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521.
Jessica A. Stern Meghan A. Costello Jessica Kansky Caroline Fowler Emily L. Loeb Joseph P. Allen 《Child development》2021,92(6):e1326-e1341
Attachment was examined as a predictor of teens’ empathic support for friends in a multimethod longitudinal study of 184 U.S. adolescents (58% Caucasian, 29% African American, 13% other) followed from ages 14 to 18. Adolescents’ secure state of mind regarding attachment at 14 predicted teens’ greater capacity to provide empathic support during observed interactions with friends across ages 16–18 (Baverage = .39). Teens’ empathic support was generally stable during this period, and less secure teens were slower to develop these skills. Further, teens’ attachment security predicted the degree to which friends called for their support (Baverage = .29), which was associated with teens’ responsiveness to such calls. The findings suggest that secure attachment predicts teens’ ability to provide empathic support in close friendships. 相似文献
522.
Charlene W. Young Caroline M. Eastman Robert L. Oakman 《Information processing & management》1991,27(6)
We analyzed natural language document retrieval queries from the Thomas Cooper Library at the University of South Carolina in order to investigate the frequency of various types of ill-formed input, such as spelling errors, co-occurrence violations, conjunctions, ellipsis and missing or incorrect punctuation. The primary reason for analyzing ill-formed inputs was to determine whether there is a significant need to study ill-formed inputs in detail. After analyzing the queries, we found that most of the queries were sentence fragments and that many of them contained some type of ill-formed input. Conjunctions caused the most problems. The next most serious problem was caused by punctuation errors. Spelling errors occurred in a small number of the queries. The remaining types of ill-formed input considered, ellipsis and co-occurrence violations, were not found in the queries. 相似文献
523.
Questions of definition and measurement continue to constrain a consensus on the measurement of interdisciplinarity. Using Rao-Stirling (RS) Diversity sometimes produces anomalous results. We argue that these unexpected outcomes can be related to the use of “dual-concept diversity” which combines “variety” and “balance” in the definitions (ex ante). We propose to modify RS Diversity into a new indicator (DIV) which operationalizes “variety,” “balance,” and “disparity” independently and then combines them ex post. “Balance” can be measured using the Gini coefficient. We apply DIV to the aggregated citation patterns of 11,487 journals covered by the Journal Citation Reports 2016 of the Science Citation Index and the Social Sciences Citation Index as an empirical domain and, in more detail, to the citation patterns of 85 journals assigned to the Web-of-Science category “information science & library science” in both the cited and citing directions. We compare the results of the indicators and show that DIV provides improved results in terms of distinguishing between interdisciplinary knowledge integration (citing references) versus knowledge diffusion (cited impact). The new diversity indicator and RS diversity measure different features. A routine for the measurement of the various operationalization of diversity (in any data matrix) is made available online. 相似文献
524.
Caroline Koh Oon Seng Tan C. K. John Wang Jessie Ee Woon Chia Liu 《Asia Pacific Education Review》2007,8(1):89-99
The benefits of cooperative learning strategies, such as group project work, have been advocated in a wide range of educational
contexts. There is however, scant information on the outcome of such programs on students of low academic ability. In this
study, interviews were conducted with four groups of low-ability students, with the aim of investigating their perceptions
on the effectiveness of group project work in promoting their social and cognitive skills. Our findings show that although
the students recognized that the program improved their competence in interacting with others, there are problematic organizational
and instructional issues that have to be ironed out before students can profit fully from cooperative learning programs. 相似文献
525.
Caroline Gottschalk Druschke Eric G. Booth Emma Lundberg 《Technical Communication Quarterly》2019,28(2):137-151
ABSTRACTThis article offers a revision to an existing social science methodology, Q methodology, through “Q-Rhetoric.” After detailing Q methodology’s theoretical underpinnings and practical method, and persistent critiques of the methodology, the article employs perspectives from rhetorical theory and Amerindian anthropology to suggest a methodological correction. It concludes by detailing the use of Q-Rhetoric to intervene in a Wisconsin stream management controversy, proposing Q-Rhetoric as a pragmatic and theoretically sound methodology for working across disciplinary divides. 相似文献
526.
Kym Fraser Yoni Ryan Susan Bolt Peter Copeman Caroline Cottman Marie B. Fisher 《International Journal for Academic Development》2019,24(3):286-300
Australia has 42 universities. In 2015/16, 30 of 40 universities reviewed provided one or more days of teaching induction for their staff, while 10 did not. Twenty-six of the 30 teaching induction program directors were surveyed and 24 of those were interviewed to provide a snapshot of professional development for new teaching staff in Australian universities. The key findings of that research showed that almost two thirds of universities did not pay sessional staff to attend a teaching induction program; just over half the programs included peer observation of teaching; only one in five programs offered mentoring opportunities; three quarters of programs included assessment; and approximately a third of programs provided credit towards an award course. We conclude that all universities need to provide new teaching staff with a longer teaching induction program, which will support them to develop student-centred, scholarly behaviours and attitudes. 相似文献
527.
AbstractThis article explores changes of environmental values and beliefs among secondary school business and economics students regarding government and market solutions to climate change. The quantitative study is longitudinal and a survey was administrated to students at two occasions including 212 participants in the first measurement. Results show a small significant increase in importance for altruistic, biospheric and egoistic value orientations at average. At an individual level, there are substantial movements over time. Nearly two-thirds of the students changed the strength of their value orientations over time. Taxes and legislation were regarded as the most effective solutions to climate change, however there was a decrease in seeing market prices as important mechanisms for change. Analysis suggested no direct relationship between change in environmental value orientation and change in norms. However indirect associations were mediated by changing beliefs in the efficacy of education and information and the efficacy of tax policies. For example, students who became more egoistic and more convinced about the efficacy of tax were less likely than others to be willing to take personal actions. 相似文献
528.
ABSTRACT This paper examines and integrates findings from six investigations of similarity in concept development for children with and without handicapping conditions. The studies were designed to ensure comparability and are brought together to provide fuller understanding. They were carried out with children who have hearing, language or visual impairments as well as with those termed mentally retarded. Similarity in sequence of development was strongly supported by scalogram analyses in every investigation. The educational implications of common orderings are clear. Similarity in structure was supported in the case of non‐retarded and retarded children with no known organic condition. Further study is needed before conclusions are drawn about structure and retarded children who have organic conditions. 相似文献
529.
Daphne Meadmore Caroline Hatcher Erica Mcwilliam 《International journal of qualitative studies in education》2013,26(5):463-476
The paper responds to the growing interest in genealogical method as a means of inquiry in education research. The three authors bring together their collective understanding of the nature and purpose of genealogy as a method deriving from the work of Michel Foucault. The authors then indicate how such understandings were applied by each of them to a particular scholarly task. In elaborating the uses and the pitfalls of genealogical approaches by this means, the writers makeit clear that thereis no blueprint for genealogical use. Rather, working through genealogical methods demands from the researcher a strong grasp of the epistemological and theoretical tensions involved in asking how our present educational practices function as they do. 相似文献
530.