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Maurice J. Elias 《教育心理学家》2019,54(3):233-245
Social-emotional learning (SEL) refers to a set of competencies that form the basis of human interaction. So, SEL in schools is no fad. But what would happen if every school actively wanted to bring in SEL tomorrow? Using the articles in the special issue on SEL as a springboard, this article looks at the neurological basis of SEL, SEL best practices, approaches to SEL instruction, assessment, and the complex issue of SEL and equity, and it reflects on the implications of these areas for scaling up sooner rather than later. Specific guidelines are provided, starting with this basic point: There are not enough experts available to guide this process, so schools must invest in staff learning about SEL, its rootedness in our biology, its basic role in accomplishing everything humans try to accomplish, and what we know about best practices and must provide cohort-based, ongoing professional development experiences that provide continuous support. 相似文献
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Yu YS Wang LL Shen Y Yap MK Yip SP Han W 《Journal of Zhejiang University. Science. B》2010,11(11):836-841
Retinoic acid level in the retina/choroid is altered in induced myopia models. All-trans-retinol dehydrogenase (RDH8) is an important enzyme of retinoic acid metabolism. This study aimed to investigate the association
of the RDH8 gene with high myopia. Three single nucleotide polymorphisms (SNPs) [RDH851 (rs2233789), RDH8E5a (rs1644731), and RDH855b
(rs3760753)] were selected, based on the linkage disequilibrium pattern of RDH8 from a previous study, and genotyped for 160 Han Chinese nuclear families with highly myopic (−10 diopters or worse) offspring
as well as in an independent group with 166 highly myopic cases (−10 diopters or worse) and 211 controls. Family-based association
analysis was performed using the family-based association test (FBAT) package, and genotype relative risk (GRR) was calculated
using the GenAssoc program. Population-based association analysis was performed using Chi-square test. These SNPs were in
linkage equilibrium with each other. SNPs RDH851 (rs2233789) and RDH8E5a (rs1644731) both did not show association with high
myopia. SNP RDH855b (rs3760753) demonstrated significant association (P=0.0269) with a GRR of 0.543 (95% confidence interval=0.304–0.968, P=0.038). The association became statistically insignificant, however, after multiple comparison correction. Haplotype analysis
did not show a significant association either. Population-based association analysis also showed no significant association
(P>0.05). Our family- and population-based data both suggest that the RDH8 gene is unlikely to be associated with high myopia in Chinese. 相似文献
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Maurice Crul 《European Journal of Education》2018,53(4):481-494
Most educational research examines school outcomes at certain stages or at the final stage of the school career. This article looks at the entire school career and the transition to the labour market. It focuses on key transitions to identify the educational institutional arrangements that either help or hinder school and labour market success among the most disadvantaged groups in the Netherlands: young people of Moroccan and Turkish descent. The Dutch educational system is one of the most complicated school systems in Europe. Consequently, parents and children have to make many ‘choices’ when navigating it. Many of these key ‘choice’ moments are selection points, either because they are not real choices but dependent upon a teacher’s recommendation or because parents and pupils need a great deal of information about the school system in order to make a choice. This usually results in inequalities for the most disadvantaged groups. Because selection is disguised as ‘choices’, the structural inequalities of the Dutch school system are not usually perceived as blocking mechanisms for disadvantaged students 相似文献
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Ruth Adler Les Daniels Chilton R. Bush Maurice F. Tauber Hilda Feinberg Martin E. Dann 《Communication Booknotes Quarterly》2013,44(3):7-8
Ruth Adler's A Day in the Life of the New York Times (Philadelphia: J.B. Lippincott, 1971—$6.77) Les Daniels and The Mad Peck, Comix: A History of Comic Books in America (New York: Outerbridge &; Dienstfrey, 1971—$7.95) 75 Years of the Comics (Boston: Boston Book and Art Co., 1971—$9.95) International Newspapers from University Microfilms (Ann Arbor, Michigan: University Microfilms, 1971—free on request, paper) Chilton R. Bush (ed.) News Research for Better Newspapers (New York: American Newspaper Publishers Association Foundation, 750 Third Ave., 1965-date (annual), $2.00 or $3.00 each (set of last five volumes available for $10.00), paper) Maurice F. Tauber and Hilda Feinberg's Book Catalogs (Metuchen, N.J.: Scarecrow Press, 1971—$15.00) Martin E. Dann (ed.) The Black Press: 1827-1890 (New York: Putnam, 1971—$7.95) 相似文献
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Maurice Kogan 《Higher Education》2005,49(1-2):9-30
The paper attempts to identify the extent to which modes of knowledge can be associated with different patterns of and assumptions about power.It discusses the meanings and scope of power itself, i.e. both within and beyond epistemic communities, as against ‘social robustness’ implying more democratic or inclusive forms of evaluation.It analyses the extent to which knowledge has shifted from an internalist perspective relying on the prestige of epistemic communities towards socially relevant assumptions resting within social contexts. It discusses the factors affecting types of power patterns, such as: the nature of sponsors’ objectives and the uses to which they might put knowledge; epistemic characteristics; the nature of the resource required, and the stage of finalisation reached. It sketches the range of models of sponsorship to which knowledge is subjected – from that of the free standing and autonomous individual through different patterns of sponsorship to the directly managed.It attempts to link these classifications to a range of empirical examples, including the power of knowledge in government and in crossing the boundaries between universities and industry.In discussing the reciprocal relationships between power and knowledge, it accepts that power affects the identification, use and transmission of knowledge. It is concerned, however, to question overdetermined perspectives of the relationships between knowledge and power whose mutual impacts may be strong but not easily predicted or defined. 相似文献