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1.
The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and are used by permission of that periodical. The abstract numbers are from Volume 25, Numbers 11 and 12, November‐December 1951. 相似文献
2.
George A. Coe∗ 《Religious education (Chicago, Ill.)》2013,108(5):304-306
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every finding in scientific research. Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 24, 1950. 相似文献
3.
Thomas S. Kepler∗ 《Religious education (Chicago, Ill.)》2013,108(4):244-247
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 23, 1949 相似文献
4.
Leona M. English 《Religious education (Chicago, Ill.)》2013,108(1):68-74
The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and are used by permission of that periodical. The abstract number is Volume 30, Number 3, June 1956. 相似文献
5.
Ernest B. Allen 《Religious education (Chicago, Ill.)》2013,108(6):364-365
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and material in religious education are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 25, 1951. 相似文献
6.
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and material in religious education are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 25, Numbers 9 and 10, September-October 1951. 相似文献
7.
Everett Ross Clinchy 《Religious education (Chicago, Ill.)》2013,108(4):310-313
The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 30, Number 6, December 1956. 相似文献
8.
The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical, the abstract number is Volume 28, Nos. 1‐2, January‐February, 1954. 相似文献
9.
William A. Koppe 《Religious education (Chicago, Ill.)》2013,108(3):302-306
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research Each section describes a group of findings which have been reported in PSYCHOLOGICAL ABSTRACTS together with titles of these works so that those who wish may go to the original source This column is written as a service to religious educators by the Union College Character Research Project. All abstracts are used with permission of the periodical, PSYCHOLOGICAL ABSTRACTS. The abstract numbers are Volume 36. Number 2, April 1962 相似文献
10.
《Higher Education in Europe》1976,1(4-5):4-5
The 33rd Meeting of the Council of Europe Committee for Higher Education and Research (CHER) was held in Linköping (Sweden) from 12 to 14 May 1976. The main points of discussion were the following: - the position of modern language lectors abroad; - the setting up of advisory committees for medical and pharmaceutical edu.cation; - multi-media distant study systems; - admission to tertiary education (early selection at secondary-school level, attitudes of students and parents as a result of new admission rules, role of working life experience in admission, consequences for higher education resulting from new admission rules); - financial aid to students; - education in science and technology and research careers (attitudes to the study of science and technology, ageing of the research population); - teacher education (creation of an association for teacher education in Europe, current trends); - situation of and trends in tertiary education; - progress report of the Secretariat . (special project mobility, equivalence of diplomas, curriculum re- o form and development); - CHER programme of work for 1977 and 1978. 相似文献
11.
The 1955 movie Blackboard Jungle portrays the efforts of high school teacher Richard Dadier to overcome his students’ resistance to the regime of the school At the same time, Blackboard Jungle inaugurated the use of rock and roll in movies, thereby heralding the emergence of a distinct youth culture. Representations of youth and schooling were uniquely suited to capture the anxieties that arose out of American familial, economic, and political conflicts in the 1950s. By synthesizing matters of male and state authority in an ambivalent blend of rebellion and social control, Blackboard Jungle articulated the ambiguities of the liberal ideology that schooling and the state more broadly could simultaneously insure individual freedom and contain social conflicts. Blackboard Jungle’s gendered narrative was mirrored in academic research into the causes of juvenile delinquency, in differing career paths for men and women educators, and in attacks on progressive curricula. By combining an examination of the film's narrative and visual technique with an analysis of its reception, this article explores the liberal ideology which has shaped American schooling. 相似文献
12.
Karen Smith 《Perspectives: Policy and Practice in Higher Education》2013,17(4):97-101
Education must be a force for opportunity and social justice, not for the entrenchment of privilege. We must make certain that the opportunities that higher education brings are available to all those who have the potential to benefit from them, regardless of their background (DfES, 2003 : 67). We will continue to widen participation in higher education and encourage students of all backgrounds with academic potential to go to university (Queen’s Speech, 15 November 2006). 相似文献
13.
14.
David Bell 《Educational Philosophy and Theory》2015,47(6):579-595
AbstractThis article addresses the activation of aesthetics through the examination of an acute sensitivity to melancholy and time permeating the literary and pictorial arts of Japan. In medieval court circles, this sensitivity was activated through a pervasive sense of aware, a poignant reflection on the pathos of things. This sensibility became the motivating force for court verse, and through this medium, for the mature projects of the ukiyo-e ‘floating world picture’ artist Katsushika Hokusai. Hokusai reached back to aware sensibilities, subjects and conventions in celebrations of the poetic that sustained cultural memories resonating classical lyric and pastoral themes. This paper examines how this elegiac sensibility activated Hokusai’s preoccupations with poetic allusion in his late representations of scholar-poets and the unfinished series of Hyakunin isshu uba-ga etoki, ‘One hundred poems, by one hundred poets, explained by the nurse’. It examines four works to explain how their synthesis of the visual and poetic could sustain aware themes and tropes over time to maintain a distinctive sense of this aesthetic sensibility in Japan. 相似文献
15.
