Strategic intentions for professionals in world-class schools     

Brian J. Caldwell 《Prospects》2000,30(2):189-200

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The Church and International Relations     

Edward Caldwell Moore LL.D. 《Religious education (Chicago, Ill.)》2013,108(5):243-248

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San Diego Marathon; Wimbledon, 1981     

S. F. Caldwell 《Quest (Human Kinetics)》2013,65(2)

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Scenarios for Leadership and Abandonment in the Transformation of Schools     

Brian J. Caldwell 《School Effectiveness & School Improvement》2013,24(4):475-499

Starting from developments at the turn of the century, this article describes how events in the early years of the new millennium lead to quite different outcomes for schools. Decisions in the next 5 years will determine which shall prevail. Scenarios are tested against a view of 'world class schools' that calls for a balance of enduring values in the classical formulation of liberty, equality and fraternity, the realisation of which depends on two contemporary values of efficiency and economic growth. Domains for leadership to 2020 and beyond are described. Peter Drucker's challenge to see 'abandonment' as an aspect of leadership is taken up.  相似文献   

On Teaching     

S. F. Caldwell 《The Educational forum》2013,77(2)

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Three Ice Skaters     

S F Caldwell 《Quest (Human Kinetics)》2013,65(2)

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Earle L. Lipton: March 4, 1926--August 24, 1965     

J B Richmond  B M Caldwell 《Child development》1966,37(2):229-231

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The Challenges of Designing and Implementing a Doctoral Student Mentoring Program     

Karri A. Holley  Mary Lee Caldwell 《Innovative Higher Education》2012,37(3):243-253

The relationship between doctoral students and faculty members has been identified as a key component of a successful graduate school experience. In this article, we consider the challenges inherent in designing and implementing a formal doctoral student mentoring program. By bringing together students, peer mentors, and faculty mentors, the program sought to introduce a team-based platform to facilitate student success. We specifically consider how program components might be scaled up across the institution, providing both a personal and supportive relationship for participants as well as an information resource for the broader student population.  相似文献   

Human cumulative culture in the laboratory: Effects of (micro) population size     

Christine A. Caldwell  Ailsa E. Millen 《Learning & behavior》2010,38(3):310-318

Traditionally, experiments on social learning (in both humans and nonhumans) involve dyads, with an experimenter or experimenter-trained conspecific serving as the demonstrator and the participant as the observer. But social learning in nature often involves multiple potential models, and the models themselves were once learners. We discuss our studies of social learning by adult humans in interactive group settings in the absence of formal demonstrations by experimenters, which tracked transmission over multiple learner generations. In these experiments, we found evidence for cumulative learning over generations. This has allowed us to manipulate learning conditions in order to test hypotheses regarding the necessary conditions for cumulative culture. We also report results from a further experiment using similar methods, which compared conditions of varying cohort size. Participants were given the task to build a paper airplane to fly as far as possible. Contrary to expectations, there was no advantage for larger cohort sizes, in terms of the cumulative effects observed.  相似文献   

Reciprocal influences among relational self-views, social disengagement, and peer stress during early adolescence     

Caldwell MS  Rudolph KD  Troop-Gordon W  Kim DY 《Child development》2004,75(4):1140-1154

This study examined reciprocal-influence models of the association between relational self-views and peer stress during early adolescence. The first model posited that adolescents with negative self-views disengage from peers, creating stress in their relationships. The second model posited that exposure to peer stress fosters social disengagement, which elicits negative self-views. Participants were 605 early adolescents (M age = 11.7). As part of a 3-wave longitudinal study adolescents reported on self-views and stress, and teachers reported on social disengagement. As hypothesized, negative self-views predicted social disengagement, which contributed to peer stress. Stress predicted subsequent disengagement and negative self-views. These findings suggest that adolescents and their environments participate in reciprocal-influence processes that account for cross-temporal continuity in personal attributes of youth and their social experiences.  相似文献