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161.
Leslie Gunter Paul Caldarella Byran B. Korth K. Richard Young 《Early Childhood Education Journal》2012,40(3):151-159
The inclusion of social and emotional learning (SEL) curricula in preschools may help prevent emotional and behavioral problems.
This study evaluated the effects of a SEL curriculum, Strong Start Pre-K, on the social and emotional competence of 52 preschool students using a quasi-experimental, non-equivalent control group
design. Teachers rated students’ emotional regulation, internalizing behaviors, and the quality of the student–teacher relationship.
Results indicated a significant decrease of internalizing behaviors and more improvement in the student–teacher relationship
in the treatment conditions. Results also supported the use of the optional booster lessons contained in the curriculum. Treatment
integrity and social validity ratings of Strong Start Pre-K were high. Limitations and implications of this study are addressed. 相似文献
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This article describes the evolution of the Health Sciences Library's plans for an interdisciplinary, technology-enhanced collaboration center, from a technology-driven space to one with a vision of support for peer-to-peer learning and research. The center offers an exciting opportunity to be an essential partner in collaborative and interdisciplinary programs such as the new Carolina Center for Exploratory Genetic Analysis. The Library is a centrally located and neutral place, which helps minimize geographical and territorial obstacles to effective collaboration. The collaboration center raises the Library's visibility and allows staff to demonstrate the value of knowledge resources, services, technology expertise, infrastructure, and facilities for group study and collaboration. 相似文献
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Barrie Irving 《Pastoral Care in Education》1997,15(1):6-9
The relationship between parents and schools has in recent years been a controversial and contradictory one. Here Barrie Irving discusses one dimension that impinges on this relationship—vocational guidance—and how interactions between teachers and parents could be made more productive, particularly from the perspective of parents. Having suggested that often the interchange of information and ideas is limited by the attitudes and perceived interests of both schools and parents, Irving goes on to focus on a particular issue, the fact that although parents are given information about their children, they are rarely if ever given the means to develop on this. 相似文献
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ABSTRACT: We draw on empirical data and theorising that focuses on the relationship between the state, public policy and knowledge in the construction and configuration of school leadership under New Labour from 1997. Specifically we show how a school leadership policy network comprises people in different locations who operate as policy entrepreneurs in shaping policy. 相似文献