Memorial     

J.V. Merricic  Robert Briggs  William Sellers  Coleman Sellers  Wm.B. Le Van  James Moore  Samuel Hart  Thomas Shaw 《Journal of The Franklin Institute》1867,84(2):135-137

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Plain directions for obtaining photographic pictures by the calotype and Energiatype; also,upon albumenized paper and glass,by collodion and albumen, &c., &c     

A. Hart 《Journal of The Franklin Institute》1838,26(1):72

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An Introduction to the Multiple Journal Series Honoring the 25th Anniversary of the United Nations Convention on the Rights of the Child     

Stuart Hart  Caven S. McLoughlin 《Journal of educational and psychological consultation》2014,24(1):6-9

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Assessing alumni success: income is NOT the only outcome!     

Amber D. Dumford  Angie L. Miller 《Assessment & Evaluation in Higher Education》2017,42(2):195-207

Institutions may be interested in using alumni career success as evidence of institutional effectiveness, but the current study suggests that using income as the sole outcome may not be entirely capturing the occupational experience of graduates. Utilising data from the Strategic National Arts Alumni Project, exploratory and confirmatory factor analysis indicated that there are two distinct components of job satisfaction for arts graduates: intrinsic satisfaction and extrinsic satisfaction. The results of ordinary least squares regression analyses for these two factors provide some relationships concerning demographic and occupational characteristics with these two areas of satisfaction. In considering overall job satisfaction, intrinsic satisfaction may play a larger role in how alumni perceive their career outcomes and success.  相似文献   

关于林产化工专业本科创新人才培养的探讨     

杨俊  韩春蕊  蒋建新 《中国现代教育装备》2011,(23):119-120,129

随着交叉学科的渗入,教学对林化专业学生知识背景和能力提出了新的要求。从本专业教学改革、提高本科生科研素养、生产实践和课程设计等方面探讨了对创新人才培养的作用。在新的历史时期下,要更新教育理念,强化教学实践环节,鼓励和引导学生参加科技创新实验,提高创新能力。  相似文献   

Why are Older Faculty Members More Accepting of Students with Attention‐deficit Hyperactivity Disorder? A Life‐course Interpretation     

Tom Buchanan  Matt St. Charles  Michelle Rigler  Charles Hart 《International Journal of Disability, Development & Education》2010,57(4):351-369

The presence of university students in the United States with disabilities is not a new phenomenon. However, little is known about the attitudes of university faculty concerning less visible disabilities such as attention‐deficit hyperactivity disorder (ADHD). Using a sample of faculty at a university in the United States (n = 136), the impact of age on faculty’s acceptance of ADHD was examined. Results indicated a higher percentage of older faculty members, compared with middle‐aged and younger faculty, selected ADHD as a condition worthy of special instructional accommodations. Irrespective of age of the respondents, ADHD had the lowest acceptance as a condition deserving special accommodations. Finally, fewer middle‐aged and older faculty attributed difficulties experienced by a student with ADHD symptoms to “bad” character, a lack of discipline or a lack of motivation. These findings suggest more emphasis should be placed on disability‐related education and training for faculty members during early stages of their careers.  相似文献   

Aversive parenting in China: associations with child physical and relational aggression     

Nelson DA  Hart CH  Yang C  Olsen JA  Jin S 《Child development》2006,77(3):554-572

This study assessed the combined and differential contributions of Chinese mothers and fathers (in terms of spouse-reported physically coercive and psychologically controlling parenting) to the development of peer-reported physical and relational aggression in their preschool-age children (mean age of 5 years). Results of the two-group (boys and girls) latent sum and difference structural equation model showed that combined parenting effects were slightly more prevalent than differential effects in predicting aggression. Furthermore, physical coercion was predictive of aggression in boys whereas psychological control was primarily associated with aggression in girls. Findings extend our understanding of relational aggression and the meaning of aversive parenting, particularly within the Chinese cultural context.  相似文献   

Who uses a means-tested scholarship,and what do they choose?     

David Figlio  Cassandra M.D. Hart  Molly Metzger 《Economics of Education Review》2010

This paper provides detailed evidence regarding the nature of selection into a school voucher system. We use micro-data on scholarship applications matched with state student-level records on test scores, schools attended, and demographic background characteristics to describe the attributes of students who choose to participate in Florida's Corporate Tax Credit Scholarship Program, a means-tested scholarship program that is the largest of its type in the United States. We find evidence that those who choose to participate in the program tend to be lower-performing students from poorly performing schools, and that students of different backgrounds tend to choose different types of private schools. Students participating in the program tend to select schools that have more white students and fewer minority students, regardless of student race.  相似文献   

Looking through the lens of a teacher's life: The power of prototypical stories in understanding teachers' instructional decisions in mathematics     

Janet Hart Frost 《Teaching and Teacher Education》2010

The focus of this narrative inquiry was to examine how teachers describe influences on their instructional decisions in mathematics. Using a lens provided by pivotal or prototypical stories teachers told about their past experiences, connections were suggested between these past experiences and their instructional decisions. These connections helped to illustrate how instructional decisions may be shaped by priorities and beliefs established earlier in life, as well as by current contexts. Further research on the use and characteristics of prototypical stories is suggested.  相似文献   

In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms     

Nanho Vander Hart  Paula Fitzpatrick  Cathryn Cortesa 《Reading and writing》2010,23(6):673-699

The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of students was also evaluated to assess the impact of the instructional practices observed. The findings suggest that even though teachers employ a number of effective strategies, there is room for improvement in implementing effective, research-approved handwriting instruction. In particular, daily, explicit instruction, writing for fluency, writing from memory, and use of self-evaluation are areas that need improvement. Results indicate that the lack of emphasis on these practices impacted the quality of teaching and learning of handwriting skills. Future research is needed on the impact of teacher training, use of an assessment tool that objectively assesses students’ handwriting, use of reading and handwriting curriculum that complement and reinforce one another, and the effectiveness of research-based strategies in practice.  相似文献