An anarchy of cultures: the politics of teacher education in new times   总被引：1，自引：0，他引：1  

Richard Bates † 《Asia-Pacific Journal of Teacher Education》2005,33(3):231-241

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Continuity of individual differences in the mother-infant relationship from six to thirteen months     

G S Pettit  J E Bates 《Child development》1984,55(3):729-739

The current study searched for continuities in mother-infant interaction observed at home, maternally perceived infant difficultness, and infant developmental competency. Also assessed were the possible moderator variables of maternal report of satisfaction with adjustment to the infant and background characteristics, for example, SES, presence of other young children, and infant gender. 128 dyads were assessed at ages 6 and 13 months. Many of the variables used to evaluate continuity were composites based on factor analysis. Bivariate correlations between 6- and 13-month variables produced a complex picture. In broad overview, as predicted by the prior literature, they indicated some degree of stability for mother variables and markedly less for the infant variables. Canonical correlation analysis yielded 3 significant canonical variates, producing a more integrated picture. The dimensions of continuity revealed by these variates were (1) Affectionate, Intellectually Stimulating Mothering, which had modest-to-moderate links to the indexes of infant competence; (2) Infant Temperamental Difficultness, which was determined mainly by consistency in mother report on 2 age-adjusted versions of the Infant Characteristics Questionnaire but which also contained loadings for objectively observed infant fussing, crying, and social demandingness; and (3) an unnamed dimension which resembles a pattern of intense involvement, both positive and negative, seen in older, clinically referred families.  相似文献   

Measuring variability in early child language: don't shoot the messenger     

Fenson L  Bates E  Dale P  Goodman J  Reznick JS  Thal D 《Child development》2000,71(2):323-328

Feldman et al. criticize the MacArthur Communicative Development Inventories (CDIs) as having too much variability, too little stability, and insufficient ability to predict early language delay. We present data showing that these characteristics of the CDI are authentic reflections of individual differences in early language development rather than measurement deficiencies. We also respond to their critical assertions concerning sociodemographic influences on the CDI scores.  相似文献   

Socialization Mediators of the Relation between Socioeconomic Status and Child Conduct Problems   总被引：14，自引：0，他引：14  

Kenneth A. Dodge  Gregory S. Pettit  John E. Bates 《Child development》1994,65(2):649-665

The goal was to examine processes in socialization that might account for an observed relation between early socioeconomic status and later child behavior problems. A representative sample of 585 children ( n = 51 from the lowest socioeconomic class) was followed from preschool to grade 3. Socioeconomic status assessed in preschool significantly predicted teacher-rated externalizing problems and peer-rated aggressive behavior in kindergarten and grades 1, 2, and 3. Socioeconomic status was significantly negatively correlated with 8 factors in the child's socialization and social context, including harsh discipline, lack of maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stressors, mother's lack of social support, peer group instability, and lack of cognitive stimulation. These factors, in turn, significantly predicted teacher-rated externalizing problems and peer-nominated aggression and accounted for over half of the total effect of socioeconomic status on these outcomes. These findings suggest that part of the effect of socioeconomic status on children's aggressive development may be mediated by status-related socializing experiences.  相似文献   

Learning approaches and lecture attendance of medical students     

Madeleine Bates  Sally Curtis 《Journal of Further & Higher Education》2018,42(2):248-258

There are arguably many factors that affect the way a student learns. A recent report by the Higher Education Policy Institute (HEPI) and the Higher Education Academy (HEA) on student academic experience in the UK states that class size is an important factor in the quality of the student experience and that smaller class sizes provide greater educational benefit than the delivery of lectures. This article assesses research related to lectures, lecture attendance of medical students and their learning approaches in higher education outside the clinical setting. A questionnaire and focus groups were employed to gather quantitative and qualitative data. The results show that students value lectures in the curriculum alongside other teaching and learning methods.  相似文献   

The impact of higher fees on psychology students’ reasons for attending university     

Linda K Kaye  Elizabeth A Bates 《Journal of Further & Higher Education》2017,41(3):379-392

