儿童发展评价 总被引:1,自引:0,他引:1
儿童发展水平应当成为托幼机构教育质量评价的标准之一.儿童发展的形成性评价和终结性评价不等同于具体的评价方法,两类评价的根本区别在于功能的差异以及由此决定的评价标准的不同.在托幼机构开展儿童发展评价时,评价者不仅要注意采用科学的方法收集数据资料,还要注重对数据资料的解释和判断以及对评价结果的反馈和应用. 相似文献
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低社会经济地位与儿童发展 总被引:1,自引:0,他引:1
社会经济地位是根据个体获取或控制有价值资源而对其进行的层级排名,低社会经济地位会对儿童的身体健康、认知发展、情绪适应和行为问题等产生消极影响,中介模式与调节模式两种理论对这些影响的机制进行了解释。政府和全社会都要积极行动起来,以促进低社会经济地位儿童的健康成长与发展。 相似文献