Strategic Use of Marketing for a Targeted Constituent Group     

Julie B. Todaro 《Public Services Quarterly》2016,12(3):257-262

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Chinese and Canadian Children's Evaluations of Lying and Truth Telling: Similarities and Dfferences in the Context of pro-and Antisocial Behaviors     

Kang Lee  Catherine Ann Cameron  Fen Xu  Genyao Fu And  Julie Board 《Child development》1997,68(5):924-934

The present study compared Chinese and Canadian children's moral evaluations of lie and truth telling in situations involving pro- and antisocial behaviors. Seven-, 9-, and 11-year-old Chinese and canadian children were presented 4 brief stories. Two stories involved a child who intentionally carried out a good deed, and the other2 stories involved a child who intentionally carried out a bad deed. When story characters were questioned by a teacher as to who had committed the deed, they either lied or told the truth. Children were asked to evaluate the story characters' deeds and their verbal statements. Overall, Chinese children rated truth telling less positively and lie telling more positively in prosocial settings than Canadian children, indicating that the emphasis on self-effacement and modesty in Chinese culture overrides Chinese children's evaluations of lying in some situations. Both Chinese and canadian children rated trugh telling positively and lie telling negatively in antisocial situations, reflecting the emphasis in both cultures on the distinction between misdeed and truth/lie telling. The findings of the present study suggest that, in the realm of lying and truth telling, a close relation between sociocultural practices and moral judgment exists. Specific social and cultural norms have an impact on children's developing moral judgments, which in turn, are modified by age and experience in a particular culture.  相似文献   

Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(2):i-iv

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Channel One Revisited: Prospective Teachers and the Role of American Higher Education     

A. J. Angulo  Susan K. Green 《Innovative Higher Education》2007,32(2):105-112

This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective of prospective teachers and post-secondary education. A. J. Angulo  is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University. His research interests include history of education, technology and education, and student rights. Susan K. Green  is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues in education.  相似文献   

Early childhood teacher education: the case of geometry     

Douglas H. Clements  Julie Sarama 《Journal of Mathematics Teacher Education》2011,14(2):133-148

For early childhood, the domain of geometry and spatial reasoning is an important area of mathematics learning. Unfortunately, geometry and spatial thinking are often ignored or minimized in early education. We build a case for the importance of geometry and spatial thinking, review research on professional development for these teachers, and describe a series of research and development projects based on this body of knowledge. We conclude that research-based models hold the potential to make a significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of their teachers.  相似文献   

Informal learning: Student achievement and motivation in science through museum-based learning     

Julie A. Holmes 《Learning Environments Research》2011,14(3):263-277

This study examined changes in student motivation and achievement in science during a visit to a university children’s science museum. The study was based on the pretest–posttest control comparison group design with four treatment groups: control, exhibit, lesson and exhibit/lesson. The sample consisted of 228 sixth-grade students from a Louisiana public school who were randomly assigned to one of the four experimental groups. Pretest, posttest and delayed posttest measures of intrinsic motivation and achievement in science were obtained using the Children’s Academic Intrinsic Motivation Inventory and an achievement test written to measure areas of science incorporated in the museum exhibits. The data were analysed using a one-way ANOVA, dependent t tests and Pearson r. Significant differences were found within groups for (1) the lesson group in motivation and (2) the exhibit group in achievement from pretest to posttest and from posttest to delayed posttest. A significant relationship between level of motivation and science achievement was revealed for the exhibit group on the delayed posttest. There were no other significant findings to support that the treatment led to any long-term effects on motivation or achievement within any of the four experimental groups.  相似文献   

Public school size and Hispanic student achievement in Texas: a 5-year analysis     

Pamela Zoda  John R. Slate  Julie P. Combs 《Educational Research for Policy and Practice》2011,10(3):171-188

In this study, the researchers examined 5 years of Texas statewide data concerning elementary school size and Hispanic student performance on three state-mandated assessments in reading, mathematics, and writing. For each year of data analyzed here, student data from more than 1,200 elementary schools. After collapsing elementary schools into three sizes (i.e., very small <400 students; small 400–799 students; and large 800–1,199 students), multivariate statistical procedures revealed the presence of statistically significant differences in Hispanic student performance in reading, mathematics, and writing across all 5 years of data analyzed. In almost every analysis, Hispanic students in large elementary schools outperformed Hispanic students in very small elementary schools in reading, mathematics, and in writing. As such, our findings are in disagreement with other studies. Implications are discussed.  相似文献   

Voxer: a Digital Messaging Tool     

Tim Green 《TechTrends》2016,60(3):299-302

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Web & Wild     

J. Myron Atkin  Jeremy Kilpatrick  Julie A. Bianchini  Jenifer V. Helms  Nicole I. Holthuis 《TechTrends》2001,45(6):52-52

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What Can Be Learned from Something's Not Being Named     

William E. Merriman  John M. Marazita  Lorna H. Jarvis  Julie A. Evey-Burkey  Michael Biggins 《Child development》1995,66(6):1890-1908

A new word-learning phenomenon is demonstrated and a new word-learning principle is proposed to account for it. In Study 1, 60 3-year-olds were shown a pair of objects and heard a novel label used repeatedly for one, but not for the other. In a forced-choice test of generalization of the label, the latter object was selected less often by the children than one that had not been present during training. This so-called Nominal Passover Effect was the same whether the speaker had completely ignored the comparison object during training or had referred to it with pronouns. The performance of a no-word control group ( N = 24) indicated that the effect was not due to a preference for the less exposed of the two choice objects. The effect is consistent with the Exhaustive Reference Principle, which stipulates that whenever a new generic word is used to name something, expect it to be extended to all entities in a situation that the speaker perceives and believes to be exemplars of the name. In Study 2 ( N = 48), the Nominal Passover Effect was replicated with 3 new sets of objects and with training language that contained only indefinite forms of reference. The passover experience was often sufficient to counteract children's tendency to generalize a novel label on the basis of perceptual similarity. The passover effect was not evident in free-choice name generalization tests in either study.  相似文献