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991.
Mark Bray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(3-4):299-317
The World Council of Comparative Education Societies (WCCES) has been strongly concerned with intercultural dialogue since the Council was created in 1970. Indeed advancement of education “for international understanding in the interests of peace, intercultural cooperation, mutual respect among peoples and observance of human rights” is one of the goals built into the WCCES Statutes. This paper begins with a focus on the origins and goals of the WCCES, noting in particular links with the mission of UNESCO. The paper then considers dimensions of evolution in the work of the WCCES in the domain of intercultural dialogue. It underlines the growth of the WCCES and the continuing challenges for securing balanced representation of voices and perspectives. 相似文献
992.
Mark O’Brien Tünde Varga-Atkins Diana Burton Anne Campbell Anne Qualter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,11(3):211-242
This paper draws on the findings of a research project funded by the Liverpool City of Learning consortium in the UK. The
aim is to explore the process of introduction of ten authority wide learning networks, the impact these have on school professionals
practice, the opportunities they offer for CPD and the extent to which they may impact on pupil learning. The research presented
here draws on findings from a questionnaire distributed to school professionals and key issues emerging from their analysis
point to the influence of national government agendas on school professionals’ interpretation of the purpose of the networks.
They also point to the views of staff regarding the impact of the attainment agenda as well as the extent to which an increased
emphasis on social inclusion and wider understandings of learning and achievement (which are less well represented by results-based
performance monitoring) are having on their hopes for what Learning Networks might deliver. The expectations of staff of the
opportunities offered by learning networks for long term professional development provide some interesting insights, and perhaps,
some useful pointers as to how networks of this kind might develop in the future. 相似文献
993.
Mark Huxham Phyllis Laybourn Sandra Cairncross Morag Gray Norrie Brown Judy Goldfinch 《Assessment & Evaluation in Higher Education》2008,33(6):675-686
A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the modules using ‘rapid feedback’, ‘H form’, focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation. 相似文献
994.
Jac T. M. Davis Ellen Robertson Sheina Lew-Levy Karri Neldner Rohan Kapitany Mark Nielsen Melissa Hines 《Child development》2021,92(4):1574-1589
Preferences for pink and blue were tested in children aged 4–11 years in three small-scale societies: Shipibo villages in the Peruvian Amazon, kastom villages in the highlands of Tanna Island, Vanuatu, and BaYaka foragers in the northern Republic of Congo; and compared to children from an Australian global city (total N = 232). No sex differences were found in preference for pink in any of the three societies not influenced by global culture (ds − 0.31–0.23), in contrast to a female preference for pink in the global city (d = 1.24). Results suggest that the pairing of female and pink is a cultural phenomenon and is not driven by an essential preference for pink in girls. 相似文献
995.
Nicholas Dowdall Lynne Murray Sarah Skeen Marguerite Marlow Leonardo De Pascalis Frances Gardner Mark Tomlinson Peter J. Cooper 《Child development》2021,92(6):2252-2267
This study evaluated the impact of a parenting intervention on children’s cognitive and socioemotional development in a group of caregivers and their 21-to-28-month-old children in a low-income South African township. A randomized controlled trial compared an experimental group (n = 70) receiving training in dialogic book-sharing (8 weekly group sessions) with a wait-list control group (n = 70). They were assessed before the intervention, immediately following it, and at a six month follow-up. The intervention had positive effects on child language and attention, but not behavior problems, prosocial behavior, or theory of mind. Intervention caregivers were less verbally and psychologically harsh, showed more sensitivity and reciprocity and more complex cognitive talk. This program benefitted parenting and child development and holds promise for low-income contexts. 相似文献
996.
997.
Brad M. Wolgast Jill Rader Deborah Roche C. Patricia Thompson F. Christian von Zuben Allan Goldberg 《Journal of College Counseling》2005,8(2):140-152
The authors investigated the number of sessions necessary for college counseling center clients of different levels of severity of distress at intake to achieve clinically significant change (CS) in therapy. The Outcome Questionnaire‐45 (M. J. Lambert, N. B. Hansen, et al., 1996) was used to categorize 914 clients by severity of distress. Analyses of outcome indicated that clients with less and more severe distress needed 14 and 20 sessions, respectively, for 50% in each group to achieve CS. Implications are discussed. 相似文献
998.
Reinstatement after counterconditioning was examined in three experiments with rats. The rats received CS-shock pairings in Phase 1 and then CS-food pairings in Phase 2. When unsignaled shock was presented after appetitive conditioning, fear performance to the CS replaced food performance. This reinstatement effect depended on initial pairings of the CS and shock in Phase 1. It also depended on shock exposure occurring in the test context. The results parallel previous data obtained after extinction. Counterconditioning and extinction yield several parallel effects (spontaneous recovery, renewal, and now reinstatement) which suggest that Phase 2 does not destroy the learning acquired in Phase 1. 相似文献
999.
Allan C. Jeong 《Instructional Science》2006,34(5):367-397
This study examined the effects of conversational language (e.g., asking questions, inviting replies, acknowledgments, referencing
others by name, closing signatures, ‘I agree, but’, greetings, etc.) on the frequency and types of responses posted in reply
to given types of messages (e.g., argument, evidence, critique, explanation), and how the resulting response patterns support
and inhibit collaborative argumentation in asynchronous online discussions. Using event sequence analysis to analyze message-response
exchanges in eight online group debates, this study found that (a) arguments elicited 41% more challenges when presented with
more conversational language (effect size .32), (b) challenges with more conversational language elicited three to eight times
more explanations (effect size .12 to .31), and (c) the number of supporting evidence elicited by challenges was not significantly
different from challenges that used more versus less conversational language. Overall, these and other findings from exploratory
post-hoc tests show that conversational language can help to produce patterns of interaction that foster high levels of critical
discourse, and that some forms of conversational language are more effective in eliciting responses than others. 相似文献
1000.
Carolyn M. Tucker Rose A. Zayco Keith C. Herman Wendy M. Reinke Mark Trujillo Kirsten Carraway Cory Wallack Phyllis D. Ivery 《Psychology in the schools》2002,39(4):477-488
A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc. 相似文献