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61.
Avi Assor Ofra Feinberg Yaniv Kanat-Maymon Haya Kaplan 《Journal of Experimental Education》2018,86(2):195-213
This paper presents and examines the first school change program focusing on violence and caring based on self-determination theory (Deci &; Ryan, 2012). The program aimed at promoting teachers' capacity to cope with violence and enhance caring without becoming more controlling. Comparisons of the effects of a 22-month-long program in three intervention schools and three control schools indicated that the program (a) reduced violent student behavior and controlling teacher behavior and (b) enhanced caring student behavior and active teacher response to violence. The results suggest that exposure to self-determination theory (SDT) concepts may promote a firm, yet non-controlling, teacher response to violence. More generally, the results highlight the potential for incorporating SDT ideas in violence reduction programs. 相似文献
62.
Susanne Kuger Katharina Kluczniok David Kaplan Hans-Guenther Rossbach 《School Effectiveness & School Improvement》2016,27(3):418-440
Many education systems worldwide have dedicated a significant amount of resources to improve quality levels in early childhood education and care. Research can contribute to this goal by providing information about conditions of high-quality education and care and reasons for changes in the quality provided to children. This study therefore analyzes the stability of educational quality and patterns of dependency of process quality on possibly determining context factors over a period of 3 consecutive school years to detect mechanisms of change and patterns of quality. Longitudinal data of a field study with annual assessments in 97 German classrooms were analyzed via growth curve analyses using Bayesian estimation. The analyses revealed an increase in process quality provided in the classrooms. Classroom composition characteristics showed strongest relations to status and change of process quality; allocated resources and characteristics of the professional staff were less strongly related. 相似文献
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Matthew S. Kaplan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,31(3):305-334
(Intergenerational Programs in Schools: Considerations of Form and Function) – In recent years there has been a groundswell of intergenerational program activity occurring on an international scale. At an unprecedented level, new initiatives are emerging which aim to bring young people and older adults together in various settings – to interact, stimulate, educate, support, and provide care for one another. The focus of this paper is on intergenerational programs implemented in schools. Discussion centers primarily on how such initiatives enhance and reinforce the educational curriculum, contribute to student learning and personal growth, enrich the lives of senior adult participants, and have a positive impact on the surrounding communities. The paper concludes with a review of some key issues that need to be taken into account when developing and evaluating intergenerational programs. 相似文献
66.
Nancy Kaplan 《Public Library Quarterly》2013,32(3):193-201
This article is a critique of the National Endowment for the Arts report, To Read or Not To Read: A Question of National Consequence (2007). Author Nancy Kaplan originally published an analysis of this report on a blog, IF: Book at http://www.futureofthebook.org/blog/archives/2007/11/reading_responsibly_nancy_kaplan.html. She edited and rewrote that original presentation for publication in PLQ. Much of Kaplan's method involves a rigorous analysis of the same data that the NEA report writers used. However, she demonstrates, contrary to the organizational researchers' conclusions, that voluntary reading rates among teenagers and young adults did not decline between the early 1970s and 2004. Neither, Kaplan finds, is there any reliable data to support the NEA's editorial claims about the declining proficiency in adult readers. She concludes that the NEA authors truncated the time dimension of the available data and otherwise manipulated or misinterpreted data to obtain their results. Kaplan concludes that library professionals should discount the highly publicized NEA findings and focus on the clear statistical realities reported on the source documents and summarized here instead. 相似文献
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We apply a cognitive lens to understanding technology trajectories across the life cycle by developing a co-evolutionary model of technological frames and technology. Applying that model to each stage of the technology life cycle, we identify conditions under which a cognitive lens might change the expected technological outcome predicted by purely economic or organizational models. We also show that interactions of producers, users and institutions shape the development of collective frames around the meaning of new technologies. We thus deepen our understanding of sources of variation in the era of ferment, conditions under which a dominant design may be achieved, the underlying architecture of the era of incremental change and the dynamics associated with discontinuities. 相似文献
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INTRODUCTIONAntisenseoligodeoxynucleotides (ASODN )caninhibittranscriptionandinterferewithspe cialgeneexpression .AfixedpointontheK rasgenewithhighmutationrateinpancreaticcarci nomaoffersanintracellulartargetforpancreaticcarcinomagenetherapywithASODN (Cai… 相似文献
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Comparison of informants' ratings of 20 preschool children on the VSMS showed no significant correlations between either the social quotients or the rankings by mothers and daycare center teachers. Of significance, however, was the difference between the means of the two groups, the mothers consistently reporting the social quotients of the children to be higher than did the teachers. 相似文献