The Role of Sex Hormone Replacement Therapy on Self-Perceived Competence in Adolescents with Delayed Puberty     

Jacqueline Schwab  Howard E. Kulin  Elizabeth J. Susman  Jordan W. Finkelstein  Vernon M. Chinchilli  Susan J. Kunselman  Lynn S. Liben  M. Rose DÂ⊃Arcangelo  & Laurence M. Demers 《Child development》2001,72(5):1439-1450

The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences.  相似文献   

Young Children''s Understanding of Realities, Nonrealities, and Appearances     

Jacqueline D. Woolley  Henry M. Wellman 《Child development》1990,61(4):946-961

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Numeration a l'ecole elementaire     

Michèle Artigue  Jacqueline Robinet 《Educational Studies in Mathematics》1982,13(2):155-175

This paper presents results of research concerning the construction of the concept of natural integers by children. By testing the same children, whose school history was known with accuracy, at one year in tervals, we have sought to determine:

— How their competence in counting and numeration evolved during this period.

— What the mechanisms of this evolution were.

— What role school learning played.

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An exploratory investigation of the effect of working in an environmentally themed facility on the conservation‐related knowledge,attitudes and behavior of staff     

Amy Groff  Donna Lockhart  Jacqueline Ogden  Lynn D. Dierking 《Environmental Education Research》2005,11(3):371-387

In the past decade, we have seen an increased focus on measuring the impact of zoos, aquariums, and other free‐choice learning environments on the conservation‐related knowledge, attitudes and behavior of the visiting public. However, no such studies have been conducted on the impact of such environments on the staff working in these facilities – the very staff that in turn interact with the public on a daily basis. Clearly these interactions are recognized as being important; for example, the thousands of staff employed by Disney’s Animal Kingdom are regularly provided with conservation‐related training – both formal, in‐class experiences, as well as more informal experiences with animals; these are a mixture of compulsory and freely chosen experiences. An exploratory qualitative study was conducted to investigate the impact of working at Disney’s Animal Kingdom on staff knowledge, attitudes, and behavior related to animals and their conservation. The resulting findings offer preliminary evidence that working in an environmentally themed setting has a positive impact on all of these variables, and that particular experiences – notably experiences in back‐of‐house animal holding areas and with animal staff – are key. These findings suggest that further investigation into the impact of working in such learning settings could be fruitful in understanding the role that the work place plays in supporting the free‐choice learning of staff. This is important both from the perspective of the staff themselves, and in relation to the impact that these individuals may have on visitors to free‐choice learning settings.  相似文献   

Fathers and mothers at play with their 2- and 3-year-olds: contributions to language and cognitive development   总被引：10，自引：0，他引：10  

Tamis-LeMonda CS  Shannon JD  Cabrera NJ  Lamb ME 《Child development》2004,75(6):1806-1820

Father-child and mother-child engagements were examined longitudinally in relation to children's language and cognitive development at 24 and 36 months. The study involved a racially/ethnically diverse sample of low-income, resident fathers (and their partners) from the National Early Head Start evaluation study (n=290). Father-child and mother-child engagements were videotaped for 10 min at home during semistructured free play, and children's language and cognitive status were assessed at both ages. Fathers' and mothers' supportive parenting independently predicted children's outcomes after covarying significant demographic factors. Moreover, fathers' education and income were uniquely associated with child measures, and fathers' education consistently predicted the quality of mother-child engagements. Findings suggest direct and indirect effects of fathering on child development.  相似文献   

Performance of Montessori and traditionally schooled nursery children on tasks of seriation, classification, and conservation     

Jacqueline M. White  Steven R. Yussen  Edward M. Docherty 《Contemporary educational psychology》1976,1(4):356-368

It was hypothesized that the Montessori curriculum accelerates the acquisition of a number of concrete operational skills. To test this, eighty 4-year-old children were given three Piagetian problems—seriation, classification, and conservation. Half of the subjects were from Montessori schools, and the other half were from more traditional nursery settings. Within each type of school, half of the children were first year and the other half were second year enrollees. Results showed that significantly more Montessori than traditional children seriated and classified objects like concrete thinkers but that there were no differences on the conservation problem. Year of enrollment did not influence performance on any of the tasks. It was concluded that the hypothesis was confirmed and that the failure to find acceleration of conservation performance was due to its advanced nature relative to the other problems and/or the tangential manner in which Montessori exercises deal with the critical concepts that underly it.  相似文献   

Research Experience as a Component of Science and Mathematics Teacher Preparation     

Raphael  Jacqueline  Tobias  Sheila  Greenberg  Richard 《Journal of Science Teacher Education》1999,10(2):147-158

Journal of Science Teacher Education -  相似文献   

Mislevy,R. J. (2018). Sociocognitive Foundations of Educational Measurement. New York,NY: Routledge.     

Jacqueline P. Leighton 《Journal of Educational Measurement》2020,57(1):145-151

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Teaching high school science using image processing: A case study of implementation of computer technology     

Richard Greenberg  Jacqueline Raphael  Jill L. Keller  Sheila Tobias 《科学教学研究杂志》1998,35(3):297-327

An in-depth case study of teachers' use of image processing (a state-of-the-art computer technology used by research scientists) in biology, earth science, and physics classes within one high school science department explored issues surrounding technology implementation. The study, conducted within a districtwide, schoolwide, and classroom context, explored four areas related to the teacher's adoption of image processing: (a) teachers' background with computers outside of instructional use, (b) teachers' attitudes toward educational technology and insights gained from their experience using computers within the science curriculum, (c) training and perceived influence of district and school administrators, and (d) teachers' classroom and computer lab practices. The following factors were deemed critical in teachers' decision to use or not use image processing with their students: (a) time to thoroughly explore and master the technology so they could use it with students to explore science concepts; (b) classroom management skills specific to technology use; (c) perception of the teaching value of the technology; (d) perception of the reasonableness of administrators' expectations for technology use; and (e) understanding of how to implement inquiry-based science teaching, independent of technology issues. These factors have implications for how to help teachers use computer technology to teach high school science. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 297–327, 1998.  相似文献   

Diversity at Works A Case Study of Using Videotape Training to Enhance Performance     

Jacqueline M. Layng 《Performance Improvement Quarterly》2000,13(4):67-86

According to Thomas Exter (1992), the latest Bureau of Labor Statistics projections show that between 1990 and 2005, a steady stream of White men will leave the labor force. New workers who are more likely to be minorities and women will replace them. This demographic change in the workforce has caused American businesses to develop training programs that address this issue. As Badi Poster, Gerald Jackson, William Cross, Bailey Jackson, and Rita Hardiman (1988) observed, “The future of American industry will rely in large measure on our human resource potential, and business will have no choice but to learn how to use workforce diversity constructively.” This study discusses what diversity is, where, when and why it developed, and where it is going. It also applies semiotic analysis to a trend‐setting corporate training video that addresses diversity issues. The results of critically viewing this media text display training material that could hinder‐not aid‐in dealing with diversity at work. A semiotic analysis critically views this media text.  相似文献