This Ain't the Summer of Love: Conflict and Crossover in Heavy Metal and Punk,by Steve Waksman     

Deena Weinstein 《The Communication Review》2013,16(2):166-169

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Classroom and Grade Level Differences in the Stability of Teacher Expectations and Perceived Differential Teacher Treatment     

Kuklinski  Margaret  Weinstein  Rhona 《Learning Environments Research》2000,3(1):1-34

Using two independent samples of urban elementary school children from Grades 1, 3, and 5, this study explored the long-term stability of classroom learning environments that differ in the extent of differential teacher treatment favoring high achievers over low achievers, as reported by students. Classroom differences ('high' versus 'low') in perceived differential treatment were highly stable from fall to spring in Grades 3 and 5, but not in Grade 1. Stability in (a) individual children's reports of differential treatment, and (b) teacher expectations for children's year-end reading achievement was accentuated in classrooms where differential treatment was pronounced early in the year, particularly in the higher elementary grades. Findings suggest that there would be heightened risk for problematic teacher expectancy effects and other maladaptive learning outcomes in these classrooms, because stable or rigid performance expectations are coupled with classroom instructional patterns that consistently convey these expectations to children. In contrast, risk is likely to be reduced in classrooms where high and low achievers are treated more equitably in the eyes of children, because teachers' expectations for children are more flexible, and children take longer to discern differences in treatment. The overall consistency of findings in two samples supports the generalizability of the conclusions reached.  相似文献   

A conducive environment? The role of need support in the higher education workplace and its effect on academics' experiences of research assessment in the UK     

Netta Weinstein  Jennifer A. Chubb  Geoffrey Haddock  James R. Wilsdon 《Higher Education Quarterly》2021,75(1):146-160

Little is known about how researchers in higher education institutions (HEIs) experience and respond to support received from their departments. The present study investigated how support for researchers' autonomy (choice and self‐expression), relatedness (through connections with colleagues) and competence (feeling effective in one's work) influenced their attitudes towards an external assessment of research. To do so, we surveyed 598 academics from four HEIs in the UK about their attitudes towards one such external assessment: the Research Excellence Framework (REF), a nationwide assessment of research quality and the subject of debate about research evaluation. Our findings, drawing on self‐determination theory, show that departments can shape responses to the REF: individuals whose psychological needs were supported by their academic departments held more positive, and less negative, attitudes towards the REF. This occurred both directly and indirectly through researchers' recognition that the REF had a more positive influence on their research activities and outputs.  相似文献   

The Latin American School and The Challenge of Developing Fraternity     

José Weinstein 《European Journal of Education》2015,50(2):131-133

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LIFENET/INTERNET and the health science librarian     

Weinstein L 《Special libraries》1994,85(1):16-23

The Medical Library Center of New York, a cooperative library agency for the health sciences, developed a program to offer an electronic communications system (LIFENET) with access to the Internet for its members. Information on documentation and training as well as statistics on the subsequent use of the system and of the Internet are discussed in the article. Specific examples of how health science librarians are using the system include bibliographic verification, reference, research on integrated library systems, production of duplicate journal lists, and professional activities such as electronic mail and discussion groups (listservs).  相似文献   

CRITICAL THINKING: THE GREAT DEBATE   总被引：1，自引：0，他引：1  

Mark Weinstein 《Educational theory》1993,43(1):99-117

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The Zoomer class: initial results     

L Weinstein 《Exceptional children》1971,38(1):58-65

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Values Education Through Aggadic Stories: The Didactic Rewriter as Interpreter     

Sara Weinstein 《Journal of Jewish Education》2016,82(1):54-80

Didactic rewrites of aggadic stories are an important resource in values education. This study, geared primarily toward teachers involved in choosing curricular materials, investigates how the didactic rewriter actually becomes an interpreter, rather than a mere transmitter, of the original text. The personal values of the rewriters can influence the retold story, as can their desire to adapt it to their target audience. In order to increase teacher awareness of the rewriters’ interpretive process and its ramifications, two different rewrites of the same original aggadic story are compared as a paradigm. The different values and role models which emerge as well as the potential impact of each rewrite on the child’s moral development are examined.  相似文献   

Pygmalion at 50: harnessing its power and application in schooling     

Rhona S. Weinstein 《Educational Research and Evaluation》2018,24(3-5):346-365

ABSTRACT

This special issue marks the 50th anniversary of the landmark Pygmalion experiment (Rosenthal & Jacobson, 1968). It offers contributions from across the globe, attesting to universal features of teacher expectancy effects. Reviews of this history underscore controversy, advances, and few intervention studies. Empirical studies emphasise teacher expectancy effects at group, classroom, and school levels, contrast expectation measures, and explore longitudinal and developmental perspectives, advancing the field. Despite headway, I argue that the field’s contested history has stifled its fullest investigation. Conclusions drawn – not replicable, small and dissipating effects, and largely accurate teacher expectations – have underestimated Pygmalion’s power and limited investment in intervention research to promote positive educational prophecies, especially for students placed at the margins. It is time for a greater articulation of the conditions under which expectancy effects are most powerful. It is also time to apply our tremendous knowledge towards the design and evaluation of positive expectancy interventions.  相似文献   

After Virtue: A Quest for Moral Objectivity*     

Madhu Suri Prakash  Mark Weinstein 《Educational theory》1982,32(1):35-44

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