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211.
A Case for Indoctrination in Environmental Education 总被引:1,自引:0,他引:1
Russell D. Linke 《Asia-Pacific Journal of Teacher Education》1976,4(2):125-129
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213.
Rogers Elliott A. Christopher Strenta Russell Adair Michael Matier Jannah Scott 《Research in higher education》1996,37(6):681-709
This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions. 相似文献
214.
ABSTRACTIn preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to doctoral training in the higher education literature more generally. Drawing upon this larger body of work, this article expands occupational socialization theory to address the socialization of physical education doctoral students and faculty members. The case is made that effective doctoral training in physical education is essential to securing the future of the profession. Provided is an overview of the existing literature, presentation of an adaptation to occupational socialization theory that explains doctoral physical education socialization, and a discussion of key professional development issues that academic leaders and student support personnel should consider. Implications and recommendations for doctoral physical education leadership and academic programs are provided. 相似文献
215.
Russell M. Grieger 《Interchange》1971,2(4):78-91
The concept of the teacher experctancy effect continues to have a major impact on educational and psychological thinking. This article reviews the literature and concludes that the teacher expectancy effect, like the experimenter expectancy effect, is more difficult to demonstrate and less pervasive than has been claimed. It suggests that the most relevant issue is determining the relevant child characteristics that significantly cause a particular teacher to form an expectation about a particular child.
Editor's Note: The next issue ofInterchange will contain comments on Dr. Grieger's article by Robert Rosenthal and a reply by Grieger and Saavedra. 相似文献
Résumé L'effet produit par l'expoir que place un professeur en son élève continue d'exercer une influence capitale sur la pensée et la psychologie éducative. Cet article passe en revue les études consacrées à ce sujet et conclut que l'effet en question, tout comme dans le cas d'un expérimentateur, est plus difficile à prouver et moins généralisé qu'on ne le prétend. L'auteur estime que le problème capital consiste à déterminer chez l'enfant les caractéristiques valables qui incitent un professeur donné à fonder particulièrement certains espoirs sur un enfant donné.
Editor's Note: The next issue ofInterchange will contain comments on Dr. Grieger's article by Robert Rosenthal and a reply by Grieger and Saavedra. 相似文献
216.
The purpose of the present experiment was to describe a pattern of reinforcement sufficient to produce an unpredictable pattern of choice response by rats. On each trial two levers were inserted into an experimental chamber. If the reinforcement was always contingent upon single alternation (a simple pattern), Ss learned to alternate at significantly better than chance level; if reinforcement was contingent upon alternation on 50% of the trials (an insoluble pattern), Ss developed a position preference. To produce apparently random responding, the less preferred response (an alternation) was differentially reinforced on 75% of the trials. A simple stochastic model adequately described the results. 相似文献
217.
ABSTRACTThis paper breaks new ground in its comparative analysis of two international student migration (ISM) streams, one from the Global South to the Global North (India to developed Anglophone countries), and the other within the Global North (UK to North America, Europe and Australia). These two ISM movements reflect different positionalities within the global system of international student movements, and hence necessitate a critical perspective on the assumptions behind such a comparison, which questions the dominance of ‘knowledge’ about ISM that derives from ‘the West’ as a theoretical template. Two methods are employed to collect data: an online questionnaire survey of UK and Indian students who are, or have recently been, studying abroad; and in-depth interviews to UK and Indian international students. Motivations for studying abroad are remarkably similar in the questionnaire results; more subtle differences emerge from the interviews. 相似文献
218.
Russell A. Isabella 《Child development》1993,64(2):605-621
This study built on attachment theory and previous research in examining the interactional origins of the secure, insecure-resistant, and insecureavoidant patterns of attachment. Maternal sensitive responsivity, rejection, and activity were the focus of repeated naturalistic observations when infants were 1, 4, and 9 months of age; quality of attachment was assessed at 1 year. Mothers of secure 1-year-olds were observed to be more sensitively responsive at 1 and 4 months and less rejecting at 1 and 9 months than mothers of insecure infants. Mothers of insecure-avoidant infants were more rejecting at 9 months, whereas mothers of insecure-resistant infants were least sensitively responsive and most rejecting at 1 month; the insecure groups were also differentiated on the basis of patterns of change from 1 to 9 months, with mothers of resistant infants becoming less rejecting and mothers of avoidant infants becoming more rejecting relative to other mothers. 相似文献
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220.
Ruth Gwernan-Jones Darren A. Moore Paul Cooper Abigail Emma Russell Michelle Richardson Morwenna Rogers 《Emotional and Behavioural Difficulties》2016,21(1):83-100
This systematic review and synthesis of qualitative research explored contextual factors relevant to non-pharmacological interventions for attention deficit hyperactivity disorder (ADHD) in schools. We conducted meta-ethnography to synthesise 34 studies, using theories of stigma to further develop the synthesis. Studies suggested that the classroom context requiring pupils to sit still, be quiet and concentrate could trigger symptoms of ADHD, and that symptoms could then be exacerbated through informal/formal labelling and stigma, damaged self-perceptions and resulting poor relationships with staff and pupils. Influences of the school context on symptoms of ADHD were often invisible to teachers and pupils, with most attributions made to the individual pupil and/or the pupil’s family. We theorise that this ‘invisibility’ is at least partly an artefact of stigma, and that the potential for stigma for ADHD to seem ‘natural and right’ in the context of schools needs to be taken into account when planning any intervention. 相似文献