Comte and the fortunes of positivism     

Bernadette Bensaude-Vincent 《Metascience》2011,20(3):477-479

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Library services for external postgraduate and overseas students     

Tony Cavanagh  Bernadette Cavanagh 《Distance Education》1994,15(1):112-127

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ONE MARRIAGE -- TWO DIVORCES: INTERNATIONAL COMPARISON OF GENDER DIFFERENCES IN ATTITUDES     

Hayes  Bernadette C. 《Int. Journal of Public Opinion Research》1994,6(1):13-34

This study examines the impact of gender on attitudes towardsmarriage and divorce in the United States, Great Britain, WestGermany, Austria, the Netherlands, Italy, and Ireland. The resultssuggest a basic similarity in attitudes across nations and genderdifferences only in relation to divorce attitudes. For theseseven countries at least, while gender is an important factorin explaining attitudes towards divorce, it has no significantimpact in relation to marriage attitudes.  相似文献   

A commentary on national child maltreatment surveillance systems: Examples of progress     

Majid A. AlEissa  John D. Fluke  Bernard Gerbaka  Lutz Goldbeck  Jenny Gray  Nicole Hunter  Bernadette Madrid  Bert Van Puyenbroeck  Ian Richards  Lil Tonmyr 《Child abuse & neglect》2009,33(11):809-814

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A child-centred approach to genre     

Bernadette Fitzgerald 《English in Education》1992,26(2):28-33

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Class and ethnic differences in the responsiveness of preschool children to cognitive demands     

M E Hertzig  H G Birch  A Thomas  O A Mendez 《Monographs of the Society for Research in Child Development》1968,33(1):1-69

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Multilingual primary classrooms: an investigation of first year teachers’ learning and responsive teaching     

Wasyl Cajkler  Bernadette Hall 《欧洲师范教育杂志》2012,35(2):213-228

This article draws on the analysis of 26 interviews with newly qualified primary teachers (NQTs) in one multilingual city in England, towards the end of their induction year. Interview analysis focused on three themes: developments in pedagogic practice, collaboration with colleagues, resolutions for change or development. Detailed thematic analysis confirmed that NQTs were engaged in reflection about how to respond to diversity, in some cases building on awareness raised in teacher education. Learning on the job was a frequent theme but five respondents still expressed lack of confidence about their approaches. Twenty-one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual. Implications of the study are that both teacher education and educational research programmes need to give further time to the study and development of linguistically responsive forms of teaching.  相似文献   

Natural mentors, racial identity, and educational attainment among african american adolescents: exploring pathways to success     

Hurd NM  Sánchez B  Zimmerman MA  Caldwell CH 《Child development》2012,83(4):1196-1212

The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed.  相似文献   

Support of the collaborative inquiry learning process: influence of support on task and team regulation     

Nadira Saab  Wouter van Joolingen  Bernadette van Hout-Wolters 《Metacognition and Learning》2012,7(1):7-23

Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation, team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition, students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover, in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning results.  相似文献   

A Theatrical Solution to the Problems of Summer Day-Camp Groups in an Urban Museum     

Wendy Aibel-Weiss  Bernadette Brown 《Curator: The Museum Journal》1979,22(4):271-280

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