人类天生可识别骗子     

Alison McCook 《海外英语》2003,(1):16

People appear to have an innate (先天的,天生的) ability to determine when someone is cheating them out of a deal, US researchers suggest. In one recent report, a group of investigators demonstrate that humans from widely different cultures-US college students  相似文献   

Preparing preservice teachers to use technology: Survey results     

Lori Whetstone  Alison A. Carr-Chellman 《TechTrends》2001,45(4):11-17

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Book Review: Thomas P. Carpenter,Megan Loef Franke and Linda Levi (2003). <Emphasis Type="Italic"> Thinking mathematically: Integrating arithmetic and algebra in the elementary school.</Emphasis> Portsmouth,NH: Heinemann. ISBN 0-325-00565-6.     

Alison Price 《Journal of Mathematics Teacher Education》2004,7(4):383-391

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Outside History? Stevie Smith,Women Poets and the National Voice     

Alison Light 《Changing English: An International Journal of English Teaching》1994,1(2):46-63

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Seizing the Moment: Reflections on Play Opportunities for Disabled Children in the Early Years     

Alison Bishop  John Swain  & Hazel Bines 《British Journal of Educational Studies》1999,47(2):170-183

Current policy in relation to special needs prioritises early intervention and inclusive education, at least as 'good intentions' This article argues for a paradigmatic shift away from individualist models of learning and disability. The social context of play is emphasised as the crucial arena for realising such good intentions, as long as it is geared to responding to, and developing, the self-determination, control, and identity of young disabled children becoming disabled adults in a disabling society.  相似文献   

I have a problem!     

Alison A. Carr-Chellman 《TechTrends》1999,43(6):15-19

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Portfolio Assessment as National Policy: the National Council for Vocational Qualifications and its quest for a pedagogical revolution     

Alison Wolf 《Assessment in Education: Principles, Policy & Practice》1998,5(3):413-445

The National Council for Vocational Qualifications established assessment procedures for qualifications in England, Wales and Northern Ireland in which portfolios play a central role. The relevant qualifications (National Vocational Qualifications and General National Vocational Qualifications) have been taken by large numbers of young people in upper secondary schooling, and young people and adults in work or in government training schemes; and are intended to have labour market currency and to provide routes into further and higher education. The use of portfolios derives from a commitment to direct and comprehensive assessment of the whole ‘syllabus’, but also from a belief in certain pedagogical approaches and in enhancing students' independence and initiative. There is evidence that the approach has affected learning styles, but major problems have arisen relating to the manageability of the approach and the reliability of assessor judgements.  相似文献   

Designed to care: the Scottish perspective on primary care in the new NHS     

Alison Mcintosh 《Health information and libraries journal》1999,16(2):127-129

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Young Children Are Wishful Thinkers: The Development of Wishful Thinking in 3- to 10-Year-Old Children     

Adrienne O. Wente  Mariel K. Goddu  Teresa Garcia  Elyanah Posner  María Fernández Flecha  Alison Gopnik 《Child development》2020,91(4):1166-1182

Previously, research on wishful thinking has found that desires bias older children’s and adults’ predictions during probabilistic reasoning tasks. In this article, we explore wishful thinking in children aged 3- to 10-years-old. Do young children learn to be wishful thinkers? Or do they begin with a wishful thinking bias that is gradually overturned during development? Across five experiments, we compare low- and middle-income United States and Peruvian 3- to 10-year-old children (N = 682). Children were asked to make predictions during games of chance. Across experiments, preschool-aged children from all backgrounds consistently displayed a strong wishful thinking bias. However, the bias declined with age.  相似文献   

‘I'd rather be seen as a practitioner,come in to teach my subject’: Identity Work in Part‐Time Art and Design Tutors     

Alison Shreeve 《The International Journal of Art & Design Education》2009,28(2):151-159

This article explores issues of identity as part‐time tutors engage in teaching in further and higher education. It is based on a phenomenographic research approach that examines variation in experience. Based on interviews with 16 creative practitioners who also teach, it draws on the narratives of identity resulting from the interview process. The five possible ways that the relationship between practice and teaching can be experienced can also be associated with five different experiences of identity. The research also draws on case studies more aligned with one category of experience than another, enabling aspects of identity work to be related to the worlds of practice and teaching and to individual histories of participation in these worlds. Factors that help to contribute to particular forms of identity are therefore discussed, as well as the impact that tutor identity can have on the students' learning experience.  相似文献