A Cultural Perspective on Professional Beliefs of Childcare Teachers     

Yeh?HsuehEmail author  Benjamin?K.?Barton 《Early Childhood Education Journal》2005,33(3):179-186

Preschool is an institution for cultural preservation, which responds to social change. Guided by this assumption, this study used a recent video of Chinese preschool in conjunction with the questionnaire from Preschool in Three Cultures, a study by Joseph Tobin and his colleagues in the 1980s, to examine the cultural and professional beliefs of three groups of U.S. early childhood educators (preservice, inservice non-Head Start, and inservice Head Start). We examined participants’ cultural beliefs, critical comments on the preschool, and group differences in their comments. Results show that participants’ beliefs about necessary qualities for a teacher remained stable from the 1980s in the U.S. But a shift occurred in beliefs about why society needs preschools. More education and longer employment were linked significantly to more critical comments of Chinese practice. There was a marked difference in professional and cultural beliefs by educators’ group affiliations.

Yeh HsuehEmail:

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Geotechnical research on Jiangnan Tu-Dun tomb historical remains in China     

陆江 《浙江大学学报(A卷英文版)》2004,5(3):303-308

Geotechnical research on historical remains can provide new data and distinctive viewpoint for research on soil mechanics. Two Jiangnan Tu-Dun tombs historical remains were investigated by means of in situ and laboratory geotechnical tests. In the present paper the geotechnical properties of these man-made earthworks, especially ageing effect on consolidation and direct shear, and compaction properties of earth fill are discussed.  相似文献   

A development research agenda for online collaborative learning     

Thomas?C.?ReevesEmail author  Jan?Herrington  Ron?Oliver 《Educational technology research and development : ETR & D》2004,52(4):53-65

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Quality Assurance of Higher Education in Transition Countries: Accreditation -- Accountability and Assessment     

Darwin?D.?HendelEmail author  Darrell?R.?Lewis 《Tertiary Education and Management》2005,11(3):239-258

One issue facing countries in transition concerns how to ensure quality for a broader and more diverse set of institutions. Quality assurance processes (i.e. accreditation, accountability and assessment) have particular relevance today as higher education undergoes dramatic changes in countries in transition, as the world becomes more internationalised, and as private higher education institutions increase in number and enrol increasing numbers of students. Three questions emerge. Do differences among transition countries relative to central control prior to independence explain the current set of quality assurance mechanisms? Has the growth of private higher education in transition countries affected how quality assurance is conceptualised? Have quality assurance mechanisms been affected by the opening of branch campuses in transition countries?  相似文献   

Woodward’s synthesis of vitamin B<Subscript>12</Subscript>     

Adil?Ghani?KhanEmail author  S.?V.?Eswaran 《Resonance》2003,8(6):8-16

The synthesis of this molecule was a landmark in organic synthesis. It involved the masterful control of shapes of molecules to create 9 chiral centres with known absolute and relative configurations. The concepts of absolute and induced asymmetric synthesis are here explained.  相似文献   

The role of sensory preconditioning in memory retrieval by preverbal infants     

Barr R  Marrott H  Rovee-Collier C 《Learning & behavior》2003,31(2):111-123

Infants’ memories are highly specific to their training stimuli; they rarely transfer learned responding. In two experiments, we asked whether sensory preconditioning facilitates the transfer of deferred imitation. In Experiments 1A and 1B, 6-month-olds were simultaneously preexposed to Puppets A and B and then saw target actions modeled on Puppet A. The infants associated the paired puppets and imitated the actions on Puppet B. In Experiment 2, the preexposure procedure was repeated, but the actions were modeled on Puppet A with a toy train in view. The infants also associated Puppet A and the train: Either object effectively reactivated both forgotten memories; thereafter, the infants again imitated the actions on Puppet B. These findings reveal that infants form specific and enduring associations between stimuli they have merely seen together. These associations facilitate the transfer of deferred imitation, both directly and indirectly, through connections to other associations.  相似文献   

<Emphasis Type="Bold">Governance,Morality, and Markets</Emphasis>     

Mitchell?LangbertEmail author 《Academic Questions》2016,29(2):220-224

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Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment,Student Attitudes,and Conceptual Development     

Howard?Spinner  Barry?J.?FraserEmail author 《International Journal of Science and Mathematics Education》2005,3(2):267-293

Dull classroom environments, poor students’ attitudes and inhibited conceptual development led to the creation of an innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches. To assess the effectiveness of the CBS, the Individualised Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pretests and posttests over an academic year. To enrich the data collected from those questionnaires, three case studies (one for the experimental group and two for the control group) were undertaken based on observations and interviews of selected students. Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.  相似文献   

Effects of within-class ability grouping on social interaction,achievement, and motivation     

Mohammad?Saleh  Ard?W.?LazonderEmail author  Ton?De Jong 《Instructional Science》2005,33(2):105-119

This study examined how grouping arrangements affect students achievement, social interaction, and motivation. Students of high, average and low ability were randomly assigned to homogeneous or heterogeneous ability groups. All groups attended the same plant biology course. The main results indicate that low-ability students achieve more and are more motivated to learn in heterogeneous groups. Average-ability students perform better in homogeneous groups whereas high-ability students show equally strong learning outcomes in homogeneous and heterogeneous groups. Results on social interaction indicate that heterogeneous groups produce higher proportions of individual elaborations, whereas homogeneous groups use relatively more collaborative elaborations. In the discussion, these differences in social interaction are used to explain the differential effects of grouping arrangements on achievement scores. Practical implications are discussed and topics for further research are advanced.  相似文献   

Investigating profiles of lexical quality in preschool and their contribution to first grade reading     

Kimberly?A.?Murphy  Language  Reading Research Consortium  Kelly?Farquharson 《Reading and writing》2016,29(9):1745-1770

This longitudinal study investigated profiles of lexical quality domains in preschool children and the extent to which profile membership predicted reading comprehension in first grade. A latent profile analysis was conducted to classify 420 preschool children on lexical quality domains, including orthography, phonology, morphosyntax, and vocabulary. Regression analysis was used to determine whether profile membership was associated with first grade outcomes across reading comprehension and its components (i.e., listening comprehension and word recognition). Results revealed five profiles of lexical quality which were predictive of all three outcomes in first grade. Children in low lexical quality profiles performed more poorly on the outcome measures than children in the higher lexical quality profiles. Additionally, profile membership did differentially predict later reading outcomes. These results suggest that lexical quality profiles are associated with reading and therefore may offer a means of early identification of children who are susceptible to future reading difficulties.  相似文献