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81.
Scott O. Moore 《History of education》2019,48(3):336-355
This article examines Austria’s efforts to reform teacher education during the period of the Dual Monarchy, 1867–1914. It offers insight into the role of teachers in Austrian society and how this role changed over time. It demonstrates that, during this period, teaching became an institutionalised and professionalised occupation. This process of professionalisation brought teachers firmly under state control, leading to conflict between teachers and the Austrian educational bureaucracy. This process also led to the development of a robust network of teachers’ associations to represent the interest of Austrian teachers and to contribute to their professional development. This article utilises documents from the Austrian educational bureaucracy, printed curriculum and pedagogical journals to illustrate that Austrian teacher training reforms offer crucial insight into the development of public education in the late nineteenth century. 相似文献
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International Journal for Educational and Vocational Guidance - This article examines the employment trajectories of 50 young job seekers to gain insight into the critical factors that influence a... 相似文献
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Georgia D. Wills Frank R. Moore Andrea L. Wesley Barry Friedman 《Learning & behavior》1984,12(1):106-108
The present experiment investigated the effects of kinship and familiarity upon food sharing in pairs of albino rat pups. Five pairs of rats from each of the following groups were tested: (1) familiar siblings, (2) nonfamiliar siblings, (3) familiar nonsiblings, and (4) nonfamiliar non-siblings. A small food portion was used, necessitating not only close physical contact, but also cooperation in the sense that both pups were required to remain relatively immobile in order for both to feed simultaneously. Results indicated more frequent sharing among unfamiliar pups, whether related or not. Results also indicated that food sharing increased in frequency among all four groups over the 5-day testing period, suggesting that cooperation in the form of food sharing can develop, or increase in frequency, over time in albino rat pups. 相似文献
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Rats were tested in a specially constructed radial-arm maze that eliminated access to extramaze visual cues and allowed any effects of intramaze cues to be controlled. Despite this, choice accuracy was controlled by the spatial location of previously visited arms. Part of this control was attributed to vestibular or kinesthetic cues. This conclusion was corroborated by the finding that when explicit visual cues were moved from their standard (trained) spatial locations to novel locations, control of spatial choices was completely disrupted. The latter finding indicates that cues intrinsic to the rat (kinesthetic or vestibular information) and cues extrinsic to the rat (visual stimuli) operate in an integrated fashion. 相似文献
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Moore ML 《The Journal of perinatal education》2004,13(4):50-52
Issues surrounding cesarean birth are of interest to researchers from varied disciplines and nations. In this column, three studies that examine aspects of cesarean birth are reviewed. One study presented a review of 11 studies and found differences in the perceptions of white and minority mothers toward labor, vaginal birth, and cesarean birth. In a second study on infant outcomes, Japanese researchers found differences in transient tachypnea in infants born in the first half of the 37th week gestation and those born in the second half of the 37th week and the 38th week of gestation. In a third study conducted in Norway, researchers found more complications when cesarean birth occurred at advanced dilation. The three studies' implications for childbirth educators are discussed. 相似文献
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Katie Finning Kate Harvey Darren Moore Tamsin Ford Becky Davis Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225
School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems. 相似文献