Developmental changes and individual differences in young children's moral judgments     

Smetana JG  Rote WM  Jambon M  Tasopoulos-Chan M  Villalobos M  Comer J 《Child development》2012,83(2):683-696

Developmental trajectories and individual differences in 70 American middle‐income 2½‐ to 4‐year olds’ moral judgments were examined 3 times across 1 year using latent growth modeling. At Wave 1, children distinguished hypothetical moral from conventional transgressions on all criteria, but only older preschoolers did so when rating deserved punishment. Children’s understanding of moral transgressions as wrong independent of authority grew over time. Greater surgency and effortful control were both associated with a better understanding of moral generalizability. Children higher in effortful control also grew more slowly in understanding that moral rules are not alterable and that moral transgressions are wrong independent of rules. Girls demonstrated sharper increases across time than boys in understanding the nonalterability of moral rules.  相似文献   

Distractor Similarity and Item-Stem Structure: Effects on Item Difficulty     

M. Evelina Ascalon  Lawrence S. Meyers  Bruce W. Davis  Niels Smits 《教育实用测度》2013,26(2):153-170

Methods for detecting copying of multiple-choice test responses developed over a 60-year period are reviewed and compared with respect to their effectiveness and the practicality of their application for groups of varying size. Although effective detection methods are routinely used in large admissions and licensing testing programs, they are seldom applied in the areas of standardized testing or classroom testing in schools or colleges. Circumstances associated with this discrepancy are discussed.  相似文献   

基于文化景观的旅游化讨论   总被引：2，自引：0，他引：2  

Myriam Jansen-Verbeke 《资源科学》2009,31(6):934-941

文化景观在建立和吸引新的和多样化的旅游市场方面确实可以发挥重要作用,这个观点促使地方当局鼓励当地管理人员和企业家进一步探索和发展该地区的旅游潜力。从旅游的角度看,这个新“产品”的主要兴趣点是文化和自然风光、期望和经验以及保护传统和注入创新的经济活动之间的关系。在各种景观中引入新的职能也导致当地人和游客的象征性价值的改变。这一区域性做法的一个主要假设在于文化和自然资源的共生和保护是加强区域特征的关键因素。本文讨论的重点是对改变文化景观这一不可逆转的旅游化过程的解释。了解这一转变过程对于规划和设计可持续的旅游目的地,以及最重要的制定有效的管理工具是必要的。 文化景观向旅游景观的转变需要深刻地了解当地情况和外部影响,尤其是对资产的现实评估。在这个过程中,当地利益相关者之间的协商并达成一致意见是理想情况,但很难实现。其中,教育水平的差异、金融参与的多少、所有制形式、传统习惯以及最重要的遗产地原真文化都可能产生价值和期望的分歧。对文化遗产的价值进行再评估,可以促使对本土文化的认同,并激励公众的文化创新意识和行为,同时,再评估可以增强当地社区的自豪感和责任感。 旅游和遗产,无论在哪,无论强调哪一方面,无可置疑的是文化景观受到了旅游的冲击。随着旅游的发展,决策者和旅游业者也逐渐意识到这点。然而,文化景观在文化旅游发展、促进当地经济增长方面具有重要作用,但也受到一定条件的限制,如协调保护和开发之间的矛盾。总之,教科书中没有每一个景点发展旅游的直接影响和间接影响的描述,也没有“最好”的遗产管理的蓝本。 今后这一领域研究的首要任务是深入探讨和分析从文化景观向旅游景观、从生产景观向休闲景观、从一个综合性景观向旅游功能型景观转变过程中的各个方面及其驱动因素。这种跨学科的研究方法开辟了旅游学研究的广括前景,这是其优势,但另一方面,由于这种方法带来了各种各样的观点,这无疑也是其最大的弱点。还有一些概念存在争议,比如文化景观,至今也没有关于遗产资源及其连贯性的定义,甚至没有未来休闲景观和旅游景观的最佳发展模式。因此,本文的讨论不能作出确定的结论。  相似文献   

Towards a segmentation of science parks: A typology study on science parks in Europe     

Wei Keat Benny Ng  Rianne Appel-Meulenbroek  Myriam Cloodt  Theo Arentze 《Research Policy》2019,48(3):719-732

Although science parks are established globally for decades as an innovation policy instrument to foster growth and networking, there is limited attention given towards research into possible types within these real estate objects. Prior attempts in categorising science parks are characterised by the limited number of cases and/or variables. Science parks are believed to enhance innovation, entrepreneurship, and economic value for firms and regions. Past academic research showed mixed results on these performances and it is reasoned that distinct types within science parks exist that might explain these unclear results. We argue that before we can grasp what science parks can do, we should know what they are. Therefore, a survey on science park characteristics was completed by 82 science park managers in Europe. A cluster analysis was conducted which grouped the 82 participating science parks in three types; ‘research’, ‘cooperative’, and ‘incubator’ locations. Next, differences and similarities of these three types within science parks in Europe were analysed as a basis for advancing the academic debate. The types provide further understanding of science parks and offer researchers, practitioners, and policy-makers a means to compare, market, and benchmark science parks more adequately.  相似文献   

Planning for school turnaround in the United States: an analysis of the quality of principal-developed quick wins     

