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91.
David Holbrook 《Higher Education Quarterly》1979,33(4):487-490
92.
Kylie Shaw Allyson Holbrook Jill Scevak Sid Bourke 《The Australian Educational Researcher》2008,35(3):89-109
This paper draws on 159 survey responses of fourth year Education students as they embark on a research project based in their
internship school. The project explores predisposition to research and the level of preparedness to undertake a research project.
The students who met most frequently with their supervisor and showed higher research self-efficacy were also most likely
to want to undertake postgraduate study and reacted positively to good personal support and a feeling of belonging to a research
“community”. Many felt they were “unconnected” to a learning community, and specifically to their supervisor. They were generally
positive about their ability to do the tasks, such as finding and writing up literature, even though they were concerned about
managing the overall commitment. Despite this they were optimistic about completion. Only 5% were sure they would undertake
postgraduate study in the future, and 65% were sure they would not do so. In an environment where there is commitment to promoting
research skills consistent with the needs of a knowledge society and drawing on evidence to inform practice, the findings
not only raise the question of how best to support and give meaning to early research endeavours of preservice teachers, but
also highlights the challenge of achieving this against a high level of disinterest in further tertiary study. 相似文献
93.
Teri A. Loughead 《International journal for the advancement of counseling》1992,15(3):127-136
Shame is a feeling of being flawed and defective as a human being. Repeated shame experiences can be so painful to the individual that it creates a rupture of the self with the self. The true self which has been shamed becomes isolated and hidden, and a false self may emerge. Shame rarely remains a wholly conscious process, with the major defense against this pain being repression. This paper discusses shame, examines its relationship with repression and emotional or psychological disorder, and highlights the implications of repressed shame for counseling practice. 相似文献
94.
Science & Education - The paper reports a study that seeks to develop an instrument so as to explore Bangladeshi science teachers’ perceived importance and perceived current practices,... 相似文献
95.
In celebration of Lamaze International's 50th anniversary, reviewers share their thoughts on some classic Lamaze resource materials and how their content relates to today's viewpoints on birth and childbirth education. Although some of the material may be outdated, all of the resources offer timeless insights as well as a unique view on the history of childbirth education. The following topics are addressed: past cultural views of birth; advocacy for change in birth practices; Lamaze method; pioneers in childbirth; importance of childbirth education; and birth advocacy. 相似文献
96.
Cynthia M. Zettler-Greeley Laura L. Bailet Suzanne Murphy Teri DeLucca Lee Branum-Martin 《Early education and development》2018,29(6):873-892
Research Findings: This study reports outcomes from a randomized, controlled trial of an emergent literacy intervention for prekindergarten children at-risk for reading failure. Children (N = 2219) in 114 preschools and childcare centers were screened for eligibility in fall. Children who scored at-risk (n = 476) were randomized to fall or spring treatment and received nine weeks of explicit, multisensory, emergent literacy instruction in small groups provided by early literacy interventionists. Trained observers noted high implementation fidelity. Pre-reading skills were assessed before and after intervention for both treatment groups. The spring intervention group served as at-risk controls for children who completed fall intervention. Three-level, linear growth models (time-student-school) were used to estimate treatment effects, found for print awareness, elision, rhyming, and the screener (print and letter knowledge, phonological awareness), replicating previous findings for the screener, rhyming, and print knowledge, and extending them to elision. Significantly accelerated growth in print knowledge, elision, rhyming, and the screener was observed during intervention. Practice or Policy: Results demonstrate benefits of high-quality emergent literacy instruction for children at risk. Growth in skills for both fall and spring treatment groups following this 18-lesson program supports some implementation flexibility among interventionists with delivery constraints during the year. 相似文献
97.