Abstract     

Marian Sigman  & Ellen Ruskin 《Monographs of the Society for Research in Child Development》1999,64(1):v-vi

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EDITORIAL     

Rod Parker‐Rees  Marian Whitehead 《Early Years: An International Journal of Research and Development》2006,26(2):121-122

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References     

Marian Sigman  & Ellen Ruskin 《Monographs of the Society for Research in Child Development》1999,64(1):109-113

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Reading - caught or taught? Some issues involved in changed approaches to the teaching of reading.1     

Marian Whitehead 《English in Education》1987,21(2):20-25

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Editorial     

Geva Blenkin  Rod Parker-Rees  Marian Whitehead 《Early Years: An International Journal of Research and Development》2002,22(1):5-7

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Semantics     

Marian Adkins 《Communication quarterly》2013,61(1)

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The early childhood aggression curve: development of physical aggression in 10- to 50-month-old children     

Alink LR  Mesman J  van Zeijl J  Stolk MN  Juffer F  Koot HM  Bakermans-Kranenburg MJ  van Ijzendoorn MH 《Child development》2006,77(4):954-966

This study examines the prevalence, stability, and development of physical aggression, as reported by mothers and fathers, in a sample of children initially recruited at 12, 24, and 36 months (N=2,253) and in a subsample followed up 1 year later (n=271) in a cross-sequential design. Physical aggression occurred in 12-month-olds, but significantly more often in 24- and 36-month-olds. The rates of physically aggressive behaviors increased in the 2nd year of life, and declined from the 3rd birthday onward. Stabilities were moderate for 12-month-olds and high for 24- and 36-month-olds. At the ages of 24 and 36 months, boys were more aggressive than girls. The results confirm and extend R.E. Tremblay's (2004) hypothesis about the early development of physical aggression.  相似文献   

‘It's just the way it is…’ or not? How physical education teachers categorise and normalise differences     

Noortje van Amsterdam  Annelies Knoppers  Inge Claringbould  Marian Jongmans 《Gender and education》2012,24(7):783-798

This article explores how Dutch physical education (PE) teachers discursively construct body differences between students related to gender, (dis)ability and health. Our results show how disciplinary technologies of categorisation and normalisation are embedded in two distinct discourses that our participants used: the discourse of naturalness for explaining and managing differences in gender and ability and the discourse of transformation for explaining and managing differences in health. Both these discourses produced body norms in PE as male, abled and slender. However, how the teachers managed deviance and normalcy varies per discourse. ‘Fat’ bodies that were produced as deviant through the discourse of transformation were disciplined in explicit ways. The use of the discourse of naturalness resulted in justification and naturalisation of perceived differences in gender and (dis)ability and practices such as differentiated teaching.  相似文献   

Three versions ofA Little Princess: How the story developed     

Marian E. Brown 《Children‘s Literature in Education》1988,19(4):199-210

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Broadening the search for minority science and engineering doctoral starts     

William E. Brazziel  Marian E. Brazziel 《Journal of Science Education and Technology》1995,4(2):141-149

This analysis looked at doctorate completion in science and engineering (S&E) by underrepresented minorities: blacks, Hispanics and Indian Americans. These are the groups we must increasingly depend upon to make up for shortfalls in science and engineering doctorate production among American citizens. These shortfalls derive from truncated birth rates among white people, for the most part. The analysis answered several questions officials will need to know the answers to if we are to plan effectively to develop the talents of these individuals. Specifically, the National Science Foundation asked us to look at the feasibility of involving nontraditional minority science and engineering graduates (baccalaureates at 25+) as doctoral starts, along with minority S&E graduates who had taken jobs with corporations to pay off student loans and military personnel involved in S&E study and S&E work (see NSF report of research under grant SED-9107756). We found that nontraditional minority S&E doctorate recipients matched their traditional counterparts in elapsed time to degree and similar indicators. They had less in the way of support for doctoral study, however. We found that minority S&E graduates who took jobs in corporations were keenly interested in returning to campus to complete degrees. We also found that many bright minority youngsters are studying S&E subjects in the Community College of the Air Force and in U.S. Army SOC colleges. Some have enrolled in baccalaureate programs on university campuses and plan to continue on to the PhD. We concluded that money is important in tapping these talent pools to make up for the demographically driven shortfalls discussed above.  相似文献