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121.
Patricia Broadfoot 《Prospects》1985,15(2):263-271
122.
Preschoolers' ( N = 112) judgments about hypothetical and actual moral and conventional transgressions were examined. Equal numbers of boys and girls at 2 ages (3 and 4 years old) either made judgments about 8 hypothetical moral and conventional transgressions or were interviewed on the same dimensions about 8 naturally occurring moral and conventional transgressions they witnessed in their preschools. Children judged both hypothetical and actual moral transgressions to be more serious, punishable, generalizably wrong, and independent of rules and authority than conventional transgressions. Regardless of domain, hypothetical transgressions were judged to be more wrong independent of rules than actual transgressions, and hypothetical (but not actual) moral transgressions were judged to be more independent of rules than conventional transgressions. 3-year-old girls judged the wrongness of actual moral transgressions to be more independent of authority than did 3-year-old boys. Similar findings were obtained when hypothetical and actual transgressions were matched, and domain differences were still obtained when individual items were examined. Findings are discussed in terms of previous research on preschoolers' conceptions of rules and transgressions. 相似文献
123.
Connor K. Warner Clare V. Bell Patricia Alvarez McHatton Julia Atiles 《The Educational forum》2020,84(3):226-239
AbstractThis article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice. 相似文献
124.
期末考试结束了,终于可以放假了!你想怎样度过这个暑假呢?是和朋友们痛痛快快地玩一场,还是在这个暑假实施你早已制定好的暑期计划呢? 相似文献
125.
The Language ENvironment Analysis system (LENA) records children’s language environment and provides an automatic estimate of adult–child conversational turn count (CTC). The present study compares LENA’s CTC estimate to manually coded CTC on a sample of 70 English-speaking infants recorded longitudinally at 6, 10, 14, 18, and 24 months of age. At each age, LENA’s CTC was significantly higher than manually coded CTC (all ps < .001, Cohen’s ds: 0.9–2.05), with the largest discrepancies between the two methods observed at younger ages. The Limits of Agreement Analyses confirm wide disagreements between the two methods, highlighting potential problems with automatic measurement of parent–infant verbal interaction. These findings suggest that future studies should validate LENA’s CTC estimates with manual coding. 相似文献
126.
Dana C. McCoy Emily C. Hanno Vladimir Ponczek Cristine Pinto Gabriela Fonseca Natália Marchi 《Child development》2021,92(5):1951-1968
Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention—Programa Compasso (PC)—among 3,018 sociodemographically diverse, Portuguese-speaking children (Mage = 9.85 years) attending 90 public primary schools across Rio de Janeiro, Brazil in 2017. Average impacts of PC on children’s executive function, emotion knowledge, and behavior problems after one school year were null. Moderation analyses did, however, reveal evidence for positive impacts of PC on children’s labeling of emotional expressions and inhibitory control within low-homicide communities (d = 0.15 SDs), and null effects on these same outcomes in high-violence areas. Implementation and cultural considerations are discussed. 相似文献
127.
Science & Education - Learning science in the context of socio-scientific issues (SSI) can promote scientific literacy that links science to everyday life and society. In this position paper,... 相似文献
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129.
Fara P 《Endeavour》2005,29(3):101-103
With their mythical creatures and arcane symbolism, coats of arms seem to have little connection with modern science. Yet despite its chivalric origins, the ancient language of heraldry has long fascinated famous scientists. Although this idiosyncratic tradition was parodied by Victorian geologists, who laughingly replaced unicorns and griffins with images of dinosaurs that they had recently discovered, it has been perpetuated since by Ernest Rutherford, who liked to present himself as a new alchemist. 相似文献
130.