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171.
Herbert W. Marsh Marjorie Seaton Ulrich Trautwein Oliver Lüdtke K. T. Hau Alison J. O’Mara Rhonda G. Craven 《Educational Psychology Review》2008,20(3):319-350
The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when
attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the
school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual
student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of
the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have
important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective
schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust
generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating
that the BFLPE stands up to scrutiny.
Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed
during the final preparation for publication.
The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation
of our article, whilst still acknowledging that they might not agree will all the views expressed here. 相似文献
172.
This paper attempts to apply historical methods to help understand the relationship between the philosophy espoused in the
works of Laozi or Tao De Ching and educational leadership. The objective is to study the thought of Laozi regarding leadership,
to identify ideas and solutions that can be applied in modern educational management, as well as to provide a new definition
and values to the ideas of Laozi. Laozi lived in ancient times, meaning that the works describing his thought are difficult
to understand. The present study is primarily based on English sources written on Laozi by Ju-Chou Yang and on the commentary
on Laozi by Bi Wang. Additionally, this article also refers to and compares other comments on the ideas of Laozi regarding
management. This study finds that Laozi had varied ideas on management and philosophy. Laozi ’s views regarding organization
are still relevant today. He stressed flexibility and the importance of adapting to the environment. As regards leadership,
Laozi emphasized non-action, softness, humility, calmness and the elimination of desire. Furthermore, in his art of employment,
Laozi insisted that leaders must overcome their personal likes and dislikes in relation to individuals to ensure the full
utilization of their potential. 相似文献
173.
Mary Oliver 《海外英语》2008,(4)
One day you finally knew what you had to do, and began, though the voices around you kept shouting their bad advice- though the whole house began to tremble and you felt the old tug at your ankles. "Mend my life!" each voice cried. But you didn't stop. You knew what you had to do, though the wind pried 相似文献
174.
The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety‐nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications. 相似文献
175.
176.
Kevin Williams 《Higher Education》2008,56(5):533-544
Concern has been expressed about the vulnerability of the ‘academic profession’ as a consequence of threats from productivism, managerialism and the like (Beck and Young, Br J Sociol Educ 26(2):183–197, 2005). I question the apparent self-understanding of academe as a profession. Referring to thinking from higher education (Barnett, High Educ 40:409–422, 2000a; Educ Phil Theor 32(3):319–326, 2000b; Realizing the University in an age of supercomplexity, 2000c; Stud High Educ 25(3):255–265, 2000d; Lond Rev Educ 2(1):61–73, 2004a; Piper, Are professors professional? The organisation of University examinations, 1994; Taylor 1999), and from the sociology of the professions (in particular Evetts, Int J Sociol Soc Policy 23(4/5):22–35, 2003a; Int Sociol 18(2):395–415 2003b; Curr Sociol 54(1):133–143 2006a; Curr Sociol 54(4):515–531, 2006b), I propose that significant shifts in self-understanding and practice are needed for academe to claim a social role as a ‘profession’. 相似文献
177.
178.
Choi Siu Ming Sum Kim Wai Raymond Leung Fung Lin Elean Wallhead Tristan Morgan Kevin Milton Daniel Ha Sau Ching Amy Sit Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155
Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is... 相似文献
179.
180.
Oliver K. Burmeister 《Ethics and Information Technology》2016,18(3):185-198
Developing technology that accounts for values has been achieved in many areas, including security, gaming, finance, engineering, and many more. The main methodological approach has been that of value sensitive design. But most of the work to date has been on the first of its three stages. The focus of this article is on advances related to its second stage, empirical investigation, and in particular the impact of contextual understanding in that stage. Although lessons can be learnt from other domains, the specific context of dementia means that there are nuances to understanding values, including justice and autonomy, that differ from other areas. The integration of value considerations in the development of assistive technology in dementia is explored in two broad categories: the traditional and ongoing need for fixed decision support, and adaptable decision support technologies. For fixed decision support the A&D Benchmark is particularly useful in design. But for adaptable technologies, that benchmark requires further development, including consideration of the values of additional stakeholders, such as the general public. 相似文献