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31.
Kenneth G. Jens Betty N. Gordon Anthony J. Shaddock 《International Journal of Disability, Development & Education》1990,37(3):201-213
CHILDREN with mental retardation and children with normal intelligence were asked to perform a series of tasks or to only imagine performing them. They were then asked to remember which tasks had been performed and which had been imagined at an immediate interview and after an eight week delay. There were no overall differences between the two groups in the number of correct responses. However, all children gave more correct responses to specific probes than to open‐ended probes and remembered activities performed better than those imagined. Performance was more accurate for both groups at the immediate interview than at the delayed interview. Responses to questions about activities neither performed nor imagined were good for both groups of children to the initial questions but decreased significantly in response to a follow‐up probe. Accuracy of responses to these misleading questions decreased over the eight week delay. 相似文献
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OBJECTIVE: This study was undertaken to assess academic progress of children 1 to 5 years after graduating from the C. Henry Kempe Center's Therapeutic Preschool Day Treatment Program. METHOD: Information was gathered through chart review; telephone surveys of care providers, relatives, and social service workers; as well questionnaires on all children who attended the therapeutic preschool day treatment program between 1984 and 1989, including the 24 children reported on by Oates, Gray, Schweitzer, Kempe, and Harmon, 1995. RESULTS: Classroom placement was determined for 27 of the 44 graduates (61.4%), 14 of whom (51.9%) were in a regular classroom, 10 (37.0%) in special education, two (7.4%) in residential treatment, and one (3.7%) was receiving home schooling. Twenty-two of the 27 children (81.5%) improved or remained in the same grade and type of classroom as they had been staffed into at the time of their graduation from the preschool day treatment program. Factors thought to affect stability of classroom placement were studied, of which frequency of family moves was the only significant variable. Its significance was in the direction opposite to that expected. The most effective method of locating families was to contact the Department of Social Services who provided information used to find 60% of them. CONCLUSIONS: Intervention in a therapeutic preschool day treatment program was found to be beneficial, as it enabled most of the children to progress appropriately in public school. 相似文献
34.
H. Dean Nielsen 《Distance Education》1997,18(2):284-317
Governments around the world have increasingly used distance education (DE), both preservice and inservice, to overcome conventional, campus‐based programme constraints in funding, access and student places. DE programmes have shown that they can expand assess to teacher education, but still need to demonstrate that they can produce teachers of the quality needed for today's schools. Quality assessment systems have been developed, using either examinations or impact studies, to demonstrate programme effect on graduate outcomes related to good teaching. Quality assurance systems have been designed, based on the concept of the ‘learning organisation’, to assure continuous improvement in programme conditions related to the desired outcomes. Quality assessment and assurance systems are reviewed and some examples of quality DE programmes presented. 相似文献
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Many studies demonstrate differences in the coverage of citing publications in Google Scholar (GS) and Web of Science (WoS). Here, we examine to what extent citation data from the two databases reflect the scholarly impact of women and men differently. Our conjecture is that WoS carries an indirect gender bias in its selection criteria for citation sources that GS avoids due to criteria that are more inclusive. Using a sample of 1250 U.S. researchers in Sociology, Political Science, Economics, Cardiology and Chemistry, we examine gender differences in the average citation coverage of the two databases. We also calculate database-specific h-indices for all authors in the sample. In repeated simulations of hiring scenarios, we use these indices to examine whether women's appointment rates increase if hiring decisions rely on data from GS in lieu of WoS. We find no systematic gender differences in the citation coverage of the two databases. Further, our results indicate marginal to non-existing effects of database selection on women's success-rates in the simulations. In line with the existing literature, we find the citation coverage in WoS to be largest in Cardiology and Chemistry and smallest in Political Science and Sociology. The concordance between author-based h-indices measured by GS and WoS is largest for Chemistry followed by Cardiology, Political Science, Sociology and Economics. 相似文献
37.
This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education. 相似文献
38.
Detlev Leutner Eckhard Klieme Jens Fleischer Harm Kuper 《Zeitschrift für Erziehungswissenschaft》2013,16(1):1-2
This special issue comprises eleven articles from the DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes”. The special issue aims at showing the priority program’s present state of discussion concerning essential concepts and questions related to the modeling of competencies. The first article describes the structure and research areas of the program and gives an overview on the current state of research. The short articles two to eleven discuss questions and problems which proved to be of particular importance during the work of the priority program in the last years. These articles constitute the result of a workshop of the participating scientists of the priority program in terms of position papers. 相似文献
39.
Jens Peter Thomsen 《British Journal of Sociology of Education》2012,33(4):565-585
This paper examines the relationship between social background, choice of university programme and academic culture among Danish university students. Statistically and sociologically, university students are often treated as a homogeneous group, but the ever-increasing number of students in higher education demands a closer examination of the hidden heterogeneity in the students’ social origin and educational strategies. Using a mixed-method approach (register data and ethnographic observations and interviews) the paper focuses on the students’ class origins and on different cultural practices in three Danish university programmes. It is shown that the Danish university field is characterized by a significant variation in social selectivity from programme to programme, and it is argued that these different social profiles correspond with distinctively different cultural practices in the programmes. Correspondingly, the students have distinctively different strategies towards education and future work life. 相似文献
40.
Laerke Sass Elín Bjarnadóttir Jakob Stokholm Bo Chawes Rebecca K. Vinding Anna-Rosa C. Mora-Jensen Jonathan Thorsen Sarah Noergaard Bjørn H. Ebdrup Jens R.M. Jepsen Birgitte Fagerlund Klaus Bønnelykke Lotte Lauritzen Hans Bisgaard 《Child development》2021,92(4):1624-1635
A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC2010 mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems. 相似文献