Japanese Adolescents' Disclosure and Information Management With Parents     

Larry Nucci  Judith Smetana  Noriyuki Araki  Masataka Nakaue  Jessamy Comer 《Child development》2014,85(3):901-907

Adolescents' obligation to disclose and their actual disclosure about their activities to parents, justifications for nondisclosure, and strategies for information management were examined in different domains in 460 middle adolescents (M_age = 16.6 years) from working and middle‐class families in Japan. Adolescents felt most obligated to disclose prudential issues, but disclosed most about personal issues. Adolescents primarily justified nondisclosure with claims to personal choice and for prudential issues, concerns with parental disapproval. They rarely lied and mostly told parents if asked or avoided the issue. Findings revealed consistencies with prior work on disclosure with European and U.S. adolescents, as well as patterns specific to the Japanese cultural setting.  相似文献   

Birthday Dependence     

Larry Lesser 《Teaching Statistics》2014,36(2):49-49

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A reassessment of the effects of inquiry-based science curricula of the 60's on student performance     

James A. Shymansky  Larry V. Hedges  George Woodworth 《科学教学研究杂志》1990,27(2):127-144

In this project a re-synthesis of the research dealing with student performance in new science curricula was conducted using the refined statistical procedures proposed by Hedges (1981, 1982a, 1982b, 1982c) and Hedges and Olkin (1985). The results of the re-synthesis generally supported the conclusions drawn in the earlier meta-analysis by Shymansky, Kyle, and Alport (1983); i.e., that the new science curricula of the 60's and 70's were more effective in enhancing student performance than traditional textbook-based programs of the time. But the re-synthesis also revealed some notable differences as well. For example, in the re-synthesis mean effects were significantly positive on four performance clusters (achievement, process skills, problem solving, and attitude) compared to seven clusters in the earlier analysis, and then by a smaller margin (the 1981 mean was 0.34 and the 1986 mean was 0.25). In one case (related skills), the mean effect changed from a +0.25 (significant at the 0.05 level) to –0.10. But perhaps more important than any particular change in the many analyses performed, the application of refined statistical procedures in the re-synthesis yielded results of greater precision than those generated in the original study. Thus, it is recommended that the data generated in this re-synthesis be used in any discussion of the effects of the new science curricula on student performance.  相似文献   

SAQ,SSI and STSE education: defending and extending “science-in-context”     

Bencze  Larry  Pouliot  Chantal  Pedretti  Erminia  Simonneaux  Laurence  Simonneaux  Jean  Zeidler  Dana 《Cultural Studies of Science Education》2020,15(3):825-851

Cultural Studies of Science Education - Many scholars suggest that recent major science education initiatives apparently tied to intense economic competitiveness and growth have prioritized...  相似文献   

Characteristics of media service departments at mid-size universities     

Larry Johnson 《TechTrends》1994,39(4):20-23

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Guest Editorial Semiotic Perspectives on Learning Mathematics and Communicating Mathematically     

Adalira SÁEnz–Ludlow  Norma Presmeg 《Educational Studies in Mathematics》2006,61(1-2):1-10

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Students’ awareness of science teachers’ leadership,attitudes toward science,and positive thinking     

Ying-Yan Lu  Hsiang-Ting Chen  Larry D. Yore 《International Journal of Science Education》2016,38(13):2174-2196

There appears to be a complex network of cognitive and affective factors that influence students’ decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students’ awareness of their science teacher’s learning leadership and how it relates to the students’ attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers’ leadership with idealised influence was the most predictive of students’ attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students’ positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students’ attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.  相似文献   

Special Education of Children with Fetal Alcohol Spectrum Disorder     

Svetlana Popova  Shannon Lange  Larry Burd  Seungree Nam  Jürgen Rehm 《Exceptionality》2016,24(3):165-175

The current study aimed to estimate the cost associated with special education among children (5 to 14 years) with Fetal Alcohol Spectrum Disorder (FASD) in elementary and middle school by sex, age group, and province and territory in Canada. It was estimated that there were 6,520 students with FASD receiving special education in Canada in 2011–2012. The cost of special education among these students was 53.5 million Canadian dollars. Implications for decision- and policymakers, educational systems and school staff are discussed.  相似文献   

Epilogue for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments     

Ying-Shao Hsu  Paola Iannone  Hsiao-Ching She  Allyson F. Hadwin  Larry D. Yore 《International Journal of Science and Mathematics Education》2016,14(2):335-344

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Group projects abroad programs: Some approaches to their evaluation     

Harry P. Bluhm  Augustus F. Faust  Larry R. Wilson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):76-79

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