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141.
Christina Cipriano Michael J. Strambler Lauren H. Naples Cheyeon Ha Megan Kirk Miranda Wood Kaveri Sehgal Almut K. Zieher Abigail Eveleigh Michael McCarthy Melissa Funaro Annett Ponnock Jason C. Chow Joseph Durlak 《Child development》2023,94(5):1181-1204
This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed. 相似文献
142.
Megan Benton 《Publishing Research Quarterly》1995,11(2):90-102
In the postwar prosperity of the 1920s there burgeoned a new interest in fine book-making, which typically featured handcraft
production, luxurious materials, “worthy” texts, and—virtually by definition—limited editions. A small but socially prominent
community of bibliophiles and wealthy collectors consituted an eager market for these elite books, distinguished by their
visible repudiation of mass culture and “commercialism.” This article examines the publishing enterprise of the Grabhorn Press,
one of the foremost producers of finely printed books in twentieth-century America. It analyzes the press's editiorial and
design strategies, pricing and marketing policies, and general business practices in order to better understand the cultural
paradoxes of producing such books both “for love” and for profit. 相似文献
143.
144.
Gabriel Jacobs & Catherine Rodgers 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(4):292-304
This paper analyses the psychological, technical, administrative, organisational, institutional and general pedagogical problems encountered during Phase 1 (the trial phase) of a trans-European distance-learning project. Using basic-rate ISDN videoconferencing for remote interactive tutorials, Phase 1 involved the University of Wales Swansea and HEC Liège (Belgium), and provided practice in business English for Belgian students and business French for UK students of French and Business. The difficulties which have arisen during the phase have been many and varied, and not all could have been easily predicted from a review of the research literature. Solutions to some of them are suggested. 相似文献
145.
Ellen Galinsky Jackie Bezos Megan McClelland Stephanie M. Carlson Philip D. Zelazo 《Child development》2017,88(5):1409-1418
Mind in the Making and Vroom are partner initiatives that exemplify a unique “civic science” approach to “bringing developmental science into the world.” Mind in the Making offers families and professionals working with children 0–8 access to developmental research, by engaging them in an active process of professional development and community outreach. Vroom is an outreach and communication initiative that brings “brain building basics” to communities, inviting parents to participate in the science of early learning through partnerships with trusted entities. These initiatives use collaborative, iterative processes in disseminating findings and implications of child development research. Preliminary evidence shows early promise of these initiatives to help promote engaged learning and life skills based on executive function in adults and children. 相似文献
146.
The absence of data-based research on the collective bargaining movement is surprising given the potential significance of this issue to the academic community. The purpose of this study is to show that community colleges can be differentiated on the basis of the particular collective bargaining representative selected and, furthermore, that those affiliated with one bargaining representative are different from community colleges which are not affiliated with any bargaining representative. These institutional differences are presented and their implications for both the collective bargaining and community college movements are discussed. 相似文献
147.
Shannon Rodgers 《Educational Philosophy and Theory》2016,48(6):563-578
If educators presuppose that brain and mind are synonymous, perhaps it is out of necessity. Such an equivalency might be required in order for mind to be accessible, knowable and a ‘thing’ like the brain is. Such a presupposition, that mind is a thing which we can understand nonetheless rests on an insecure foundation. As suggested by philosopher John Searle in the opening quotation, this might explain the historical and present day interest in metaphors of mind, where comparisons to unlike things are used to help philosophers, psychologists, and educators more securely understand how mind really ‘works.’ Educators have an enormous investment in explicating how mind works, as they are required to observe and measure what is going on in the minds of students. In practice, mind has to be a thing for how does one reasonably talk about accomplishing such requirements if mind is merely some philosophical abstraction? This article will explore two metaphors of mind suggesting that embedded within each are presuppositions of epistemological and pedagogical significance. 相似文献
148.
Susan A. Gelman Megan Martinez Natalie S. Davidson Nicholaus S. Noles 《Child development》2018,89(1):17-26
New technology poses new moral problems for children to consider. We examined whether children deem object tracking with a mobile GPS device to be a property right. In three experiments, 329 children (4–10 years) and adults were asked whether it is acceptable to track the location of either one's own or another person's possessions using a mobile GPS device. Young children, like adults, viewed object tracking as relatively more acceptable for owners than nonowners. However, whereas adults expressed negative evaluations of someone tracking another person's possessions, young children expressed positive evaluations of this behavior. These divergent moral judgments of digital tracking at different ages have profound implications for how concepts of digital privacy develop and for the digital security of children. 相似文献
149.
Shonfeld Miri Cotnam-Kappel Megan Judge Miriam Ng Carolyn Yeehan Ntebutse Jean Gabin Williamson-Leadley Sandra Yildiz Melda N. 《Educational technology research and development : ETR & D》2021,69(4):2151-2170
Educational technology research and development - This article presents a conceptual model of cross-cultural alignments in education in the digital era. The intention was to explore and respond to... 相似文献
150.