This study examined the joint effects of message framing (gain vs. loss) and visual image (image vs. no image) on persuasion as it related to the use of dental floss and the use of sunscreen (N = 252). For both topics, the results revealed a Frame × Image interaction effect on fear. The interaction was such that the presence (vs. absence) of an image produced more fear in the loss-framed conditions. The corresponding results for gain-framed messages were inconsistent. Covariance analyses showed that fear mediated the effect of the interaction on persuasion, whereas dominant cognitive response did not. [Supplementary materials are available for this article. Go to the publisher's online edition of Communication Quarterly for the following free supplemental resources: sunscreen and flossing messages of gain-visual and loss-visual.] 相似文献
16.
Sarah Te One Rebecca Blaikie Michelle Egan-Bitran Zoey Henley 《Educational Philosophy and Theory》2014,46(9):1052-1068
AbstractRecent social policy discourses in Aotearoa New Zealand focus on vulnerable children’s well-being and the detrimental, long-term and costly impacts of child poverty. The discourse pervading much of the policy labels children and young people as ‘vulnerable’ or ‘at risk’ or ‘in crisis’, a view, which we argue, is both disempowering and marginalising. We propose a shift in focus which views children and young people as agentic, capable and competent. Drawing on several small-scale research projects and reports we demonstrate how, when asked, children and young people can participate effectively in discussions about policy matters that concern them (Article 12, United Nations Convention on the Rights of the Child, 1989 [UNCROC]). We have much to learn from the insights children share with us when asked, but very often existing structures, at both government and community level, do not include adequate processes to hear their voices, let alone act on what has been communicated. 相似文献
17.
David Menendez Alvarez-Hevia 《Educational Studies A Journal of the American Educational Studies Association》2018,54(3):303-318
Working with pupils who are on the edge of exclusion is not an easy job; in fact, it is more than just a job. This study investigates the emotional involvement of educators (teachers and mentors) working with pupils who have been permanently, or are at risk of being, excluded from mainstream education This article presents different forms of emotional learning that take place in educational practice. Specifically, it explores the emotional relationships that educators have with pupils and each other. It also draws on the concept of emotional geography (Hargreaves, 2001a, 2001b) to theorize the emotional interactions that the educators are expected to have with their pupils, because overcoming emotional distance is seen as a vitally important part of their work as educators of excluded pupils. The research shows that emotional learning is understood by educators as a dynamic process that they can play a part in shaping, rather than being a passive process in which they are silent actors, and that harmful experiences can have a constructive outcome. 相似文献
18.
Lucinda A. Nolan 《Religious education (Chicago, Ill.)》2013,108(3):247-271
This article offers a brief theological biography of Sophia Lyon Fahs, a religious educator whose life and work unfolded during the first seven decades of the Religious Education Association and reflected many of the identity-bearing modalities that continue to give shape and continuity to the organization. In 1972, Boardman Kathan, the General Secretary of the Religious Education Association, described Fahs as “one of the truly great pioneers of religious education in the 20th century, in the company of Harrison Elliott, Frank McMurry and George Albert Coe.” 2 Fahs anticipated many theological challenges to religious education that were ahead of her time. 3 相似文献
19.
This paper reports on research on the attitudes of a differentiated sample of students to Catholic schools in general and religious education in particular. Core Catholic youth are described, following Fulton et al. (2000: Young Catholics at the New Millennium, Dublin, University College Press), as individuals who have an existing connection with the parish community. Some results that emerge from 58 in‐depth interviews with 14‐ and 15‐year‐old core Catholics are that they value their time in Catholic schools, feel that they are in a safe environment and are not well networked with others of a similar background. Attitudes to religious education by core Catholic youth are described as weak positive. Religious education is not unpopular but is not seen as a discipline that helps resolve some of the difficulties that they experience as young Catholics. These difficulties relate to trying to reconcile what they see as the conflict between the scientific and religious view of creation and many supernatural religious claims. 相似文献
20.
Eleanor Nesbitt 《Gender and education》1993,5(1):81-91
Much of children's attitude to gender is developed in their home. For children from a Hindu background dharma (right conduct) involves all aspects of life. It includes family and ritual responsibilities and they are largely gender‐specific. This article is based on research among 8‐13 year‐old Hindu children of Punjabi and Gujarati origin in Coventry [2]. I contend that gender is significant in the religious involvement of both boys and girls. This article draws attention to areas of their experience as young British Hindus in which their gender is decisive and examines these in relation to the role expectations enunciated by the children.