Nonshared environmental influences on individual differences in early behavioral development: a monozygotic twin differences study     

Asbury K  Dunn JF  Pike A  Plomin R 《Child development》2003,74(3):933-943

The monozygotic (MZ) twin differences method was used to investigate nonshared environmental (NSE) influences independent of genetics. Four-year-old MZ twin pairs (N = 2,353) were assessed by their parents on 2 parenting measures (harsh parental discipline and negative parental feelings) and 4 behavioral measures (anxiety, prosocial behavior, hyperactivity, and conduct problems). Within-pair differences in parenting correlated significantly with MZ differences in behavior, with an average effect size of 3%. For the extreme 10% of the parenting-discordant and behavior-discordant distributions, the average NSE effect size was substantially greater (11%), suggesting a stronger NSE relationship for more discordant twins. NSE relationships were also stronger in higher risk environments, that is, families with lower socioeconomic status, greater family chaos, or greater maternal depression.  相似文献   

Sex Stereotypes and School Science: a three year follow‐up     

Alison Kelly 《Educational studies》1988,14(2):151-163

Sex stereotyping inventories were administered to pupils entering ten co‐educational comprehensive schools. The tests were repeated two and a half years later. Children's scores on the two occasions were positively correlated. Girls who saw themselves as masculine were slightly more likely than other girls to chose physical science, while girls who saw themselves as feminine were slightly more likely to chose biology. Boys’ self‐images were not linked to option choices. However, boys with a masculine self‐image achieved slightly worse in science than other boys of similar general ability, whereas girls with a masculine self‐image achieved slightly better than other girls. Sex‐typed children were less interested in science, and had a less positive image of science and scientists than other children. In general sex stereotypes were only weakly related to children's achievements in, choice of, and attitudes towards science, but they were more salient to girls than to boys.  相似文献   

Impact of stimulus format and reward value on quantity discrimination in capuchin and squirrel monkeys     

Regina Paxton Gazes  Alison R. Billas  Vanessa Schmitt 《Learning & behavior》2018,46(1):89-100

Quantity discrimination abilities are seen in a diverse range of species with similarities in performance patterns, suggesting common underlying cognitive mechanisms. However, methodological factors that impact performance make it difficult to draw broad phylogenetic comparisons of numerical cognition across studies. For example, some Old World monkeys selected a higher quantity stimulus more frequently when choosing between inedible (pebbles) than edible (food) stimuli. In Experiment 1 we presented brown capuchin (Cebus [Sapajus] paella) and squirrel monkeys (Saimiri sciureus) with the same two-choice quantity discrimination task in three different stimulus conditions: edible, inedible, and edible replaced (in which choice stimuli were food items that stood in for the same quantity of food items that were given as a reward). Unlike Old World monkeys, capuchins selected the higher quantity stimulus more in the edible condition and squirrel monkeys showed generally poor performance across all stimulus types. Performance patterns suggested that differences in subjective reward value might motivate differences in choice behavior between and within species. In Experiment 2 we manipulated the subjective reinforcement value of the reward by varying reward type and delay to reinforcement and found that delay to reinforcement had no impact on choice behavior, while increasing the value of the reward significantly improved performance by both species. The results of this study indicate that species presented with identical tasks may respond differently to methodological factors such as stimulus and reward types, resulting in significant differences in choice behavior that may lead to spurious suggestions of species differences in cognitive abilities.  相似文献   

The Distinctiveness of the EdD in Producing and Transforming Knowledge     

Alison Taysum 《Journal of educational administration and history》2007,39(3):285-296

The aim of this paper is to focus on the distinctiveness of the Professional doctorate in education (EdD) located in the development of higher education (HE) in England using Bourdieu’s theory of practice. It does this by building on a previous paper published in this journal, ‘The Distinctiveness of the EdD in the University Tradition’ (vol. 38, no. 3, 2006: 323–34). The paper uses Bourdieusian analysis to reveal the extent to which capital may have been misrecognized within HE. It then argues that the EdD may have developed within HE because it has the potential to recognize capital, previously misrecognized. Therefore, the EdD may be considered distinctive because it engages with issues surrounding social justice in terms of inclusion. Moreover, it may be argued that the EdD presents opportunities for educational practitioners to produce and transform knowledge, thus shaping the processes that structure what they can and cannot know and do.  相似文献   

Rats’ responses to molar and local schedule constraints     

James Allison  Alison Buxton  Kevin E. Moore 《Learning & behavior》1987,15(4):360-367

