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11.
This article is an imaginary Socratic dialogue between J. S. Mill and Michel Foucault, principally concerning educational assessment. 相似文献
12.
Salivary cortisol as a predictor of socioemotional adjustment during kindergarten: a prospective study 总被引:2,自引:0,他引:2
Smider NA Essex MJ Kalin NH Buss KA Klein MH Davidson RJ Goldsmith HH 《Child development》2002,73(1):75-92
This study, based on a sample of 172 children, examined the relation between average afternoon salivary cortisol levels measured at home at age 4.5 years and socioemotional adjustment a year and a half later, as reported by mothers, fathers, and teachers. Cortisol levels were hypothesized to be positively associated with withdrawal-type behaviors (e.g., internalizing, social wariness) and inversely related to approach-type behaviors, both negative and positive (e.g., externalizing, school engagement). Higher cortisol levels at age 4.5 predicted more internalizing behavior and social wariness as reported by teachers and mothers, although child gender moderated the relation between cortisol and mother report measures. An inverse relation was found between boys' cortisol levels and father report of externalizing behavior. A marginal inverse relation was found between child cortisol levels and teacher report of school engagement. Behavior assessed concurrently with cortisol collection did not account for the prospective relations observed,suggesting that cortisol adds uniquely to an understanding of behavioral development. 相似文献
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Michelle Kilpatrick Demaray Christine Kerres Malecki Lisa M. Davidson Kelly K. Hodgson P. Jacob Rebus 《Psychology in the schools》2005,42(7):691-706
This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at‐risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005. 相似文献
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Johan Davidson David Coles Peter Noyes Colin Terrell 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(2):110-118
The findings of a pilot study designed to evaluate a computer system developed to assist in the teaching of reading to beginners are presented. The system uses digitised speech and the content is based upon a reading scheme already in use in the schools. Twenty children, ten in the intervention group and ten in the control group, in two schools were involved over a four-week period. Subjects were tested on a standardised reading test, a list of the 30 most frequently occurring words in written English, and on words from the published scheme. The experimental group improved their scores significantly more than the control group only on the standardised reading test. The results suggest the system can be helpful and that its effect goes beyond the words being practised. 相似文献
18.
The authors discuss a newly established academic library at the University of California, Merced, as a model for reference service that foregoes a desk staffed with reference librarians. The library provides innovative, quality reference services for its users by using well-trained staff at a library services desk and employing new technologies for asynchronous communication and instruction. 相似文献
19.
Searching for patterns in the MeSH vocabulary 总被引:1,自引:0,他引:1
NLM revises its MeSH vocabulary annually to reflect changes in biomedical literature and the health sciences community. This study tested two hypotheses about NLM's MeSH vocabulary. The first is that new terms are added to MeSH when their broader terms have an increased number of postings. One examination compared the number of postings for the broader terms of new and existing terms in the current MEDLINE file; the other compared them over time. No significant statistical difference was found in either case. A second hypothesis--that there is a relationship between the patterns of MEDLINE indexing and searching and the organization of the MeSH tree structure--was tested by comparing the distribution of searched terms in the MeSH trees with the distribution of all terms. It was found that certain trees are searched more often than could be predicted by the overall term distribution, while others are searched less frequently than expected. In summary, (1) new terms cannot be predicted by the increase in postings of existing terms, and (2) searchers' and indexers' use of the terms' tree structure does not correlate with the terms' distribution in the MeSH trees. 相似文献
20.
Janet E. Davidson 《教育心理学家》2013,48(3-4):337-354
Many of us are frustrated with the overuse of intelligence tests. But intelligence tests have become so entrenched in our society that it is hard to imagine how they realistically could be replaced. Schools would be without a well-established screening device, and intelligence research would be without an external measure of validity. But what if we started over and imagined thinking about intelligence without the benefit (some would say hindrance) of Binet? What would theories and tests of intelligence look like? The articles in this special issue address this topic; here, I discuss the articles. The discussion is divided into three sections. The first section deals with definitional issues: How can intelligence be operationally defined, and can a single definition capture cognitive abilities of individuals at all ages? The second section briefly summarizes and evaluates each of the seven theories: How intelligent are these theories of intelligence? The final section focuses on the implications of the theories and theory-based tests reported in this issue: How can future research and educational practices benefit from the views presented here? 相似文献