Observational studies about novices interacting in a Prolog environment based on tools     

Maria Cecilia Calani Baranauskas 《Instructional Science》1995,23(1-3):89-109

This paper examines the general issues related to the interaction of novices in a Prolog environment based on tools to support both the operational and the declarative aspects of the language. The tools are based on graphical representations for the Prolog program and for Prolog execution of programs. This research aims to investigate how students come to understand and integrate these different views of Prolog and how the tools affect their understanding of the language.Observations conducted during this study show that the novices had an initial conceptual model of the virtual machine. Such models guided their interpretation of the Prolog program and of the behavior of the machine. Their misunderstandings may be interpreted as having resulted from their current models. These models evolved during their interaction within the environment. The type of feedback created by the tools provided changes in the students perspective related to the knowledge being represented (program) and the interlocutor in the process (virtual machine), which led them to the construction of the conceptual model of the language.  相似文献   

Potential conflicts between ownership rights and environmental protection: Swedish undergraduate students’ views     

Tomas Torbjörnsson  Cecilia Lundholm 《Environmental Education Research》2019,25(12):1790-1803

Abstract

This study examines the perspectives of Swedish undergraduate students regarding potential conflicts between ownership rights and environmental protection. Conceptions of ‘ownership’ are relevant in relation to the environment and environmental protection as they can highlight a more transboundary relationship between the individual/society and nature. Students studying economics, law and political science were chosen because of their potential future transformative roles as decision makers and policy makers. Content analysis was employed to examine the written responses of 747 students from seven different universities to the open-ended survey question: Can ownership rights and environmental protection come into conflict? Students’ responses were measured twice: at the very beginning of the first semester and then again at the end of the semester. The results show that students expressed a dominant view of ownership in terms of individual ownership, and associations to collective ownership were largely absent. In regards to the potential conflict between ownership rights and environmental protection, most students perceived such a conflict, and it was more common for the environment to be conceptualised as the losing party rather than the landowner. More research is needed regarding how teaching and instruction can deal with the potential conflicts between ownership (private/corporate/governmental) and environmental protection.  相似文献   

Moral development in a violent society: Colombian children's judgments in the context of survival and revenge     

Posada R  Wainryb C 《Child development》2008,79(4):882-898

Ninety-six Colombian children (mean age = 7.7 years) and adolescents (mean age = 14.6 years) made judgments about stealing and physical harm in the abstract and in the context of survival and revenge. All participants judged it wrong to steal or hurt others because of considerations with justice and welfare, and most also judged it wrong to engage in such actions even when they can aid in survival. Their judgments in the context of revenge were more mixed, with a sizable proportion endorsing stealing and hurting in that condition. Furthermore, the majority expected that people would steal and hurt others in most situations. Significant age differences were also found. The consequences of political violence for moral development are discussed.  相似文献   

Cultural‐competence considerations for contemporary school‐based threat assessment     

Meagan D. O&#x;Malley  Leora Wolf‐Prusan  Cecilia Lima Rodriguez  Randy Xiong  Mary Rose Swarts 《Psychology in the schools》2019,56(2):255-275

Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided.  相似文献   

The Adult Parental Acceptance–Rejection Questionnaire: A Cross-Cultural Comparison of Italian and American Short Forms     

Vincenzo Paolo Senese  Dario Bacchini  Maria C. Miranda  Cecilia Aurino  Fortuna Somma  Giuseppina Amato 《Parenting, science and practice》2016,16(4):219-236

Objective. The aims of this article were to test the measurement invariance of the Italian and American versions of the Adult Parental Acceptance–Rejection Questionnaire and to compare adults’ remembrances of parental acceptance–rejection across the two nations. Design. The Adult Parental Acceptance–Rejection Questionnaire was administered to 564 Italian adults (M = 23.04 years) and 509 U.S. American adults (M = 22.09 years), matched by gender and age. The measurement invariance of the Parental Acceptance–Rejection Questionnaire was first established by means of multi-group confirmatory factor analyses. Results. The Parental Acceptance–Rejection Questionnaire is fully invariant across the two cultures, and adults organize their remembrances of mothers’ and fathers’ parenting around the same four classes of behavior in both nations. Italian and American adults tend to remember their parents as having been quite loving, with Italian parents being remembered as slightly less warm and more hostile than American parents. Conclusions. The full invariance of the Parental Acceptance–Rejection Questionnaire across the two populations represents additional strong evidence for the universality of interpersonal acceptance–rejection theory. Measurement invariance also confirmed that the Adult Parental Acceptance–Rejection Questionnaire (short form) can be used to measure adult remembrances of parental acceptance–rejection across these two populations.  相似文献   

In Pursuit of a Connected Way of Knowing: The Case of One Mathematics Teacher     

Cecilia Agudelo-Valderrama  Diana Martínez 《International Journal of Science and Mathematics Education》2016,14(4):719-737

In this paper, we offer illustrations of a mathematics teacher’s difficulties with content knowledge when trying to find connections between school mathematics and science; we do so by describing the development of this teacher’s thinking and learning in her pursuit of connections between the concepts of slope of a line and density of matter. The paper is based on a sub-study that is part of a larger Colombian project, PROMESA (Creating Science and Mathematics Connected Learning Experiences that Open Opportunities for the Promotion of Algebraic Reasoning), which incorporated a Professional Learning Programme (PLP) seeking to integrate school science and mathematics teachers into working teams, in order to create science and mathematics connected learning experiences that considered the promotion of algebraic reasoning. The ‘challenging questions’ that emerged for this teacher, during the workshops of the induction stage of the PLP, became the driving force for her continued engagement in learning mathematics content in a connected way, as opposed to the compartmentalised content-item thinking that she had experienced as a school student. We provide illustrations of first steps in the development of a teacher’s mathematical understanding, which can support growth of mathematical knowledge for teaching.  相似文献   

The public returns to public educational investments in African-American males     

Henry M. Levin  Clive Belfield  Peter Muennig  Cecilia Rouse 《Economics of Education Review》2007,26(6):699

This paper calculates the public savings (financial benefits) from greater public investments in the education of African-American males. Over one-fifth of each age cohort of black males in US is not a high school graduate. We identify five interventions that would—based on credible research—increase the graduation rate; we also report the public cost of each intervention. We then calculate the lifetime public benefits in terms of increased tax revenues and lower spending on health and crime. In present values, for a black male aged 20, these public benefits amount to $256,700 per new graduate and the median intervention would cost only $90,700. The benefit/cost ratio is 2.83. Simply equating the high school graduation rate of black males with that of white males would yield public savings of $3.98 billion for each age cohort. These results suggest that increased investments in education for black males at risk of dropping out of high school should be an economic priority.  相似文献   

Letter to the editor     

Cecilia Gordon 《Children‘s Literature in Education》1985,16(4):249-249

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Extending reading outside the curriculum in the early years     

Cecilia Obrist 《Literacy》1984,18(3):160-167

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Basic education in the twenty-first century and the challenges for secondary education     

Cecilia Braslavsky 《Prospects》2001,31(1):3-6

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