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Emile Bojesen 《Educational Philosophy and Theory》2019,51(10):1061-1062
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R. P. Clark Einar Lilja Eve Malmqvist Louis Arnaud Reid Edmund King John Downing C. M. Fleming Arnould Clausse G. de Landsheere Vernon Mallinson Paul Nash Tomio Goto M. A. Brimer Rudolf Cohen Gerhard Pause M. J. Langeveld W. E. Vliegenthart Emile Planchard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):351-382
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Theresia J. Shavega Daniel Brugman Cathy van Tuijl 《Early education and development》2014,25(3):356-380
Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher–child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher–child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher–child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country. 相似文献
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Gerard M. Brugman 《High Ability Studies》1991,2(2):212-227
Research and theory on problem finding are scarce. This can be ascribed to difficulties in the operationalisation of the concept and to neglect of the importance of this essential link in the problem solving cycle. A similar lacuna, however, is not found in early research in the field of problem solving. In problem solving four components can be distinguished: cognitive (sensitivity to problems and formulating the problem), motivational (effectance motivation and curiosity), emotional (wonder and surprise) and, finally, personality components (tolerance for ambiguity, stimulus reduction and self‐confidence). Selective encoding, combining and comparing can be regarded as essential elements of the cognitive component. With respect to the developmental aspects of problem finding, emphasis is laid on the importance of competence motivation and the quality of attachment as determinants. The educational implications are unequivocal: problem solving and problem finding must have equal positions in curricula. For the time being this means that education will have to pay more attention to problem finding. 相似文献
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Dennis K. Davis Stanley J. Baran James B. LOmert Emile McAnany Jorge Schnitman Noreene Janus 《Communication Booknotes Quarterly》2013,44(3)
Dennis K. Davis and Stanley J. Baran, Mass Communication and Everyday Life: A Perspective on Theory and Effects (Belmont, Ca.: Wadsworth Publishing, 1981—$7.95, paper) James B.LOmert Does Mass Communication Change Public Opinion After All? A New Approach to Effects Analysis (Chicago: Nelson-Hall Publishers, 1981—$17.95/8.95) Annual Report 1978/79. 1979/80 of the John and Mary R. Markle Foundation (50 Rockefeller Plaza, New York, N.Y. 10020—free on request, paper) Emile McAnany, Jorge Schnitman, and Noreene Janus, eds. Communication and Social Structure: Critical Studies in Mass Media Research (New York: Praeger Special Studies, 1981—price not known) 相似文献
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Emile Lester 《课程研究杂志》2013,45(3):351-363
This paper describes how a group of primary schools in Northern Ireland plan a differentiated curriculum, and the extent to which subject co-ordinators offer guidance to teacher colleagues in planning for English, mathematics and science. The views of headteachers, subject co-ordinators and teachers on the ways in which plans are translated into classroom practice for higher and lower attaining pupils in both classwork and homework were obtained. The curriculum support staff described how far they consider teachers are applying the principles of differentiation, including progression and continuity. The results showed that, although most teachers were said to understand the meaning of differentiation moderately well, help was needed in drawing up schemes of work and providing for the extremes of pupil attainment. 相似文献
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Emile Berliner 《Journal of The Franklin Institute》1895,140(6):419-437