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971.
Velde Robin van der Blignaut – van Westrhenen Nadine Labrie Nanon H. M. Zweekhorst Marjolein B. M. 《Higher Education》2021,81(6):1157-1175
Higher Education - The flipped classroom is proposed as an answer to challenges in higher education. However, studies that explore its influence on first-year student motivation are largely... 相似文献
972.
David Oldroyd Phil Dowe Adrian Mackenzie Alison Bashford Geoffrey C. Bowker Alan Chalmers I. J. Crozier John Dargavel Wendy Riemens Andrew Dowling Peter Forrest David Frankel Jay Garfield Honor Godfrey Andrew Grout Phillip Hart C. A. Hooker Yvonne Luxford Bronwyn Maelzer Brian Martin Nicolas Rasmussen Nathan Reingold Libby Robin Michael Shortland Tim Sprod John Sutton Janusz Sysak 《Metascience》1997,6(1):105-184
973.
974.
Robin L. Harwood Axel Schoelmerich Pamela A. Schulze & Zenaida Gonzalez 《Child development》1999,70(4):1005-1016
This study examines cultural patterning in situational variability in mother-infant interactions among middle-class Anglo and Puerto Rican mothers and their 12 to 15-month-old firstborn children. Forty mothers were interviewed regarding their long-term socialization goals and childrearing strategies, and videotaped interacting with their infants in four everyday settings: feeding, social play, teaching, and free play. Results suggest that: (1) Anglo mothers place greater emphasis on socialization goals and childrearing strategies consonant with a more individualistic orientation, whereas Puerto Rican mothers place greater focus on goals and strategies consistent with a more sociocentric orientation; (2) coherence was found between mothers' childrearing beliefs and practices, with Puerto Rican mothers more likely to directly structure their infants' behaviors; and (3) situational variability arose in mother-infant interactions, but this variability showed a cultural patterning consistent with mothers' long-term socialization goals and childrearing beliefs. 相似文献
975.
Robin S. Dillon 《Ethics and Information Technology》2010,12(1):17-28
There is surprisingly little attention in Information Technology ethics to respect for persons, either as an ethical issue
or as a core value of IT ethics or as a conceptual tool for discussing ethical issues of IT. In this, IT ethics is very different
from another field of applied ethics, bioethics, where respect is a core value and conceptual tool. This paper argues that
there is value in thinking about ethical issues related to information technologies, especially, though not exclusively, issues
concerning identity and identity management, explicitly in terms of respect for persons understood as a core value of IT ethics.
After explicating respect for persons, the paper identifies a number of ways in which putting the concept of respect for persons
explicitly at the center of both IT practice and IT ethics could be valuable, then examines some of the implicit and problematic
assumptions about persons, their identities, and respect that are built into the design, implementation, and use of information
technologies and are taken for granted in discussions in IT ethics. The discussion concludes by asking how better conceptions
of respect for persons might be better employed in IT contexts or brought better to bear on specific issues concerning identity
in IT contexts. 相似文献
976.
The Internet holds promise as a globally interconnected information system, even though its interaction capability is limited. Yet for education, interaction is critical. Can the Internet support high quality learning interactions? We ported an existing interactive instructional program to the world wide web (WWW) to demonstrate the potential of the Internet for interactive education. In this paper we explore the potential technology solutions, implement our solution and indicate the results, both positive and negative. © 1998 IFIP, published by Chapman &; Hall Ltd 相似文献
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978.
Although teacher–student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N = 1,306, 52% male, 77% White/non-Hispanic) to investigate whether the association between early caregiving and subsequent teacher–student relationship quality remains stable or diminishes in magnitude over time. Associations between early maternal sensitivity and teacher–student closeness faded from Kindergarten to Grade 6. In contrast, associations between early caregiving and teacher–student conflict endured and were partially accounted for by child externalizing problems. 相似文献
979.
John C. Begeny Robin S. Codding Jiayi Wang Rahma M. Hida Sierra L. Patterson Sarah Kessler Felicia Fields-Turner Kimberly A. Ramos 《Psychology in the schools》2020,57(4):540-555
More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to the impact of motivational strategies designed to improve students’ math skills. This study examined the effectiveness of specific motivational strategies used in the small-group Accelerating Mathematics Performance through Practice Strategies (AMPPS-SG) intervention program. A multiple baseline design was used with three instructional groups of second grade students to compare the relative effectiveness of three different conditions on students’ math computation skills. Condition 1 included all of the AMPPS-SG instructional components. Condition 2 included all instructional procedures as well as goal-setting, performance feedback, and reinforcement for performance. Condition 3 included all components used in Condition 2, as well as a group-based reward contingency. Results showed that students’ performance during Condition 3 was significantly better than performance during Conditions 1 and 2. 相似文献
980.
Triangulation was originated by navigators who located or verified positions with multiple bearings or measurements, but it is developing into a holistic tool that can be used by training and development researchers. Triangulation in research involves using multiple measures or methods to examine a research question where a single data set would not be appropriate In real life, data may be restricted from competitors or internally withheld from general availability. Despite such restrictions, examination of a research question may be done by taking such data as may be available and comparing the results with data results obtained through other types or methods of measurement. The article presents a brief developmental history of triangulation as a research tool and the provides an explanation of the ways that triangulation can be used. Guidelines for implementation are given and the concept of convergence or data agreement is explained. 相似文献