Using DNA From Mothers and Children to Study Parental Investment in Children’s Educational Attainment     

Jasmin Wertz  Terrie E. Moffitt  Jessica Agnew-Blais  Louise Arseneault  Daniel W. Belsky  David L. Corcoran  Renate Houts  Timothy Matthews  Joseph A. Prinz  Leah S. Richmond-Rakerd  Karen Sugden  Benjamin Williams  Avshalom Caspi 《Child development》2020,91(5):1745-1761

This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission.  相似文献   

Collaborative library design: from planning to impact     

Joseph R. Matthews 《Public Library Quarterly》2020,39(2):181-185

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Editorial     

Michael R. Matthews 《Science & Education》1992,1(4):335-336

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Thoughts after an Oxford conference     

Melvyn Matthews 《Higher Education Quarterly》1984,39(1):35-42

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Management frameworks and the broader perspective     

Joseph R. Matthews 《Public Library Quarterly》2018,37(3):263-278

ABSTRACT

The development of management frameworks over time is reviewed as a management framework provides an effective way to help communicate the value of the public library. The use of a Logic Model is recommended as a management framework that will resonate with most funding decision makers.  相似文献   

College Student Feedback About Librarian-Created Instructional Videos: Why Aren't They Using Them?     

Dianne Zielinski  Robert Matthews  Cynthia Koman  Eric Kiel  Katherine Jezik 《Journal of Library & Information Services in Distance Learning》2018,12(1-2):56-66

Library instruction videos can enhance student instruction. At a community college, librarian-created videos provided students with academic support. However, the videos were rarely used. In this article, students were sent online surveys to rate videos discussing the American Psychological Association (APA) format. Students were also asked why they did not use the videos. Participants rated several video features, including length, technical aspects, narration, and style. While they overwhelmingly responded that the videos were useful, the students did not know where they were located. The major complaint was related to the videos' technical aspects. Students also reported that they were more inclined to ask for help after watching the video.  相似文献   

Constructivism and empiricism: An incomplete divorce     

Dr. Michael R. Matthews 《Research in Science Education》1992,22(1):299-307

The paper outlines the significant influence of constructivism in contemporary science and mathematics education, and emphasises the central role that epistemology plays in constructivist theory and practice. It is claimed that despite the anti-empiricism of much constructivist writing, in most forms its epistemology is nevertheless firmly empiricist. In particular it is subject-centered and experience-based. It is argued that its relativist, if not skeptical conclusions, only follow given these empiricist assumptions. Further it is suggested that such assumptions belong to Aristotelian science, and were effectively overthrown with the modern science of Galileo and Newton. Thus constructivism cannot provide understanding of post-Aristotelian science. Specializations: history, philosophy and science teaching.  相似文献   

Measurement in Physical Education and Exercise Science: A Brief Report on 2015 and Calls for Manuscripts in 2016 and Beyond     

Nicholas D. Myers  Tracey D. Matthews  Sung Eun Park 《Measurement in physical education and exercise science》2016,20(2):75-80

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New Visuality in Art/Science: A Pedagogy of Connection for Cognitive Growth and Creativity     

Kathryn Grushka  Alice Hope  Neville Clement  Miranda Lawry  Andy Devine 《Peabody Journal of Education》2018,93(3):320-331

New visuality in art/science pedagogies challenges teachers to rethink their curriculum and the role of digital new media in facilitating conceptual thinking and the role of the creative representation of knowledge. Recent neuroscientific research on cognition, perception, memory, and emotion inform and provoke implications for 21st-century learning. Analysis of student artwork uncovers pedagogical challenges for teachers. Teachers use visual learning and its forms of higher process thinking to allow students to make cognitive connections with images, giving them the capacity to integrate concepts for the communication of art/science learning. Examples of student learning from years 3–5 and 15–17 illustrate these ideas.  相似文献   

COVID-19 and Public Libraries: A Real Paradigm Shift     

Joseph R. Matthews 《Public Library Quarterly》2020,39(5):389-390

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