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1.
Isabelle Roskam 《European Journal of Psychology of Education - EJPE》2005,20(2):139-153
The article presents the results of a data analysis intended to examine the relationship between children’s personality, maternal
beliefs and childrearing behaviour and various disabilities on the one hand (mildly, moderate or severe mental handicap, sensorial
handicap, developmental disabilities) and mothers’ educational level on the other.
Data were taken from 102 mothers of disabled children between the ages of three and six. The children came from the Walloon
Region of Belgium and were regularly counselled by an early intervention team (Services d’Aide Précoce — SAP). Variance analyses
were performed on questionnaire data from the total sample (n=102). The questionnaires were based on the Five Factor Model
of personality rating (Roskam, de Maere-Gaudissart, & Vandenplas-Holper, 2000), and on Sameroff’s levels of parental development
for the rating of maternal beliefs. Factorial correspondence analyses were also performed on maternal self-reported childrearing
behaviour as described in 50 interviews with mothers, analysed with a coding gird. 相似文献
2.
J. V. Narlikar 《Resonance》2011,16(4):310-321
The underlying idea in Mach’s principle is that the origin of inertia or mass of a particle is a dynamical quantity determined
by the environment, in particular the rest of the matter in the universe. In this article, we discuss the role of this idea
in the Brans-Dicke theory of gravitation and the Hoyle-Narlikar cosmology. 相似文献
3.
J. S. Bagla 《Resonance》2009,14(3):216-225
Hubble’s name is associated closely with the idea of an expanding universe as he discovered the relation between the recession
velocity and the distances of galaxies. Hubble also did a lot of pioneering work on the distribution of galaxies in the universe.
In this article we take a look at Hubble’s law and discuss how it relates with models of the universe. We also give a historical
perspective of the discoveries that led to the Hubble’s law. 相似文献
4.
We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency
in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were
asked to assess their teachers’ interpersonal behaviour using the Questionnaire on Teacher Interaction (QTI). This was the
first time that the QTI was successfully translated and used (in EFL classrooms) in China. Cronbach’s α reliability coefficients
for the scales were adequate, while confirmatory factor analyses provided support for the theoretical framework behind the
questionnaire. Results showed that teacher uncertainty was negatively correlated with student achievement. Furthermore, the
degree of teacher cooperation with students was the only significant predictor for student achievement, but its effect disappeared
when student background variables were taken into account. Results also indicated a discrepancy between students’ perceptions
of preferred and actual teacher interpersonal behaviour. The tolerant-authoritative profile was the most common interpersonal
style based on Chinese students’ perceptions. 相似文献
5.
Amartya Kumar Dutta 《Resonance》2006,11(4):56-74
In the first part of this series, we discussed the celestial sphere and Aryabhata’s principle of axial rotation; in this part
we shall discuss in detail the concept of sidereal day and then mention Aryabhata’s computations on the duration of sidereal
day. 相似文献
6.
R. Nityananda 《Resonance》2001,6(9):8-18
In many real life situations, we have to draw conclusions from data which are not complete and have been affected by measurement
errors. Such problems have been addressed from the time of Bayes and Laplace (late 1700’s) using concepts which parallel Boltzmann’s
use of entropy in thermal physics. The idea is to assign probabilities to different possible conclusions from a given set
of data. A critical — and sometimes controversial — input is a ‘prior probability’, which represents our knowledge before
any data are given or taken! This body of ideas is introduced in this article with simple examples. 相似文献
7.
Unpacking the CRT in Negotiating White Science 总被引:1,自引:0,他引:1
Eileen R. Carlton Parsons Billye Rhodes Corliss Brown 《Cultural Studies of Science Education》2011,6(4):951-960
In this forum, we summarize CRT’s origins, tenets common to most CRT writings, and CRT’s evolution. We discuss Yerrick’s article
Negotiating White Science with respect to certain CRT premises. Specifically, we use the CRT tenet of racism as emphasized in first- and second-generation
CRT and CRT elements liberal racial ideology and voices of color to critically examine Yerrick’s propositions. 相似文献
8.