Coby V. Meyers  Dallas Hambrick Hitt 《School Effectiveness & School Improvement》2018,29(3):362-382

Research suggests that high-quality school improvement planning reflective of the school’s needs and objectives is central to a principal’s success in leading a school. Some American scholars contend that successfully planned and executed “quick wins” are critically important to launching high-level organizational change processes necessary to turn around low-performing schools. Yet, lack of research suggests that the concept of quick wins may be built more on assumptions than evidence. In this study, we evaluate formal quick wins as planned by school principals participating in a turnaround leadership program in the United States. Our results suggest that principals struggle to develop high-quality quick wins despite their relative simplicity as an improvement planning starting point, especially in comparison with the development of traditional annual improvement or development plans. Finally, we consider the implications of these results in relation to traditional school improvement planning, especially in response to low-performing school contexts.  相似文献   

A national survey investigating consultation training occurring in school psychology programs     

Joel Meyers  Reesa Wurtz  Dennis Flanagan 《Psychology in the schools》1981,18(3):297-302

The 203 school psychology training programs in the United States were surveyed regarding their approaches to consultation training, and responses were obtained from 60% of these programs. Forty percent of the programs offer at least one course devoted solely to consultation, while 60% do not offer such a course; more of the doctoral programs responding offer consultation training than do the nondoctoral programs; and practicum experience is considered an important aspect of consultation training. It is concluded that a greater emphasis on consultation training may help to promote implementation of this role.  相似文献   

Organizational consultation to facilitate communication within a school staff     

Naomi Lennox  Dennis Flanagan  Joel Meyers 《Psychology in the schools》1979,16(4):520-526

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New product development: can technique substitute for technology?     

Meyers BE 《Bulletin of the American Society for Information Science / ASIS》1984,10(5):13-15

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A comprehensive needs assessment to facilitate prevention of school drop out and violence     

Mary Helen Hunt  Joel Meyers  Gwen Davies  Barbara Meyers  Kathryn Rogers Grogg  John Neel 《Psychology in the schools》2002,39(4):399-416

The present study addresses school violence and school drop out and proposes that the underlying factor of school connectedness/school climate should guide preventive and intervention efforts. Data were gathered from five schools in a small city school district in north Georgia. Group and individual interviews served as the basis for constructing a 78‐item district‐wide survey administered to 304 school employees. Data are presented on individual items from the survey. Principal components analysis revealed five distinct factors: school connectedness/positive school climate, causes of violence, causes of school drop out, interventions for drop out, and interventions for violence. The principal components analysis was the basis for construction of a revised scale. Differences between revised scale scores were noted as a function of whether respondents were from central office, elementary or secondary schools. The five revised scales had correlation ranging from .31 to .59. Implications for research and practice are discussed. © 2002 Wiley Periodicals, Inc.  相似文献   

Besoins de base et developpement: Quelle signification accorder au besoin d'education?     

Myriam Bacquelaine 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(6):421-435

Résumé Depuis le milieu des années 70, le concept debesoins de base, appliqué au domaine du développement, connaît une grande popularité. Cependant, il faut bien constater que celui-ci demeure empreint d'un certain nombre d'ambiguïtés. Une de ces ambiguïtés touche au contenu couvert par ce concept. Le présent article s'attache à cerner la signification de l'un de ces besoins reconnu habituellement comme fondamental, lebesoin de base d'éducation, en le replaçant dans son contexte d'origine, à savoir la théorie des besoins de base, proposée en 1976 par le Bureau International du Travail. La validité du besoin de base d'éducation ainsi défini est ensuite discutée en prenant appui sur les résultats de recherches portant sur la relation entre l'éducation et l'emploi d'une part, et sur la relation entre l'éducation et la productivité, d'autre part.

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Since the mid-1970s the concept ofbasic needs, as applied in the context of development, has enjoyed great popularity. However, it should be noted that this concept remains characterized by certain ambiguities. One of these ambiguities concerns the scope of content covered by the concept. The present article focuses on the significance of one of the needs recognized as fundamental, thebasic need for education, placing this need in its original context, that is to say the theory of basic needs formulated in 1976 by the International Labour Office. The article then discusses the validity of the basic need for education on the basis of the results of studies on the relationship between education and employment on the one hand, and between education and productivity on the other.

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Zusammenfassung Seit den 70er Jahren ist das Konzept der in der Bildung angewandten Grundbedürfnisse sehr populär. In der Zwischenzeit mußte jedoch festgestellt werden, daß sich hieraus einige Unklarheiten ergeben. Eine dieser Unklarheiten bezieht sich auf den durch den Begriff Grundbedürfnis abgedeckten Inhalt. Der vorliegende Artikel behandelt die Bedeutung eines dieser, gemeinhin als grundsätzlich anerkannten, Bedürfnisse, das Bedürfnis nach einer Grundbildung, und zwar in seinem originären Kontext in der 1976 vom Internationalen Büro für Arbeit vorgeschlagenen Theorie zu den Grundbedürfnissen. Die Gültigkeit der so definierten Grundbedürfnisse wird im Anschluß daran diskutiert mit Bezug auf die Forschungsergebnisse über die Beziehungen zwischen Bildung und Arbeit einerseits und zwischen Bildung und Produktivität andererseits.

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