Three experiments explored responses to molar and local schedule constraints. Thirsty rats pressed a lever for access to a water spout. In Experiment 1, response totals were unaffected by two local schedule characteristics—the variability of the instrumental requirement and the variability of the magnitude of contingent reward. Experiment 2 manipulated the correlation between the instrumental requirement and the magnitude of reward. This correlation did not affect the behavioral price ratio (presses per lick) at a molar level. At a local level, the positive correlation created a lower mean lick price than did the negative correlation. The rats licked more, and licked less efficiently, under the positive correlation than under the negative correlation. Experiment 3 compared two ways of manipulating the molar presses/lick ratio: The instrumental (contingent) series varied the instrumental (contingent) requirement, but held the other requirement constant. As the ratio increased, total leverpresses increased, and total licks decreased linearly; the two series did not differ significantly. At higher lick prices, the rats licked more efficiently and made more extra licks at the spout as it closed. The results help delimit the applicability of molar models of the organism’s response to schedule constraints.  相似文献   

“If You Need Help,They are Always There for us”: Education for Refugees in an International High School in NYC     

Mendenhall  Mary  Bartlett  Lesley  Ghaffar-Kucher  Ameena 《The Urban Review》2017,49(1):1-25

This qualitative study examines how an “international” high school in New York City responds to the needs of refugee students. It asks: What are the specific academic needs of secondary-level refugee students? How does one school meet their needs, and what challenges are encountered? To complement one-on-one semi-structured interviews and focus group discussions, this qualitative study also entailed a participatory visual methodology through which students were provided digital or disposable cameras and asked to take photographs of the people, places and/or things that contributed to their schooling experiences. The exercise and resulting images provided students and researchers with a creative way to shape the project and address emerging issues. The findings document key school-based factors that contribute to academic inclusion of refugee and asylee students, including: educator support, care and encouragement; linguistic support from teachers; learner-centered pedagogical approaches; and flexible and responsive curricular approaches and assessment strategies. Refugees are generally grouped with other immigrants, with insufficient attention to their unique experiences and needs and thus inadequate services for refugee children. The findings from this study will help to remedy this gap and yield important insights regarding how to improve schooling for vulnerable populations in urban settings.

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The degree to which students and teachers are involved in second-level school processes and participation in decision-making: an Irish Case Study     

Kathy Harrison  Alison Taysum  Gerry McNamara  Joe O'Hara 《Irish Educational Studies》2016,35(2):155-173

The Education Act (1998 Education Act. 1998. Dublin: Government Publications. [Google Scholar]) is a key policy document in Irish education, emphasising the rights, roles and responsibilities of key stakeholders, including parents, teachers and pupils in schools. Since 1998 the Department of Education and Skills (DES) has stressed the need to introduce an increased role for teachers and pupils in decision-making. It is therefore timely to explore the response of teachers and students to such a collaborative school environment in a rural second-level school of approximately 600 students. Transition year (TY) students (ages about 15–16) and their teachers were surveyed by questionnaire and interviewed. It finds that while the school is proactive in involving students and teachers in decision-making, a source of social, personal and professional empowerment, experienced teachers, and students in particular, want a more substantial voice. For example, most students want more say. They want class discussions or a vote, not just Student Council (SC) representation, on important and not just trivial issues. They want involvement before decisions are taken, with more feedback. Overall, participation is considered important by all stakeholders.  相似文献   

Teacher Career Motivation and Professional Development in Special and Inclusive Education in China – By Yan Feng     

Alison Croft 《Journal of Research in Special Educational Needs》2012,12(2):126-127

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Breaking with tradition: the reform of British veterinary education 1900–20     

Alison Kraft 《History of education》2013,42(3):317-336

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Trends in Philanthropic Support: Foundation Giving in Environmental Education     

Nicole M. Ardoin  Alison W. Bowers 《The Journal of environmental education》2013,44(4):259-273

Despite public support, environmental education (EE) is rarely a priority for funders, even those interested in the environment or education. We examined reasons behind the paucity of EE funding, focusing on U.S. foundations, which are one of the largest sources of support for environmental efforts. We analyzed historical giving data and interviewed a dozen funders. Over the 2003 to 2007 period, we found EE funding represented approximately 5% of overall environment funding in the United States. Reasons for the low level of EE support included definitional complexity, uncertainty about efficacy, and inclusion of EE funding within issue-specific grants, such as those focused on climate change.  相似文献