Correlation between the WISC‐R and physical fitness scores of intellectually gifted youth     

Frances A. Karnes  Leta A. Lee  Linda Cundiff 《Roeper Review》2013,35(2)

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Creating a Context for Constructivist Pedagogy in Teacher Education     

Frances O'Connell Rust 《Journal of Early Childhood Teacher Education》2013,34(2):27-33

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THE FIRST 20 YEARS OF THE UNIVERSITY OF OREGON CENTER FOR GERONTOLOGY     

Frances G. Scott  Robert E. Kime 《Educational gerontology》2013,39(6):471-480

At 20 years of age the University of Oregon Center for Gerontology is one of the oldest academic gerontology centers in the nation. The origins of the center and its accomplishments are highlighted in this paper. Also discussed are the center's current design, including both the continuities and the changes that have characterized its development.  相似文献   

The Culture of Mexican-Americans: Its Importance for Early Childhood Educators     

Olivia N. Saracho  Frances Martínez-Hancock 《Multicultural Perspectives》2013,15(2):43-50

This paper provides an introduction to the Mexican-American culture, describing (1) cultural diversity and linguistic policies in the United States; (2) cultural and linguistic studies that have examined the backgrounds of Mexican-American individuals; (3) the characteristics of this population; (4) issues on discrimination and human relations; (5) the socioeconomic factors that Mexican-American individuals encountered due to their lack of education; and (6) the predominance of poorly paid and undereducated unskilled workers. Although many Mexican Americans have moved up the social ladder to the middle class, others have not. However, they have a richness of language and culture to share with the school.  相似文献   

The relationship between implicit theories of intelligence,attainment and socio-demographic factors in a UK sample of primary school children     

Frances Warren  Emily Mason-Apps  Sherria Hoskins  Victoria Devonshire  Mathilde Chanvin 《British Educational Research Journal》2019,45(4):736-754

Research emerging from the USA suggests that holding an incremental theory of intelligence (growth mindset) has a positive impact on academic success. However, limited empirical work has explored this relationship in a UK sample, and there has been a lack of research into the antecedents which might influence the development of certain intelligence beliefs. This study aimed to explore these gaps in the existing literature. Data was collected from 710 9-year-old pupils (UK Year 5). Participants completed attainment tests in Maths and English, and a questionnaire to assess their implicit theories of intelligence (mindset). Socio-demographic information—including gender, ethnicity, free school meal (FSM) status and special educational needs (SEN) status—was also collected. Results showed that pupils eligible for FSM or SEN endorsed more of an entity theory of intelligence than pupils not eligible for either. Analysis of the whole sample showed that attainment significantly correlated with implicit theories of intelligence, however, this relationship did not exist for children with FSM or SEN status. These findings help to elucidate the relationship between implicit theories of intelligence and attainment in the UK, but also suggest the importance of external support in potentially facilitating pupils’ belief systems. Results are discussed in relation to avenues for targeted intervention.  相似文献   

The Earlier the Better? Individual Participant Data and Traditional Meta-analysis of Age Effects of Parenting Interventions     

Frances Gardner  Patty Leijten  G.J. Melendez-Torres  Sabine Landau  Victoria Harris  Joanna Mann  Jennifer Beecham  Judy Hutchings  Stephen Scott 《Child development》2019,90(1):7-19

Strong arguments have been made for early intervention for child problems, stating that early is more effective than later, as the brain is more malleable, and costs are lower. However, there is scant evidence from trials to support this hypothesis, which we therefore tested in two well-powered, state-of-the-art meta-analyses with complementary strengths: (a) Individual participant data (IPD) meta-analysis of European trials of Incredible Years parenting intervention (k = 13, n = 1696; age = 2–11); (b) Larger, trial-level robust variance estimation meta-analysis of a wider range of parenting programs (k = 156, n = 13,378, M_age = 2–10) for reducing disruptive behavior. Both analyses found no evidence that intervention earlier in childhood was more effective; programs targeted at a narrower age range were no more effective than general ones.  相似文献   

Touch Rugby,Masculinity and Progressive Politics in Durban,South Africa, 1985–1990     

Robert Morrell 《国际体育史杂志》2017,34(7-8):619-638

Rugby is a sport frequently considered to be highly competitive and even violent. In the history of South Africa under apartheid it was a bulwark of white minority, authoritarian, nationalist rule. So was it possible for an alternative masculinity to develop and express itself on the country’s rugby playing field? This paper seeks to answer this question by examining an informal weekly game of touch rugby played in the five years prior to the unbanning of the liberation movements in 1990. The game was played largely by white men who were explicitly opposed to the system of apartheid and in most cases were actively working for its termination. What implications did their commitment to a non-racial democracy have for their participation in the game and particularly for their gendered relations? This paper argues that there was an alignment between their politics and their gendered behaviour but that such alignment was not exact and even though alternative masculinities were nascent, equally were expressed conventional passions for the game. But these passions were not violent or misogynistic even as they endorsed the male body as a site of physical sporting pleasure.  相似文献   

6. The international arena: the Global Village     

Frances C. Fowler 《教育政策杂志》2013,28(5):89-102

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The politics of policy in boys’ education,by Marcus B. Weaver‐Hightower     

Maree Frances Herrett 《Gender and education》2011,23(2):226-227

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CHILDREN'S QUESTIONS AND COMMENTS ABOUT THE CHRISTIAN FAITH     

Frances Eastman 《Religious education (Chicago, Ill.)》2013,108(6):545-560

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