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31.
32.
Karl R. White 《Early education and development》1993,4(4):346-358
Since the implementation of Public Law 99457, the number of children served by early intervention programs has increased substantially. This article describes the d e s of advocacy and science in contributing to that expansion. A biosocial systems model of early development is used to explain how comparative experimental research can help to improve the cost effectiveness of early intervention programs. Examples of the benefits of such research are taken from the other articles reported in this issue of Early Education and Development. 相似文献
33.
Nina Eliasson Helene Sørensen Karl Göran Karlsson 《International Journal of Science Education》2016,38(10):1655-1672
We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher–student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher–student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls’ attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher–student interaction is more clearly understood. 相似文献
34.
Whitaker DJ Le B Karl Hanson R Baker CK McMahon PM Ryan G Klein A Rice DD 《Child abuse & neglect》2008,32(5):529-548
OBJECTIVES: Since the late 1980s, there has been a strong theoretical focus on psychological and social influences of perpetration of child sexual abuse. This paper presents the results of a review and meta-analysis of studies examining risk factors for perpetration of child sexual abuse published since 1990. METHOD: Eighty-nine studies published between 1990 and April of 2003 were reviewed. Risk factors were classified into one of the following six broad categories: family factors, externalizing behaviors, internalizing behaviors, social deficits, sexual problems, and attitudes/beliefs. Sex offenders against children (SOC) were compared to three comparison groups identified within the 89 studies: sex offenders who perpetrated against adults (SOA), non-sex offenders, and non-offenders with no history of criminal or sexual behavior problems. RESULTS: Results for the six major categories showed that SOC were not different from SOA (all d between -.02 and .14) other than showing lower externalizing behaviors (d=-.25). Sex offenders against children were somewhat different from non-sex offenders, especially with regard to sexual problems and attitudes (d=.83 and .51). Sex offenders against children showed substantial differences from non-offenders with medium sized effects in all six major categories (d's range from .39 to .58). CONCLUSION: Child sex offenders are different from non-sex offenders and non-offenders but not from sex offenders against adults. PRACTICE IMPLICATIONS: This study suggests that the presence of general risk factors may lead to a variety of negative behavioral outcomes, including the perpetration of child sexual offending. Family factors were strongly related to the perpetration of child sex offending (vs. non-sexual offending or non-offending) and may be valuable intervention points for interrupting the development of child sex offending, as well as other negative behaviors. Other potential points for intervention may focus on the development of appropriate social and emotional skills that contribute to sexual offending. 相似文献
35.
The study of learning environments has developed into a productive field of research in science education. Initially, the
design and application of classroom perceptual measures of particular dimensions of science classrooms attracted much attention.
More recently, such instruments have been used alongside of qualitative techniques to provide a richer understanding of sub-environments.
We continue this trend in the present interpretive study by exploring the nature of multiple environments within a middle
school classroom from the different perspectives of teacher, student and participant observer. In particular, we examine the
activity settings of lectures and group work, as well as the issues of learning and assessment. We conclude by arguing that
teachers need to adopt procedures that enable them to identify and plan for multiple environments. 相似文献
36.
Gerhard W. Lauth Karl H. Wiedl 《International Journal of Disability, Development & Education》1989,36(3):187-202
FOLLOWING a short introduction to historical aspects of the development of cognitive teaching methods, four current areas of research are described: cognitive behaviour modification with a focus on problem solving and metacognitive abilities, comprising the methods of cognitive modelling and self‐instruction; intelligence training based on the theoretical propositions of inductive thinking; attempts at applying Piagetian concepts as a conceptual framework for education and training; dynamic testing, focussing on modifiability of performance and thus bridging the gap between diagnostic assessment and education. Basic theoretical assumptions, methods and applications are separately discussed for each of these fields. Empirical data are presented for evaluation of their level of development Summarizing the results, it seems, that promising effects of training and fruitful application of diagnostic procedures can be obtained; however, implementation of the respective methods in special education settings does not show great progress. It is, thus, concluded that research on implementation is indispensable. 相似文献
37.
Although it is generally assumed that the thoughts of Ernst Mach and the scientific fields he influenced (in this case psychophysics and Gestalt psychology) emigrated from Europe during Second World War they apparently survived in Finland, influencing the Finnish education system. The following article evaluates this relationship and its implications from a historical and an empirical perspective. In empirical studies comparing the education systems of different countries, such as PISA, the Finns are in general regarded as being very successful with their school system. Does this apparent success have anything to do with a Machian influence? Our current research has so far revealed that the Finns have gone through an independent cultural development in two specific aspects: in the idea of the development of the individual personality (Snellman) and in a specific phenomenalism (developed primarily by Eino Kaila, in which Kaila was heavily influenced in this by Ernst Mach). The result can be regarded as a nation-wide “Experiment”, the empirical evaluation of which can be found partly in the statistics of the PISA Studies, especially the evaluation of Finland in relation to other countries. 相似文献
38.
Audrey M. Depelteau Karl H. Joplin Aimee Govett Hugh A. Miller III Edith Seier 《CBE life sciences education》2010,9(3):342-347
“It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen''s books and programs, see (www.alancohen.com.)With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU''s approach to implementing the SYMBIOSIS curriculum. 相似文献
39.
40.
The aim of this study was to determine the reproducibility of the maximal accumulated oxygen deficit and the associated exercise time to exhaustion during short-distance running. Fifteen well-trained males (mean - s : VO 2max = 58.0 - 4.6 ml.kg -1 .min -1 ) performed the maximum accumulated oxygen deficit test at an exercise intensity equivalent to 125% VO 2max . The test was repeated at the same time of day on three occasions within 3 weeks. There was no significant systematic bias between trials for either maximum accumulated oxygen deficit (mean - s : trial 1 = 69.0 - 13.1; trial 2 = 71.4 - 12.5; trial 3 = 70.4 - 15.0 ml O 2 Eq.kg -1 ; ANOVA, F = 0.70, P = 0.51) or exercise time to exhaustion (trial 1 = 194 - 31.1; trial 2 = 198 - 33.2; trial 3 = 201 - 36.8 s; F = 1.49, P = 0.24). In addition, other traditional measures of reliability were also favourable. These included intraclass correlation coefficients of 0.91 and 0.87, and sample coefficients of variation of 6.8% and 5.0%, for maximum accumulated oxygen deficit and exercise time to exhaustion respectively. However, the '95% limits of agreement' were 0 - 15.1 ml O 2 Eq (1.01 2 / 1 1.26 as a ratio) and 0 - 33.5 s (1.0 2 / 1 1.18 as a ratio) for maximum accumulated oxygen deficit and exercise time to exhaustion respectively. We estimate that the sample sizes required to detect a 10% change in exercise time to exhaustion and maximum accumulated oxygen deficit after a repeated measures experiment are 10 and 20 respectively. Unlike the results of previous maximum accumulated oxygen deficit studies, we conclude that it is not a reliable measure. 相似文献