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81.
Mary Alice McDonald Marian Sigman Michael P. Espinosa Charlotte G. Neumann 《Child development》1994,65(2):404-415
Kenya experienced a severe drought and temporary food shortage during a study on mild malnutrition. Effects of the temporary food shortage on energy intake, weight, and behaviors were evaluated in schoolchildren and in toddlers and their mothers. Schoolchildren were seriously affected, showing significant declines in their energy intake, age-corrected weight, activity on the playground, and classroom attention. Toddlers appear to have been somewhat protected since their energy intake, weight, and play and language behaviors were stable. Maternal caregiving of toddlers declined for the group as a whole, but individually those mothers who maintained family food levels delegated responsibility for toddlers to other caregivers. While the food shortage affected poorer families more than those of higher SES, declines in the behaviors of schoolchildren occurred regardless of SES and previous level of nutrition, suggesting that food shortages can have behavioral consequences for schoolchildren in all communities. 相似文献
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Ronald G. Ehrenberg George H. Jakubson Mirinda L. Martin Joyce B. Main Thomas Eisenberg 《Economics of Education Review》2012
Our paper focuses on the role that the gender composition of the leaders of American colleges and universities - trustees, presidents, and provosts - play in influencing the rate at which academic institutions diversify their faculty across gender lines. Our analyses make use of institutional level panel data that we have collected for a large sample of American academic institutions. 相似文献
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This article reports two major data collection efforts conducted during successive years. Study 1 examined the relationship between the school effectiveness variables identified in the Minnesota Educational Effectiveness Project (MEEP), and the attitudes and achievement of students in 31 MEEP schools. Study 2, which focused on 11 of the Study 1 schools, compared the instructional programs provided to students with mild disabilities in three integrated programs in these 11 schools, with those provided by conventional resource \"pull-out\" programs in three other schools. We not only contrasted program characteristics, but analyzed differences between program characteristics and cognitive and affective outcomes. Results do not provide a strong basis for concluding that general efforts at school improvement will provide the framework for improved outcomes among low-achieving students. 相似文献
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