排序方式: 共有11条查询结果,搜索用时 843 毫秒
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David L. DeVries 《Research in higher education》1975,3(2):111-129
This study examines sources of influence over 290 faculty members of a large public university. The role expectations a faculty member has for himself and the role expectations of the employing organization both predict positively and significantly the role behaviors of the respondents. The departmental colleagues' expectations predict significantly role behaviors for the research role only. In addition, the degree of person—role conflict a faculty member is exposed to is related to his productivity (research) but not to his satisfaction. The implications of the results are explored for both role theory and for the understanding of faculty behavior. 相似文献
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Relationships among Piagetian, IQ, and achievement assessments 总被引:1,自引:0,他引:1
R DeVries 《Child development》1974,45(3):746-756
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Brian E. Vaughn Nana Shin Mina Kim Gabrielle Coppola Lisa Krzysik António J. Santos Inês Peceguina João R. Daniel Manuela Veríssimo Anthon DeVries Eric Elphick Xiomara Ballentina Kelly K. Bost Wanda Y. Newell Ellaine B. Miller J. Blake Snider Byran Korth 《Child development》2009,80(6):1775-1796
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children. 相似文献
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In this article, we examine the role constructivist teachers play in fostering moral development in young children. Drawing on Piaget's theory and related empirical research, we trace the development of perspective-taking, autonomy, and self-regulation, and examine the effects of different teaching and parenting practices on children's moral development. We then provide examples of autonomous moral reasoning and behavior in preschool and early primary grade children, and describe how teachers can promote optimal moral development through establishing a sociomoral atmosphere in which mutual respect is continually practiced. 相似文献
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Ashford Shetay N. Lanehart Rheta E. Kersaint Gladis K. Lee Reginald S. Kromrey Jeffrey D. 《Journal of Science Education and Technology》2016,25(6):961-975
Journal of Science Education and Technology - From 2006 to 2012, Florida Statute §1003.4156 required middle school students to complete electronic personal education planners (ePEPs) before... 相似文献
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Jennifer DeVries 《The Journal of perinatal education》2012,21(1):6-8
In this birth story, a second-time mother relates her experience of birthing her son at home after her daughter was born via cesarean surgery. Support from the International Cesarean Awareness Network, as well as a home birth midwife specializing in vaginal birth after cesarean (VBAC), made the dream of a vaginal birth a reality for this mom. This story highlights the importance of having a supportive care provider and laboring in a safe and comfortable environment when pursuing a VBAC. 相似文献
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The authors address Goodman's critique of constructivist moral education as articulated by DeVries and Zan (1994) and respond to her proposal that constructivist education be blended with traditional moral education as advocated by Wynne (1991). The authors cite empirical evidence contrary to Goodman's assertion that preschool children are egocentric and incapable of moral reflection. This difference links to dramatically opposed views on the educational implications of Piaget's research and theory. Goodman advocates that teachers should “exploit the child's natural heteronomy” by giving children rules and demanding obedience. The authors cite empirical evidence showing that heteronomous regulation of children leads to a host of undesirable outcomes and that encouragement of children's autonomy leads to positive outcomes. The authors also point out a number of misconceptions of constructivist education as propounded by DeVries and Zan. They discuss Goodman's specific suggestions for blending constructivist and traditional moral education, and conclude that such a blending contradicts considerable research on child development and early education and eliminates critical components of constructivist early moral education. 相似文献