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971.
Paul Boxer Dara Musher‐Eizenman Eric F. Dubow Stephanie Danner Donna M.L. Heretick 《Psychology in the schools》2006,43(3):331-344
This article describes qualitative and quantitative assessment based on responses of 221 teachers from nine elementary schools in two districts (urban and suburban) to inform plans for reducing and preventing student aggression. Teachers' perceptions of students' aggressive behavior and beliefs were validated against students' self‐reports and archival disciplinary data. Using a brief survey, we found district‐ and grade‐level differences in teachers' perceptions of students' aggressive behavior and aggression supporting cognitions. Teacher reports on these two constructs each uniquely predicted teacher perceptions of the degree to which student aggression interferes with their jobs. Focus‐group interviews with teachers were used to elaborate on individual‐cognitive and ecological school factors related to student aggression, including procedures for handling aggression. The importance of teacher reports is highlighted, and implications for school program development are considered. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 331–344, 2006. 相似文献
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973.
Caroline Gottschalk Druschke Eric G. Booth Emma Lundberg 《Technical Communication Quarterly》2019,28(2):137-151
ABSTRACTThis article offers a revision to an existing social science methodology, Q methodology, through “Q-Rhetoric.” After detailing Q methodology’s theoretical underpinnings and practical method, and persistent critiques of the methodology, the article employs perspectives from rhetorical theory and Amerindian anthropology to suggest a methodological correction. It concludes by detailing the use of Q-Rhetoric to intervene in a Wisconsin stream management controversy, proposing Q-Rhetoric as a pragmatic and theoretically sound methodology for working across disciplinary divides. 相似文献
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975.
Reading and Writing - Grapheme and syllable units have been shown to influence the dynamics of handwriting in adults and children, but the influence of morphemes remains to be clarified. We tested... 相似文献
976.
The paradox in international cooperation: Institutionally embedded universities in a global environment 总被引:1,自引:0,他引:1
As a response to processes of globalisation and regional integration, internationalisation activities in universities have
changed. Flows have become more massive, the range of activities has broadened, and internationalisation has shifted from
a marginal activity to a central institutional issue with strategic importance (van der Wende 2001, European Journal of Education 36(4), 431–441). These shifts can also be observed in international cooperation among universities. One of the manifestations
of this shift is the increase and change of inter-organisational arrangements in higher education. One type of such arrangements
– higher education consortia – are analysed in detail in the study. This analysis takes inter-organisational diversity as
a starting point (Parkhe 1991, Journal of International Business Studies 22(4), 579–601). The basic thesis is that partners need to be similar, yet different, or in other words, there needs to be
sufficient complementarity as well as sufficient compatibility among the participating universities. The article also explores
the ways in which the management of consortia can improve the levels of complementarity and compatibility and thus the success
of such consortia.
Eric Beerkens is a postdoctoral research fellow at the School of Policy & Practice, Faculty of Education and Social Work at
the University of Sydney. In 2004 he completed his PhD at CHEPS on the study reported in this article. Marijk van der Wende
is professor at CHEPS. 相似文献
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978.
Eric E. Goff Kelly Lynn Mulvey Matthew J. Irvin Adam Hartstone-Rose 《Research in Science & Technological Education》2020,38(3):272-288
ABSTRACT
Background
Recent reports have noted a need for increasing both the recruitment and retention of young people into the STEM disciplines. While many studies have reported on the benefits of classroom reform in formal education environments, less is known about the role of informal education programs in young people’s academic aspirations, interest and competence in science and math domains. 相似文献979.
Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: mastery-goal instructions, which prompt learners to develop skills or master new knowledge, and performance-goal instructions, which are frequently used in game environments and which encourage individuals to demonstrate their ability to succeed, particularly by surpassing others. Results showed that a mastery-goal instruction elicited deeper learning (as assessed with a transfer task) than a performance-goal instruction. No effect of instruction was observed on either learning (demonstration consultation) times at the start of the game or on training task (solving riddles) performances during it. These results are discussed in terms of learning processes. This study demonstrates that mastery goal-oriented instructions can promote active processing of educational content in a serious game environment. 相似文献
980.
Linda M. Richter Mark Tomlinson Kathryn Watt Eric H. Lindland 《Early Years: An International Journal of Research and Development》2019,39(3):295-309
Scientific and policy advances are putting early childhooddevelopment (ECD) at the center of efforts to improve humandevelopment. This study was undertaken to understand whatknowledge and attitudinal barriers exist that 25 hinder the full-scaleroll-out of services for the youngest children and their families.We used anthropological methods honed by the FrameworksInstitute to plumb beliefs about early childhood development amongmembers of the public and implementation and policy stakeholders,and compare those with the findings from ECD research. Whilemembers of the public and stakeholders agree on the importance ofECD, as demonstrated in other country settings, a major barrier todirecting services to the youngest children is a perceptual tendencyto ‘age up’. That is, to consider learning and other important skillsas being acquired in the pre-school rather than infancy period.Communication strategies that incorporate debate are neededto give full effect to the ECD and related policies, especiallyaround the topics of prioritizing the youngest 40 children, physicalpunishment, child rights, and the pervasiveness Q5 of threats toECD arising from poverty and disadvantage. 相似文献