Qualitatively different ways of differentiating student achievement: a phenomenographic study of academics’ conceptions of grade descriptors     

Kelvin H. K. Tan 《Assessment & Evaluation in Higher Education》2004,29(3):267-282

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Social impact of stimulant treatment for hyperactive children   总被引：2，自引：0，他引：2  

C K Whalen  B Henker 《Journal of learning disabilities》1991,24(4):231-241

Most children diagnosed with ADHD have extensive and enduring problems in the social arena. Despite its limitations, the standard stimulant treatment regimen for children with ADHD is a useful therapeutic modality as well as an heuristic tool for increasing our understanding of both optimal and problematic interpersonal functioning. This article explores the social impact of stimulant treatment, delineating documented improvements, identifying elusive domains and puzzling patterns, and highlighting unintended and potentially undesirable outcomes. Medication-related changes in the behaviors and perceptions of the diagnosed child's adult caretakers are distinguished from those observed in peers, and the need to enhance our understanding of peer cultures is underscored. We present new findings on the effects of stimulant treatment on social cognition and affect, and then discuss the critical need to map the attributional sequelae of any treatment approach. The final sections explore contemporary controversies and improved strategies for balancing the costs, risks, and benefits of stimulant treatment in the service of enhancing interpersonal competence, satisfaction, and harmony.  相似文献   

The Identity of Educational Theories     

K. SIMPSON 《Educational Philosophy and Theory》1982,14(2):51-59

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A nine‐country survey of youth in Europe: selected findings and issues     

William K. Kay  Hans‐Georg Ziebertz 《British Journal of Religious Education》2006,28(2):119-129

A nine‐country survey of the life orientations, values and institutional trust of 8948 young people at the upper end of the secondary school age range was set up at the University of Würzburg in the year 2000. Key findings demonstrate that these young people value personal autonomy and are orientated to success in their professional lives and that they especially trust human rights and environmental groups. Religion is associated positively with humanitarianism and in some countries negatively with modernity. These findings provide an indication of the typical life stances of future opinion‐formers and illustrate methodological issues thrown up by international research.  相似文献   

Think it over     

S. K. Upadhyay 《Resonance》1997,2(1):66-67

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Teacher Beliefs about Adolescent Development: Cultural and organizational impacts on Japanese and US middle school teachers' beliefs     

Gerald K Letendre  Motoko Akiba 《Compare》2001,31(2):187-203

Teacher beliefs can greatly influence the school experiences of young adolescents. In this study, the authors analyze a bi-national survey about teacher beliefs surrounding puberty, adolescence and academic items. The authors find significant differences between Japanese and US teachers of young adolescents with regard to the onset and duration of puberty, adolescence and rebellious attitudes. Items concerning teachers' impact on students reflect a pattern that shows both cultural differences and cross-national trends. The authors discuss the survey results in light of previous qualitative studies of Japanese education, and suggest directions for future research.  相似文献   

Maternal behavior and attachment in low-birth-weight twins and singletons   总被引：1，自引：0，他引：1  

S Goldberg  M Perrotta  K Minde  C Corter 《Child development》1986,57(1):34-46

Early mother-infant interaction and later security of attachment were assessed for 17 pairs of twins, 5 singleton survivors of twin pairs, and 20 singletons, all low-birth-weight preterm infants. Mother and infant behavior during home observations at 6 weeks and 3, 6, and 9 months was rated on scales developed by Ainsworth and Egeland and Brunquell. A, B, and C patterns of behavior in the Strange Situation conformed to the frequencies predicted from prior full-term samples and were not affected by twinship. However, the proportion of B1 and B4 dyads in the B group significantly exceeded that predicted from normative data. Mothers in B2 and B3 dyads were rated more sensitive and responsive than all others at all 4 observations. Contrary to our expectations that mothers in A and C dyads would receive the lowest ratings, this occurred only at 6 weeks. At later observations mothers in B1 and B4 dyads consistently received the lowest ratings. The discussion focuses on possible reasons for this unexpected finding.  相似文献   

The self-report of punitive childhood experiences of young adults and adolescents   总被引：2，自引：0，他引：2  

A M Berger  J F Knutson  J G Mehm  K A Perkins 《Child abuse & neglect》1988,12(2):251-262

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Teacher engagement in core components of an effective,early childhood professional development course: Links to changes in teacher–child interactions     

Amanda P. Williford  Lauren M. Carter  Michelle F. Maier  Bridget K. Hamre  Anne Cash  Robert C. Pianta 《Journal of Early Childhood Teacher Education》2017,38(1):102-118

This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher–child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers’ participation and performance in the course were high on average. Teachers’ skill level in accurately and specifically explaining other teachers’ instances of effective teacher–child interactions was related to improvements in their own observed teacher–child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers’ high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs.  相似文献   

Temporal processing in dyslexia   总被引：1，自引：0，他引：1  

K L Shapiro  N Ogden  F Lind-Blad 《Journal of learning disabilities》1990,23(2):99-107

The temporal processing capabilities of 15 children with dyslexia versus 15 age-matched and 15 reading-matched controls in a word identification task were examined. The hypothesis underlying the present experiment was that word recognition would be inferior in children with dyslexia, relative to controls, when the task demanded the temporal integration (sequencing) of two-syllable words. Such a hypothesis must predict that one-syllable word recognition does not distinguish between these two populations and that these effects cannot be accounted for in terms of eye movement differences. To test this hypothesis, one- and two-syllable words displayed for 100, 300, and 3,000 msec were required to be identified. The results yielded evidence of decreased accuracy of word identification by the children with dyslexia in the two-syllable, 300-msec condition, as predicted. A second experiment was unable to uncover any differences in eye movement behaviors that could account for the effects observed in the first experiment. The results are discussed in terms of potential sequential processing deficits in individuals with dyslexia.  相似文献