Jayant V. Narlikar 《Resonance》2005,10(12):6-11
The expansion of the universe was established based on observations made in the 1920’s, of the Doppler shift of light from
galaxies. The proportionality between velocity and distance is the famous Hubble Law. Simplified mathematical models of the
universe are based on the idea, which is supported by observations, that there are no preferred locations or directions in
space. 相似文献
9.
In this paper, we examine the support given for the ‘theory of formal discipline’ by Inglis and Simpson (Educational Studies
Mathematics 67:187–204, 2008). This theory, which is widely accepted by mathematicians and curriculum bodies, suggests that the study of advanced mathematics
develops general thinking skills and, in particular, conditional reasoning skills. We further examine the idea that the differences
between the conditional reasoning behaviour of mathematics and arts undergraduates reported by Inglis and Simpson may be put
down to different levels of general intelligence in the two groups. The studies reported in this paper call into question
this suggestion, but they also cast doubt on a straightforward version of the theory of formal discipline itself (at least
with respect to university study). The paper concludes by suggesting that either a pre-university formal discipline effect
or a filtering effect on ‘thinking dispositions’ may give a better account for the findings. 相似文献
10.
Despite the frequent criticisms directed toward them, in-service teacher training (INSET) programmes remain one of the most
commonly used approaches for enhancing teachers’ professional development. This article reports on a study that examined the
effects of a part-time masters of education INSET programme based in Central China. The main source of data was reflective
papers written by 38 teacher participants; classroom observations and informal interviews also helped reveal the teachers’
perspectives on the programme. Whilst the programme was very popular, and had a variety of positive impacts on the teachers’
professional development, the programme paradigm involved several drawbacks. The results suggest that part-time INSET programmes
for rural teachers should be supplemented by various other forms of teacher development activities to meet the dual goals
of developing such programmes and providing professional development for teachers. 相似文献
11.
John T. E. Richardson 《Higher Education》2007,54(3):385-416
This study investigated the relationships between demographic characteristics, motives and attitudes to studying, self-reported
study behaviour and measures of outcome. Students taking courses by distance learning received a postal survey containing
a short form of the Motivated Strategies and Learning Questionnaire (MSLQ) and the Revised Approaches to Studying Inventory
(RASI). Path analysis was used to assess the causal relationships among 395 students’ age, gender and prior qualifications,
their scores on the MSLQ and the RASI and their marks. Evidence was obtained for the causal efficacy of most of the paths
among the main components. In particular, the causal link between variations in students’ motives and attitudes and variations
in their study behaviour is bidirectional. 相似文献
12.
YANG Rui-jun XIA Qi PAN Qun-hua WANG Wei-nong LI Ming-lu 《浙江大学学报(A卷英文版)》2006,7(4):493-501
INTRODUCTION Mobile ad hoc networks are under active research focused on issues such as routing, security (Venkatra- man and Agrawal, 2003) and data management (Fan and Zhang, 2004). People have proposes many kinds of security mechanisms such as SAR (Yi et al., 2002), SRP (Papadimitratos and Haas, 2002), ARAN (San- zgiri et al., 2002), ARIADNE (Hu et al., 2005) and SEAD (Hu et al., 2002) for networks. The resource consumptions of security mechanisms are always large in mobile … 相似文献
13.
14.
Laura Alicia Valdiviezo 《Cultural Studies of Science Education》2010,5(2):435-445
This essay addresses Katherine Richardson Bruna’s paper: Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent
Science, through five main points. First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna’s call for
a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination
of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex
dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue
that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class
and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social
and institutional practices in the capitalist society. Richardson Bruna’s analysis of Augusto’s interactions with his teacher
and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss
Richardson Bruna’s idea of making accessible class-first analysis knowledge to educators and especially to science teachers. 相似文献
15.
16.
Explicitly informing students about learning goals has been argued to foster intentional learning. This study tested three
theoretical hypotheses regarding the facilitating effects of learning goals by investigating 72 students’ actual reading behaviour
and cognitive processes (i.e., the use of learning goals). Participants studied a text presented on 15 separate computer screens
with/without learning goals. In line with the three hypotheses, the analyses focused on three aspects: students’ interpretations
of the learning goals, information selection processes and monitoring behaviour. Results indicated variability among students
in their perceptions of the learning goals in terms of goal consistency and specificity. Students in the learning goal condition
recorded more goal-relevant information in their notes. However, only few students deliberately used learning goals to monitor
their goal-directed activities while studying the text. Analysis of students’ reading behaviour and cognitive processes suggests
that the absence of significant performance differences between the conditions can be explained by referring to students’
actual use of learning goals. 相似文献
17.