The introduction of the new UK tuition fees resulted in concerns about the impact on higher education (HE) uptake, and raised questions regarding students’ motivations for attending university. The current study explored first-year undergraduate psychology students’ (N = 56) reasons for attending HE through a series of focus groups. These were undertaken both before (n = 21) and after (n = 35) the rise in fees, providing a pre–post comparison of potential changes. Results from the pre-fee rise sample showed that general reasons for attending HE reflected wider, contextual factors, drawing on socio-cultural influences. However, the post-fee rise data suggested that HE uptake was largely motivated more by career opportunities associated with degree-level education. Similarly, reasons for choosing psychology-based courses was related to vocational interest, suggesting strategic decision-making processes of students embarking on HE. The findings present new evidence of the role of financial investment in HE on general and course-specific motivation. Implications of the findings are discussed, with particular reference to the development of relevant employability initiatives within HE curricula.  相似文献   

The impact of technological change on open and distance learning     

A.W. Bates 《Distance Education》1997,18(1):93-109

This article formed the basis of a multimedia presentation at the Queensland Open Learning Network conference in Brisbane in December, 1996.

New information technologies are forcing major changes on both traditional campus‐based institutions and the large autonomous open universities. Some reasons for introducing new technologies are incompatible with traditional views of open‐ness and distance. For instance, the move to computer‐based learning raises major issues of access and student support for distance learners. Nevertheless mere are some strategies for addressing these issues.

The new technologies now allow for a powerful combination of highly interactive stand‐alone material with two‐way asynchronous communication between teachers and students. There is seen to be a relationship between the type of technology used and the type of learning outcomes intended, but still little hard evidence that these outcomes are actually achieved.

To achieve the most cost‐effective use of new technologies major changes are required to the organisation of both dual‐mode and dedicated open learning institutions. As well as the need for institutional re‐structuring, there is also a need for open and distance educators to re‐think and re‐define their roles.  相似文献   

The Early Socialization of Aggressive Victims of Bullying   总被引：7，自引：0，他引：7  

David Schwartz  Kenneth A. Dodge  Gregory S. Pettit  John E. Bates 《Child development》1997,68(4):665-675

This study reports the first prospective investigation of the early family experiences of boys who later emerged as both aggressive and bullied (i.e., aggressive victims) during their middle childhood years. It was hypothesized that a history of violent victimization by adults leads to emotion dysregulation that results in a dual pattern of aggressive behavior and victimizaion by peer. Interviews with mothers of 198 5-year-old boys assessed preschool home environments. Four to 5 years later, aggressive behavior and peer victimization were assessed in the school classroom. The early experiences of 16 aggressive victims wre contrasted with those of 21 passive (nonaggressive) victims, 33 nonvictimized aggressors, and 128 normative boys. Analyses indicated that the aggressive victim group had experienced more punitive, hostile, and abusive family treatment than the other groups. In contrast, the nonvictimized aggressive group had a history of greater exposure to adult aggression and conflict, but not victimization by adults, than did the normative group, whereas the passive victim group did not differ from the normative group on any home environment variable.  相似文献   

TOWARDS A POLICY FOR BROADCAST EVALUATION     

A.W. Bates 《Learning, Media and Technology》1976,2(3):80-86

It is natural that researchers should take it for granted that evaluation and research are highly necessary activities for organisations using or designing educational television and radio. There are many producers and managers though who are by no means convinced of the value or practicality of systematic and objective evaluation and research, so it may be worthwhile briefly looking at why such activities are necessary. Perhaps more worrying for those who advocate the cause of evaluation and research is the singular lack of success it has had so far in bringing about a continuing and lasting improvement in the way television and radio are used in education. To advocate the need for increasing research at a time of economic crisis may seem to many organisations like throwing a drowning man both ends of a rope. It may then be worth looking at why evaluation and research have had such little impact, and what might be done to improve their effectiveness and usefulness.  相似文献   

Teacher voices from an online elementary mathematics community: examining perceptions of professional learning     

Beilstein  Shereen Oca  Henricks  Genevieve M.  Jay  Victoria  Perry  Michelle  Bates  Meg Schleppenbach  Moran  Cheryl G.  Cimpian  Joseph Robinson 《Journal of Mathematics Teacher Education》2021,24(3):283-308

Journal of Mathematics Teacher Education - This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday...  相似文献