Adolescent reasoning in socio-scientific issues,part I: Social cognition     

Reg Fleming 《科学教学研究杂志》1986,23(8):677-687

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Longitudinal Effects of Student Mobility on Three Dimensions of Elementary School Engagement     

Diana H. Gruman  Tracy W. Harachi  Robert D. Abbott  Richard F. Catalano  Charles B. Fleming 《Child development》2008,79(6):1833-1852

Working within the developmental science research framework, this study sought to capture a dynamic and complex view of student mobility. Second‐ through fifth‐grade data (N = 1,003, predominantly Caucasian) were drawn from a longitudinal study, and growth curve analyses allowed for the examination of mobility effects within the context of other factors that put children at risk, including behavior problems and family stress. School changes predicted declines in academic performance and classroom participation but not positive attitude toward school. Time‐varying factors such as peer acceptance and teacher support had a positive influence on the growth trajectories of child outcomes. Additionally, teacher support had a particularly strong influence on positive attitudes toward school among children who had more school changes.  相似文献   

AGING ISSUES IN SOCIAL STUDIES TEXTBOOKS     

Dan B. Fleming  William J. McAuley 《Educational gerontology》2013,39(5):375-385

The treatment of four issues related to aging was examined in this study: Social Security, civil rights, political power, and population trends in 19 secondary schools’ U.S. history and government textbooks. In these texts, only Social Security was given adequate treatment. The weakest area was “population trends.” The study concluded that for such a vital topic the coverage of aging issues in secondary textbooks was generally weak and insufficient. We recommend that the role of the aged throughout U.S. history should be addressed and that the rapid changes in demographics, particularly the “graying” of our population, should not be ignored in either history or government textbooks. Even with an expansion in texts of the four topics above, teachers will have to rely on supplementary materials as their primary sources of information.  相似文献   

The expanded developmental periphery: framing the institutional role of university continuing education units     

Josephine Fleming 《International Journal of Lifelong Education》2013,32(3):335-352

This article argues that Burton Clark’s notion of the expanded developmental periphery provides a useful conceptual framework for examining the differing relationships between continuing and professional education units and the institutional core of traditional research universities. The intent is to examine how Clark’s notion offers a means to detect and analyse factors that assist in empowering some units and, conversely, those that are disempowering and lead to a perception of marginalisation in others. The article begins by examining differing perspectives in the literature on the relationship between continuing and professional education units and the university core. It then revisits Clark’s work on entrepreneurial universities before focussing on just one of the five transforming elements that Clark argues underscore the success of entrepreneurial universities—the expanded developmental periphery. The article explains how this notion was developed into a conceptual framework and was used in my own research examining the contribution that three continuing and professional education units made to their universities in Washington DC, Hong Kong and Sydney. I have used Clark’s notion as a diagnostic tool, which may have a wider application for examining relationships between the institutional core and its periphery.  相似文献   

A NOTABLE EXPERIMENT IN RELIGIOUS EDUCATION IN INDIA     

D. J. Fleming M. A. 《Religious education (Chicago, Ill.)》2013,108(2)

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Indigenous knowledge and science in a globalized age     

Jagadish Regmi  Michelle Fleming 《Cultural Studies of Science Education》2012,7(2):479-484

This forum explores and expands on Ben-Zvi Assaraf, Eshach, Orion, and Alamour’s article titled “Cultural Differences and Students’ Spontaneous Models of the Water Cycle: A Case Study of Jewish and Bedouin Children in Israel” by examining how indigenous knowledge is appropriated in science classrooms; how students from indigenous students’ experiences are more complex than many non-indigenous students; and how science and globalization complicates the preservation of indigenous knowledge. In this forum we suggest that research on indigenous knowledge be examined through the lens of the locally situated contexts and the extent to which globalization hinders this kind of knowledge in the name of value neutral scientific knowledge. We finally suggest that research in indigenous communities has to be more intentional and respectful, and teachers need to rethink how useful and meaningful science learning can be for indigenous students.  相似文献   

Learning Resources     

Stephen Fleming 《Educational gerontology》2013,39(1):99-106

This article presents labor‐force tends that show certain geographic areas, such as Kentucky, Sweden, and Japan, experiencing very limited labor‐force growth and a heavier reliance on older workers because of declining younger‐age populations. The authors discuss these declines and other factors such as participation rates of women and older people in the labor force, retirement incentives of income‐support programs, and educational and training needs. Based on the data and trends presented, this article advocates for research and policy options to be studied in relation to this information if we are to respond effectively to an aging labor force.  相似文献   

Business Monitor Online     

Greg Fleming 《Journal of Business & Finance Librarianship》2013,18(3):287-290

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Erratum to: How early maternal separation and juvenile experience with pups affect maternal behavior and emotionality in adult postpartum rats     

Stephanie L. Rees  Alison S. Fleming 《Learning & behavior》2002,30(1):66-66

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THE EFFECT OF CLINICAL GERIATRIC TRAINING ON NURSES’ DREAM CONTENT     

S. J. Fleming  R. E. Fancher 《Educational gerontology》2013,39(1):69-76

The dream imagery of 30 first‐year student nurses was monitored by self‐report questionnaires before and during their first clinical placements. Students randomly assigned to the geriatric group (N = 14) trained on a ward in a large metropolitan geriatric hospital. The remaining students (N = 16) were assigned to the medical‐surgical ward of a general hospital where exposure to dying is infrequent (the general clinical group). Analyses revealed no significant differences between the geriatric group and the general clinical group on death association and death symbolism content of their reported dreams. However, in contrast to the general clinical group, the geriatric group reported a significantly greater number of dream images associated with old age (geriatric association) in anticipation of their clinical experience. In addition, there was a significant decrease in geriatric associations for this group during the period of internship in the geriatric hospital.  相似文献