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961.
Jean Christophe Meunier Michael Boyle Thomas G. O'Connor Jennifer M. Jenkins 《Child development》2013,84(5):1594-1615
This study tests the hypothesis that links between contextual risk and children's outcomes are partially explained by differential parenting. Using multi‐informant measurement and including up to four children per family (Mage = 3.51, SD = 2.38) in a sample of 397 families, indirect effects (through maternal differential parenting: self‐reported and observed) of cumulative contextual risk on four child outcomes were investigated. Cumulative risk was associated with higher levels of differential parenting and, in turn, with higher levels of behavioral problems. Indirect effects were strongest for attentional and social problems but also evident for aggression. The link between differential parenting and outcome was moderated by favoritism, but this was only evident for maternal report and strongest for aggression. 相似文献
962.
963.
Michael P. Wolfe 《Clearing house (Menasha, Wis.)》2013,86(6):290-291
This study examines nine secondary American history textbooks' treatment of 9/11 and related events. Through the use of content analysis, the study centers on the knowledge omitted from textbook portrayals of 9/11. Findings indicate that when authors omit particular information, these exclusions limit the perspectives that students can consider, which shapes understandings of American history and the world. Recommendations are provided for ways teachers can develop students' critical thinking, provide them with multiple perspectives, and increase their historical understandings. 相似文献
964.
965.
966.
Michael D. Gose 《The Educational forum》2013,77(1):54-64
Twenty-five teachers with reputations for artistry in curriculum planning were interviewed about their “curriculum animation” plans or how they ensured their curriculum was brought to life. Their statements indicated that much of their planning is informal and intuitive, and that the criteria they use for their curriculum includes: (1) it is academically sound; (2) it is an enjoyable experience; (3) it fits well with a multitude of characteristics of their particular students; (4) it has variety, active participation, and a flow of energy; and (5) it is consistent with a personalized vision of education that goes far beyond the classroom. “Until a curriculum comes to life in the classroom, it remains only a plan and cannot affect what students learn” (Walker 1990, 343). 相似文献
967.
This paper reviews two main historical approaches to creativity: the Romanticist approach, based on the culture of the irrational, and the Enlightenment approach, based on the culture of the objective. It defends a paradigm of creativity as a sum of rich semiotic systems that form the basis of distributed knowledge and learning, reviews historical ideas of the university, and identifies two conflicting mainstream models in regards to understanding of the university as a public good: the ‘Public’ University circa 1960–1980, and the ‘post-historical’ university. Based on practical experiences, and on previous works by Peters and Jandri?, it develops the new model of ‘the creative university as digital public university’, and argues that it provides a useful philosophical goal for directing present and future practices of the contemporary university. 相似文献
968.
969.
F. Michael Connelly 《课程研究杂志》2013,45(2):95-107
970.
This article examines the varied approaches which have been adopted to the costing of part‐time higher education, and considers the consequences of these alternative models both for the providers themselves and for national policy. Though the analysis concentrates on face‐to‐face provision in universities, polytechnics and colleges, a series of comparisons are made with the Open University. It is hoped that it will assist in understanding the likely impact of proposed changes in funding where such changes encounter established arrangements. This is especially so in the PCFC sector where a new methodology is proposed for 1990‐91. The research reported here forms part of a larger study supported by the CNAA and Middlesex Polytechnic and shortly to be published under the title: Other Routes. The authors are both members of the Centre for Community Studies at Middlesex Polytechnic. 相似文献