Factors contributing to preservice teachers' management of children's problem behaviors     

Bruce Cunningham  Alan Sugawara 《Psychology in the schools》1989,26(4):370-379

The purpose of this study was to assess factors that contribute to preservice teachers' choice of a helping or a restrictive strategy to manage social immaturity and social defiance behaviors among children. Levels of tolerance, opinions as to the causes of behavior, perceptions of adverse effects or costs of problem behaviors, and choice of strategy were measured in response to hypothetical samples of problem behavior. Regression analyses indicated that the costs of problem behavior significantly predicted the type of strategy that would be chosen. Training preservice teachers to manage these costs was the main implication for teacher training programs.  相似文献   

Children's heart rate reactivity responses to three school tasks     

Christopher F. Sharpley  Geraldine M. Parsons  Helen Tillinh 《Psychology in the schools》1989,26(4):411-414

The effects of three routine classroom tasks upon heart rate reactivity were investigated with a sample of 30 typical fifth-grade children. Instructions for a mental arithmetic task, the mental arithmetic task itself, and silent reading were administered under standardized conditions, with a reward being offered for performance on the mental arithmetic task to enhance competition. Heart rate was individually monitored each second during these tasks, and data were collected on mental arithmetic performance and reading ability. Results indicated that some children showed large increases in their heart rates during the three tasks, and that these children should be considered as at-risk in terms of their cardiac health.  相似文献   

Dispelling myths through systematic follow‐up of teacher education graduates     

Melvin G. Villeme  Bruce W. Hall 《The Teacher Educator》2013,48(4):34-38

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Appropriate experiences for the gifted science student     

Bruce M. Mitchell 《Roeper Review》2013,35(4):7-10

Gifted/talented education is slowly expanding as more funds for programs are provided by states and more universities off er graduate programs.  相似文献   

Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills     

Puranik CS  Lonigan CJ 《Early childhood research quarterly》2012,27(2):284-294

The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children's emergent literacy skills including alphabet knowledge and spelling. In study 1, a range of emergent literacy tasks was administered to 296 preschool children aged 4-5 years. The more advanced name writers outperformed the less advanced name writers on all emergent literacy measures. Furthermore, children with longer names did not show superior performance compared to children with shorter names. In study 2, four measures of alphabet knowledge and spelling were administered to 104 preschool children. Once again, the more advanced name writers outperformed the less advanced name writers on the alphabet knowledge and spelling measures. Results indicated that having longer names did not translate into an advantage on the alphabet knowledge and spelling tasks. Name writing proficiency, not length of name appears to be associated with preschool children's developing emergent literacy skills. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling.  相似文献   

In Defense of the Lecture     

Bruce Kyle 《College Teaching》2013,61(4)

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The Ideology of Political Science     

Bruce Heiden 《Academic Questions》2013,26(2):199-207

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FROM THE EDITOR     

Christopher Millson-Martula 《College & Undergraduate Libraries》2013,20(4):1-2

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German town revolts and the seventeenth‐century crisis∗     

Christopher R. Friedrichs 《Culture, Theory & Critique》2013,54(1):27-51

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Curriculum Design and Epistemic Ascent     

Christopher Winch 《Journal of Philosophy of Education》2013,47(1):128-146

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know‐how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds of know‐how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples.  相似文献