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101.
In this companion to Marc Schwartz and Kurt Fischer's article, Patricia King and JoNes VanHecke describe how student affairs educators can help students become sophisticated thinkers. 相似文献
102.
Carroll E. Izard Christopher J. Trentacosta Kristen A. King Allison J. Mostow 《Early education and development》2004,15(4):407-422
Empirical research shows that poor emotional competence is an early risk factor for the development of psychopathology. Numerous school-based prevention programs have been developed with the goal of decreasing behavior problems. Several of these programs include a discrete emotions component, but none of them are solely or primarily guided by emotion theory for their design and implementation. The prevention program described in this paper, the emotions course (EC), is a theoretically-coherent program based on differential emotions theory and is designed to be implemented by teachers in Head Start classrooms. Children participating in a pilot implementation of EC showed larger increases in emotion knowledge and less growth in negative emotion expression than their peers in control classrooms. These findings provide initial support for EC. Future implementations of the program need increased monitoring of implementation fidelity as well as additional methods to assess the success of the program. 相似文献
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Quigley Cassie F. Herro Dani King Elizabeth Plank Holly 《Journal of Science Education and Technology》2020,29(4):499-518
Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the... 相似文献
106.
Yasuhiro Kotera Vicky Cockerill Pauline Green Lucy Hutchinson Paula Shaw Nicholas Bowskill 《Distance Education》2019,40(2):170-186
Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of first-hand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: (1) having control over studies as an advantage of online learning, (2) personal touch helps SWD’s online learning, and (3) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level. 相似文献
107.
金大珍 《陕西师范大学继续教育学报》2004,21(1):54-57
隋朝素以“国计之富”艳称于中国历史,实际上隋的富庶,在某种程度上被夸大了,并不尽属实。隋代速亡,原因何在?或以为就在于其“国计之富”,也不符合史实,隋短祚而亡,原因主要在其内部离心因素过多。 相似文献
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Joyce E. King Thais M. Council Janice B. Fournillier Valora Richardson Chike Akua Natasha McClendon 《International journal of qualitative studies in education》2019,32(2):188-209
Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education. 相似文献
109.
Jennifer H. Green Rebecca E. Passarelli Mills K. Smith‐Millman Keshia Wagers Anne E. Kalomiris Madeline N. Scott 《Psychology in the schools》2019,56(1):109-125
Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research. 相似文献
110.
Six capuchin monkeys were trained on a series of indirect, delayed response problems with delay intervals ranging from 0 to 60 sec. Data were analyzed by sequential state theory in order to quantify random and nonrandom components of the subjects’ response sequences. A tendency of the subjects to repeat responses to the position chosen on the previous trial was a significant source of proactive interference even when effective orienting responses were elicited by the predelay cue. Changes in random and nonrandom response components with increasing delays suggested a two-phase process: the first for delays up to 7 sec characterized by increases in random and nonrandom error-producing responses, and the second for delays greater than 7 sec characterized by increases in random responding only. 相似文献