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At 20 years of age the University of Oregon Center for Gerontology is one of the oldest academic gerontology centers in the nation. The origins of the center and its accomplishments are highlighted in this paper. Also discussed are the center's current design, including both the continuities and the changes that have characterized its development. 相似文献
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Frances Warren Emily Mason-Apps Sherria Hoskins Victoria Devonshire Mathilde Chanvin 《British Educational Research Journal》2019,45(4):736-754
Research emerging from the USA suggests that holding an incremental theory of intelligence (growth mindset) has a positive impact on academic success. However, limited empirical work has explored this relationship in a UK sample, and there has been a lack of research into the antecedents which might influence the development of certain intelligence beliefs. This study aimed to explore these gaps in the existing literature. Data was collected from 710 9-year-old pupils (UK Year 5). Participants completed attainment tests in Maths and English, and a questionnaire to assess their implicit theories of intelligence (mindset). Socio-demographic information—including gender, ethnicity, free school meal (FSM) status and special educational needs (SEN) status—was also collected. Results showed that pupils eligible for FSM or SEN endorsed more of an entity theory of intelligence than pupils not eligible for either. Analysis of the whole sample showed that attainment significantly correlated with implicit theories of intelligence, however, this relationship did not exist for children with FSM or SEN status. These findings help to elucidate the relationship between implicit theories of intelligence and attainment in the UK, but also suggest the importance of external support in potentially facilitating pupils’ belief systems. Results are discussed in relation to avenues for targeted intervention. 相似文献
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Frances Gardner Patty Leijten G.J. Melendez-Torres Sabine Landau Victoria Harris Joanna Mann Jennifer Beecham Judy Hutchings Stephen Scott 《Child development》2019,90(1):7-19
Strong arguments have been made for early intervention for child problems, stating that early is more effective than later, as the brain is more malleable, and costs are lower. However, there is scant evidence from trials to support this hypothesis, which we therefore tested in two well-powered, state-of-the-art meta-analyses with complementary strengths: (a) Individual participant data (IPD) meta-analysis of European trials of Incredible Years parenting intervention (k = 13, n = 1696; age = 2–11); (b) Larger, trial-level robust variance estimation meta-analysis of a wider range of parenting programs (k = 156, n = 13,378, Mage = 2–10) for reducing disruptive behavior. Both analyses found no evidence that intervention earlier in childhood was more effective; programs targeted at a narrower age range were no more effective than general ones. 相似文献
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As its title suggests, this paper explores the compatibility of outcomes-based education (OBE), the recognition of prior learning (RPL) and adult education in higher education in South Africa. OBE and RPL entered the consciousness of South African educators in the 1990s, when policymakers, responding to economic and political imperatives to develop a more skilled and flexible workforce, turned to overseas models of integrated education and training systems. OBE and RPL are often described as ‘learner-centred practices’, meaning that learning goals, teaching and assessment processes, content and pace of learning are mutually determined by the tutor and student. Such practices are grounded in a humanistic approach to adult education which places emphasis on the person as a holistic being and allows for considerable differences which characterize mature adult learners. The paper explores the relationship between OBE, RPL and the andragogical model of adult education proposed by Malcolm Knowles, whose theories have acquired the status of established doctrine in South Africa. The paper points to areas of compatibility and difference between OBE, RPL and adult education, and concludes that problems which arise in introducing OBE and RPL in higher education have more to do with features of the context, and the processes of design and implementation, than with inherent defects in the theories underpinning them. 相似文献
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