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Carol Lynn Martin Naomi C. Z. Andrews Dawn E. England Kristina Zosuls Diane N. Ruble 《Child development》2017,88(1):167-182
The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (Mage = 5.7, 7.6, 9.5) to consider the relation of the self to both boys and girls. This change shifted the conceptualization of gender identity from one to two dimensions, provided insights into the meaning and measurement of gender identity, and allowed for revisiting ideas about the roles of gender identity in adjustment. Using a graphical measure to allow assessment of identity in young children and cluster analyses to determine types of identity, it was found that individual and developmental differences in how similar children feel to both genders, and these variations matter for many important personal and social outcomes. 相似文献
53.
Todd D. Reeves Andrew A. Tawfik Fortunata Msilu Irfan Şimşek 《Journal of Research on Technology in Education》2017,49(3-4):245-259
This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion) 相似文献
54.
Trade in Australian education services has expanded rapidly over recent years. The sector is the third largest exporter of
Australian services. In 2001–2002, exports of education were about $A 4.2 billion. Government assistance to the sector includes
export market development, regulation of education standards, and funding education activities; university research and development,
for example. This paper examines the case for further government intervention in the export of education, and the appropriate
forms of assistance if further government intervention is justified. The paper predominately focuses on assisting higher education
exports because this activity dominates education exports. 相似文献
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The purpose of this paper is to describe the role of the Botswana study-service scheme (Tirelo Setshaba) in the career development of its participants. Study-service is defined as community service used to educate those who participate in contrast to other service programmes where the main objective is to provide manpower e.g. by providing service to the community. First, the existing career development situation in Botswana for senior secondary school students is reviewed and findings from some recent research in this field in the country are presented. Second, the nature of the one year experience gained by Tirelo Setshaba participants is described including the uniqueness of Tirelo Setshaba as compared to other similar schemes in that service takes place before post-secondary education, but with other policies being similar to those developed for university students. Third, the paper presents a rationale for career development assistance for Tirelo Setshaba participants and describes career development material prepared for them. The nature of the scheme, with two or a maximum of four participants assigned to a village, has made it necessary to design a career service for clients who are so widely scattered that the often-used career talks, conventions or one-to-one counselling are impractical. Finally, the paper argues for a proper evaluation of Tirelo Setshaba's impact on career development as the conclusions drawn in the paper are based on limited observations.Senior Research Fellow, National Institute of Development Research and Documentation, University of Botswana. She has served for several years as planning officer with the Ministry of Education in Botswana and as a psychologist (career guidance) in Sweden.Tirelo Setshaba Adviser, Ministry of State President, Botswana. He has long experience from study-service schemes in a number of countries, inter alia Botswana, Nepal and Indonesia. 相似文献
57.
The goal of this study was to examine the means used by textbook authors to introduce, define, and explain the mole concept in high school and introductory college chemistry textbooks. The analysis was framed by four questions:
- 1 How is the mole defined?
- 2 What concepts about the atom are introduced prior to the mole?
- 3 Is Avogadro's constant presented as an experimentally determined value?
- 4 What is the context for introducing the mole?
- 1 Two ways of defining the mole dominate the texts. One way defines the mole as Avogadro's number (6.02 × 1023) particles; the other method defines the mole in terms of carbon-12.
- 2 All texts that present a definition in terms of C-12 introduce and define concepts about the atom prior to introducing the mole.
- 3 Most texts at all levels point out that the value 6.02 × 1023 is an experimentally determined quantity.
- 4 Nearly all texts discuss the mole in relation to die problem of finding a way to count particles that are too small to be directly weighed. Most texts also use a familiar counting unit, such as the dozen, to introduce the mole by analogy.
58.
This study compared the performance of children with reading disability (RD) and normal reading achievement (NRA) on tasks
of serial rapid naming, verbal fluency, letter-based word retrieval, and articulatory speed. The groups, composed of children
at two discrete age levels, one younger and one older, were matched for age, gender, and neighborhood school. Analyses of
the on-line measurement of the children’s serial rapid naming indicated that the children with RD had significantly larger
reaction times and production durations than their NRA peers despite similar levels of accuracy. They also performed significantly
worse on the categorical verbal fluency task, the letter-based word retrieval task, and the test of articulatory speed. The
findings suggest that both access and post-access processes, such as oral-motor inefficiency that extends the duration of
word production, may be implicated in the slower serial rapid naming that has typified many samples of children with RD.
This work was supported in part by Basil O’Connor Research Grant 5-340 from the March of Dimes Birth Defects Foundation, a
Scholarly and Creative Activity Award and sabbatical leave from California State University, Long Beach and grant #DCO 1904-01
from the National Institute on Deafness and Other Communication Disorders of the NIH to the first author. 相似文献
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