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排序方式: 共有209条查询结果,搜索用时 15 毫秒
61.
Reinhard Bendix G. de Landsheere Hermann Röhrs Christian Kluth Menachem Gerson Christine Laconte Elliot W. Eisner Ludwig Liegle Françoise Bacher Cesar Birzea A. Harry Passow G. F. Peaker Jerry Norman Haar Paul E. Peterson Nigel Grant Bom Mo Chung Klaus Schleicher Philip G. Altbach T. Neville Postlethwaite Tessa Blackstone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(2):262-298
62.
Franklin Parker William W. Brickman Tadeusz J. Wiloch Enno Schmitz Otto Roloff John Raven Eric Hoyle Gerd Doerry Walter Hahn Hans Weiler Richard Cummings A. G. Hearnden Gerd Iben E. K. Townsend Coles A. Harry Passow Françoise Bacher Alexandre Vexliard Thành Lê Khôi Doris Elbers Brigitte Beer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):469-504
63.
Sanderson SC Wardle J Michie S 《Public understanding of science (Bristol, England)》2005,14(2):213-224
Genetics opinion surveys often include information to ensure that respondents have sufficient understanding to give informed responses. The information is assumed to be neutral but may skew responses. We assessed the impact of a seemingly "neutral" information leaflet on attitudes towards genetic testing among 1,024 survey respondents, half of whom received the leaflet. The leaflet group reported higher levels of subjective understanding of genetic testing (68 percent vs. 53 percent), were mre interested in genetic testing (81 percent vs. 77 percent), and held more positive attitudes towards genetics than people who did not receive the leaflet. Information leaflets may have the intended effect of increasing understanding, but may also unintentionally influence reported views of genetics. In the light of the weight given to public consultation in today's governance and regulation of human genetics, increased awareness of how even seemingly neutral information can influence public attitudes is recommended. 相似文献
64.
Vincent Forma David. I. Anderson Joëlle Provasi Evelyne Soyez Mélina Martial Viviane Huet Lionel Granjon François Goffinet Marianne Barbu-Roth 《Child development》2019,90(4):1286-1302
The crawling behavior of sixty 2-day-old newborns was studied while they were supported prone on a mini skateboard and on a pediatric mattress without additional support. Analyses of the number and types of limb movements and their characteristics, the coactivation of limb pairs, and the displacement across the surface, revealed that newborns can crawl with locomotor patterns similar to those documented during quadrupedal locomotion in animals and human adults. This was particularly apparent on the skateboard. This discovery suggests that locomotor circuitry underlying quadrupedal locomotion develops during fetal life. Drawing upon other evidence for a quadrupedal organization underlying bipedal gait, we argue that early quadrupedal training may enhance interventions designed to hasten the onset of independent walking. 相似文献
65.
François Findji Marie-Germaine Pêcheux Josette Ruel 《European Journal of Psychology of Education - EJPE》1993,8(1):23-33
Infants’ abilities to focus attention on objects are known to be related to mothers’ mobilizing behaviors. As delayed effects of maternal behaviors at 5 months may be observed in 8-month-olds, mothers may be considered as scaffolding their infant’s attention. However, all dyadic activities are probably not equally propitious to attention mobilizing. In a sample of 30 dyads, studied at 5 and 8 months of age, whole observations were split in four broad categories: care, dyadic play with objects, dyadic play without objects and infant alone. The duration of maternal mobilizing and infant attention focussing were studied within categories. Inter-dyads variability is high, while dyads are stable across ages. Even within the dyadic play with objects, mothers differ widely in the duration and way they mobilize attention. Five-month-olds still need their mother’s support, as they explore less when they are alone, while 8-month-olds are more autonomous. The impact and importance of the various types of dyadic activities on cognitive development are discussed. 相似文献
66.
Gagnon and Doré (1992) showed that domestic dogs are able to solve a Piagetian object permanence task called the invisible displacement problem. A toy is hidden in a container which is moved behind a screen where the toy is removed and left. Dogs make more errors in these problems than they do in visible displacement tests, in which the object is hidden directly behind the target screen. In Experiment 1, we examined components of the standard procedure of invisible displacements that may make encoding or retention of the hiding location more difficult than it is in visible displacements. In Experiment 2, we compared dogs’ performances in visible and invisible displacement problems when delays of 0, 10, and 20 sec were introduced between the object’s final disappearance and the subject’s release. The results revealed that dogs’ poorer performance in invisible displacement tests is related to the complex sequence of events that have to be encoded or remembered as well as to a difficulty in representing the position change that is signaled, but not directly perceived. 相似文献
67.
Fran Vargo Steven Dennis 《International journal for the advancement of counseling》1989,12(3):245-254
This paper describes a new community-based training and employment program for people with disabilities that offers full time training in integrated settings with minimum wage paid throughout, and results in competitive employment success rates of 85% to 90%. Program operation and outcomes during the first year are discussed.Paper presented to the Third International Consultation on Counselling Disabled People and Their Families, under the auspices of Rehabilitation International, Vienna, Austria, July 1987. 相似文献
68.
69.
Fran Arbaugh John Lannin Dustin L. Jones Meredith Park-Rogers 《Journal of Mathematics Teacher Education》2006,9(6):517-550
In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs. 相似文献
70.
Prior to large experimentations on the teaching of probability theory, it appeared useful to observe some students working for a fairly long time. This observation should make more precise the difficulties of an important aspect when solving probability problems: the modelling aspect. Does systematic use of simulation produce miracles as it is sometimes said? Are the students naturally sensitive to a frequentist approach of probability theory? This paper contains some results on these questions, for example we pointed out for some students an obstacle to the frequentist approach. The results permit to conceive how using simulation for teaching could contribute to an improvement of students' approach to probability. 相似文献