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91.
Carrie Heeter 《The Information Society》2013,29(1):61-64
Peter G. W. Keen, Shaping the Future: Business Design Through Information Technology Harvard Business School Press, 1991, 264 pp. 相似文献
92.
Conditioning-specific reflex modification (CRM) of the rabbit’s nictitating membrane response (NMR) describes changes in responding
to an unconditioned stimulus (US) when the rabbit is tested in the absence of the conditioned stimulus. Specifically, after
at least 3 days of tone-electrical stimulation pairings, responses to the US increase in size, especially at intensities weaker
than the training intensity. CRM is similar to classical conditioning in that it is a function of the strength of conditioning,
it can be extinguished, and it can be generalized from one stimulus to another. To compare CRM and classical conditioning
further, we conducted three experiments to examine the effects of US intensity (1.0, 2.0, and 4.0 mA) on CRM. CRM was weak
following conditioning with 1.0 mA and extremely strong following conditioning with 2.0 mA and 4.0 mA. The data suggest that
CRM is a function of US intensity and have implications for posttraumatic stress disorder, a disorder potentially modeled
by CRM. 相似文献
93.
In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism–collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school practices allowed teachers to think differently about their students and their own teaching, and with that change in thinking came the immediate and ongoing creation of a wide range of innovations to bridge home and school cultures. Shifting to a preschool emphasis, we discuss how the individualism–collectivism framework has been used in professional development for early childhood educators. A broad view of professional development is discussed including the role of college faculty, early childhood program administrators, teachers, and families. We suggest how such professional development might be mounted through use of methods and materials that promote explicit models of immigrant cultures to reduce home–school cultural mismatches for immigrant children. 相似文献
94.
95.
In many PreK-12 school environments, individuals with a variety of professional identities and roles provide services to students. Typically, these individuals are trained with minimal interaction with each other, yet they must work cooperatively with each other in the schools. Interprofessional education (IPE) provides a model whereby students in different disciplines learn to collaborate. This article describes the origins and current status of IPE in the health professions; suggests strategies for applying IPE to educator training; describes a promising example IPE project involving two distinct school-based professionals, pre-service special educators and school counsellors in training, including outcomes documented through student reflections; and offers implications for implementing and sustaining IPE in schools of education. 相似文献
96.
Jin Sun Li Zhang Eva Chen Carrie Lau Nirmala Rao 《Early education and development》2018,29(8):1039-1060
Research Findings: This study investigated the relationship between family socioeconomic status (SES) and children’s early attainment, and the roles of preschool attendance and executive function (EF) in this association. Participants were 3,331 children (1,584 girls) ranging in age from 36 to 71 months from Cambodia, Mongolia, and Vanuatu. Children’s language, literacy, and mathematics attainment and EF were assessed using the East Asia-Pacific Early Child Development Scales. Mothers reported on family demographics and children’s preschool experience. Results indicated significant associations between SES and academic attainment in all three countries. Further analysis showed that preschool attendance and EF were significant mediators of SES- related disparities in attainment, but differed by country. Both served as parallel and sequential mediators in the associations between SES and performance in language, literacy, and mathematics in Mongolia. However, only preschool attendance mediated the association of SES with literacy attainment in Cambodia, and only EF mediated that with children’s mathematics and language performance in Vanuatu. Although SES is substantially related with early achievement in these developing countries, our findings indicate that preschool attendance and EF may attenuate this relationship. Practice or Policy: Implications for the provision of early childhood education programs and public policy are discussed. 相似文献
97.
Hironao Okahana Carrie Klein Jeff Allum Robert Sowell 《Innovative Higher Education》2018,43(4):237-255
This article is a result of the analysis of student-level enrollment records from twenty-one research universities in the United States, and it contributes to a more robust understanding of timely completion of STEM doctorates by underrepresented minority students. Using multivariate logit regression models, findings indicated that Hispanic/Latino and students from other underrepresented groups complete at higher rates than do their Black/African American counterparts. Findings also indicated that prior master’s degrees and institutional participation in doctoral completion programs positively correlate with STEM doctoral completion. We conclude by offering insights and recommendations for graduate schools about how to increase the STEM doctoral attainment rate of students from underrepresented groups. 相似文献
98.
Justin L. Hess Johannes Strobel Rui Pan Carrie A. Wachter Morris 《European Journal of Engineering Education》2017,42(6):1128-1153
This study focuses on two seldom-investigated skills or dispositions aligned with engineering habits of mind – empathy and care. In order to conduct quantitative research, we designed, explored the underlying structure of, validated, and tested the reliability of the Empathy and Care Questionnaire (ECQ), a new psychometric instrument. In the second part, we used the ECQ to explore the perceptions of empathy and care of alumni/ae of an internationally ranked US institution, along with how perceptions differed by work experience and gender. Results show that participants perceived empathy and care to be important in multiple respects, most notably in relational aspects of engineering practice. Engineers with more engineering experience were more likely to perceive empathy and care as existing in engineering practice and as important to their work. While these phenomena are sometimes depicted as feminine qualities, we found no gender differences among our respondents. 相似文献
99.
AbstractThe two parts in this special issue address interdisciplinary conversations involving mathematics courses in the first 2 years of undergraduate work. The special issue was inspired by work funded by the National Science Foundation under a grant titled “SUMMIT-P.” The special issue includes papers written about projects both from SUMMIT-P and from outside of SUMMIT-P. Part II focuses on what the results of interdisciplinary collaboration look like in the classroom. 相似文献
100.