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排序方式: 共有186条查询结果,搜索用时 15 毫秒
181.
Adams Sophie Bekker Sheree Fan Yanan Gordon Tess Shepherd Laura J. Slavich Eve Waters David 《Higher Education》2022,83(4):787-807
Higher Education - A significant body of work problematises the assumption that student evaluations of teaching (SET) actually measure teaching quality. This is concerning, given that SET are... 相似文献
182.
Meghan P. McCormick Ashley R. Turbeville Sophie P. Barnes Sandee G. McClowry 《Early education and development》2014,25(8):1198-1218
Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher–child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The present study examined whether teacher–child closeness and conflict moderated the association between temperamental negative reactivity and growth in disruptive behaviors in low-income Black and Hispanic kindergarten and 1st-grade children. Findings revealed that negative reactivity predicted higher overall levels of in-school disruptive behavior problems at the beginning of kindergarten as well as growth in behavior problems over kindergarten and 1st grade. However, the effect of negative reactivity on disruptive behaviors was attenuated when children had relationships with teachers characterized by high levels of closeness and low levels of conflict. Practice or Policy: Implications for further research and practice are discussed. 相似文献
183.
Drawing on Bourdieu’s theory and using Durkheim’s concepts of ‘social fact’ and ‘regulation’, this article examines the place held by public universities within the French higher education (HE) system, breaking with the purely bureaucratic vision prevailing in France today. By setting aside some of the main received ideas about the effects and meanings of student selection and drop-out, the article suggests that public universities play an essential role in regulating the successive flows of first-generation students through French HE. It is precisely because public universities are non-selective that they are able to play this role. Finally, the distribution of HE choices and students’ dropping out are both considered as products of a structural and institutional process of regulation. 相似文献
184.
185.
Prøitz Tine Sophie Novak Judit Mausethagen Sølvi 《Educational Assessment, Evaluation and Accountability》2022,34(1):89-111
Educational Assessment, Evaluation and Accountability - The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across... 相似文献
186.
Sophie C. Alsem Anouk van Dijk Esmée E. Verhulp Tycho J. Dekkers Bram O. De Castro 《Child development》2023,94(6):e344-e361
This multicenter randomized controlled trial investigated whether interactive virtual reality enhanced effectiveness of Cognitive Behavioral Therapy (CBT) to reduce children's aggressive behavior problems. Boys with aggressive behavior problems (N = 115; Mage = 10.58, SD = 1.48; 95.7% born in Netherlands) were randomized into three groups: CBT with virtual reality, CBT with roleplays, or care-as-usual. Bayesian analyses showed that CBT with virtual reality more likely reduced aggressive behavior compared to care-as-usual for six of seven outcomes (ds 0.19–0.95), and compared to CBT with roleplays for four outcomes (ds 0.14–0.68). Moreover, compared to roleplays, virtual reality more likely enhanced children's emotional engagement, practice immersion, and treatment appreciation. Thus, virtual reality may be a promising tool to enhance CBT effectiveness for children with aggressive behavior problems. 相似文献