Amartya Kumar Dutta 《Resonance》2006,11(3):51-68
Āryabhata (born 476 CE) is regarded as a pioneer of mathematical astronomy in ancient India. In this three-part article, I
shall discuss one important contribution of Āryabhata in astronomy involving the least technical background —the principle
of axial rotation (Part 1) and computations on the sidereal day (Part 2). Portions of 4 verses, pertaining to Earth’s rotation,
from his famous treatise Āryabhatīya will be quoted. In Part 3, I shall give a brief historical account on the concept of
axial rotation of Earth. 相似文献
18.
James L. Myers 《Asia Pacific Education Review》2006,7(2):162-172
In a case study, I applied philosophical hermeneutic principles in an advanced level EFL writing class in Taiwan. A “fusion
of horizons” occurs at the junction of two intertwined interpretations: one from our socio-historical tradition and the other
from our experience of novel phenomena. I explored students’ hermeneutic horizons in relation to Nietzsche’s textWill and Wave. Data collection was through classroom observations, informant interviews, and an analysis of three students’ interpretive
essays. The results indicated that students experienced particular difficulties comprehending metaphors and the author’s purpose.
Comprehension was a painstaking effort for most students because of their perceived ambiguity of Nietzsche’s message. Nevertheless,
the text evoked personal stories and new perspectives for some students 相似文献
19.
This paper is part of a larger study that aims at highlighting students’ interpretations of the idea of the ‘Balance of Nature’,
as well as its use in their reasoning about the future of an ecosystem, in order to subsequently develop a learning environment
that might promote a reconsideration of its validity and usefulness. Our focus here is particularly set on whether and how
non biology-major students use this idea when making predictions about (a) the future of an ecosystem that is supposed to
have suffered a human-driven disturbance, and (b) the future of an ecosystem that is supposed to be protected against such
disturbances. Administering a questionnaire of 12 items - 4 of which concern us here - to 61 1st-year educational sciences
students at the University of Patras, we traced - among others - their reasoning about (a) the future of three ecosystems
(forest, sea, lake), supposed to have suffered different human-driven disturbances (fire, oil spill, new population introduction),
and (b) the future of a protected forest ecosystem of a national park. According to our findings, most of the students found
it very likely for a disturbed ecosystem to fully recover its initial state - mainly due to a ‘recovery process’ or inherent ‘recovery mechanisms’ - showing a strong belief in an extremely resilient ‘Balance of Nature’. Moreover, most of them appeared to believe that
if human-protected, an ecosystem will be in a continuous ‘balance’, while very few were skeptical enough to claim a non-predictable
future for it. 相似文献
20.
In workplaces, innovative products and processes are required to address emerging problems and challenges. Therefore, understanding
of employees’ innovative work behaviour, including the generation, promotion, and realisation of ideas as components of this
behaviour is important. In particular, what fosters innovation development and what triggers these activities is important
for its promotion and adoption in contemporary workplaces. To investigate how and why innovations at work are developed and
enacted, an explorative study comprising structured interviews with vocational teachers in the German vocational system was
conducted. The teachers reported on activities they undertook during the development of a specific innovation. Furthermore,
they provided information on factors that made this innovation necessary and that they were activated by. The study indicates
that even when opportunities for innovation development existed in a workplace, the needs and goals of teachers were pivotal
for these opportunities to be recognised and teachers’ innovative work behaviour to be triggered. By analysing vocational
teachers’ work activities, we found that the development of innovations was a complex, iterative and primarily social process.
By encouraging teachers to act on opportunities for change and by establishing a collaborative structure at schools, innovation
development can be facilitated. We also found that throughout the development of an innovation, reflection played an important
role. If the importance of reflective activities is acknowledged by workplaces such as these participants’ vocational schools,
this not only fosters innovations but also the teachers’ professional development. 相似文献