Why Delay Kindergarten Entry? A Qualitative Study of Mothers' Decisions     

Andrea M. Noel  Joan Newman 《Early education and development》2003,14(4):479-498

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Academic Functioning and Peer Influences: A Short‐Term Longitudinal Study of Network–Behavior Dynamics in Middle Adolescence          下载免费PDF全文

J. Ashwin Rambaran  Andrea Hopmeyer  David Schwartz  Christian Steglich  Daryaneh Badaly  René Veenstra 《Child development》2017,88(2):523-543

In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14–15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness. Friendships were formed and maintained when adolescents had low levels of achievement or high levels of truancy. Friends influenced one another to increase rather than decrease in achievement and truancy. Moreover, friends’ popularity moderated peer influences in truancy in reciprocal friendships but not in unilateral friendships, whereas friends’ acceptance moderated peer influences in achievement in both unilateral and reciprocal friendships. The findings illustrate the dynamic interplay between peer effects and academic functioning.  相似文献   

成吉思汗在西南的后裔     

东人达 《内蒙古大学学报(人文社会科学版)》2004,36(1):21-25

在我国西南的云南、贵州、四川、重庆，生活着近7万名蒙古族民众，其中成吉思汗所属的奇渥温部后裔约占半数以上。几百年来，在对西南环境的适应过程中，他们形成了以山区农业为主的经济生活，原来的游牧化也随之发生了变化。但是，他们通过家谱、墓碑、口授的方式，传承着家族的历史和自己作为蒙古人的执信念。西南蒙古族具有明显的民族特征，其中内涵着宝贵的民族人资源。  相似文献   

Job change in later life: A process of marginalization?     

Martin Nekola  Andrea Principi  Michal Švarc  Markéta Nekolová  Deborah Smeaton 《Educational gerontology》2018,44(7):403-415

Adopting a longitudinal approach, this article examines downward occupational mobility (DOM) later in working life and its effects on job satisfaction and perceptions of working conditions of older workers in Europe. The main aim was to test whether the risk that workers will be negatively impacted and marginalized in the labor market due to demotion into lower quality jobs is offset by benefits. Based on an ordinal logistic regression of merged Survey of Health, Ageing and Retirement in Europe and English Longitudinal Study of Ageing datasets, the study found a positive significant impact of DOM on overall job satisfaction. Moreover, DOM was associated with a statistically significant reduction in workload pressure, although it did increase physical work demand. This article adds to the literature on marginalization of workers with indications that the lower income and status associated with DOM at older ages may have offsetting benefits.  相似文献   

Poetry   总被引：1，自引：0，他引：1  

Rachel Theilheimer  Andrea Clarke 《Early Childhood Education Journal》1991,19(2):35-36

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Contexts for questioning: two zones of teaching and learning in undergraduate science     

Helena Pedrosa-de-Jesus  Betina da Silva Lopes  Aurora Moreira  Mike Watts 《Higher Education》2012,64(4):557-571

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Learning in multiple contexts: are there intra-, cross- and transcontextual effects on the learner’s motivation and help seeking?     

Jean-Luc Gurtner  Alida Gulfi  Philippe A. Genoud  Bernardo de Rocha Trindade  Jér?me Schumacher 《European Journal of Psychology of Education - EJPE》2012,27(2):213-225

In Germany, Austria and Switzerland, the majority of 15?C19-year olds follow vocational education programmes within a dual-track system, spending most of their time in a company and going to school only 1?day each week. With their separate aims, content and sociological organisation, the company and the school can be considered as two distinct contexts within which apprentices have to acquire the various skills and competencies of their future occupation. In this paper, the development of apprentices?? learning intentions and motivation to learn, subjective competence, perceived utility of what is learned and estimated learning place attractiveness (study 1) as well as their readiness to seek help in these different contexts over the year of training (study 2) is analysed using both longitudinal and cross-sectional data. The findings show significant differences in apprentices?? motivation, their beliefs and their readiness to seek help in the different contexts throughout the training. Moderate (cross-different contexts, same time) as well as transcontextual (different contexts, different times) influences can also be seen. These results emphasise the importance of a careful delimitation of contexts when studying the impact of contextual factors on learners?? motivation and behaviours; they also suggest that motivation within one of these contexts can indirectly affect the learner??s motivation within another of these contexts. It is therefore likely that, by using these various dynamics appropriately, educators might temporarily sustain learners?? motivation in an unappreciated context by having recourse to a better accepted one.  相似文献   

Young learners: mapping the beliefs and practices of preschool teachers in relation to early literacy development     

Robert Brown  Janet Scull  Andrea Nolan  Bridie Raban  Jan Deans 《The Australian Educational Researcher》2012,39(3):313-331

This paper introduces the Young Learners?? Project, which is a large scale longitudinal study that aims to identify a number of factors associated with positive outcomes in literacy in the first year of school: the role of the preschool teacher, home life and child characteristics. In particular, it presents the design of one sub-study within the larger project that is focusing on the beliefs, theoretical constructs and literacy practices of 25 preschool teachers. The paper deliberates the methodological choices of a group of researchers who set out to represent in diverse ways, and for diverse purposes, the layered meanings inherent in preschool teachers?? beliefs and practices in relation to early literacy development. In particular, through reference to illustrative extracts of a single case analysis, the paper explores the possibilities and complexities of adopting mixed methods and in doing so, responds to a call for researchers to make explicit the purposes and challenges of case study methodologies.  相似文献   

Elementary Teachers’ Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science     

Andrea R. Milner  Toni A. Sondergeld  Abdulkadir Demir  Carla C. Johnson  Charlene M. Czerniak 《Journal of Science Teacher Education》2012,23(2):111-132

The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as a result of NCLB. Implications for elementary science education reform and policy are discussed.  相似文献   

Quality Assurance in an International Higher Education Area: A summary of a case-study approach and comparative analysis     

Bernhard  Andrea 《Tertiary Education and Management》2012,18(2):153-169

Tertiary Education and Management - Transparency and comparability of higher education institutions especially in terms of their academic programmes and research activities are important issues for...  相似文献