Factor analysis of the conners teacher rating scale with brain-damaged and learning-disabled children     

Kurt A. Moehle  Kathleen B. Fitzhugh-Bell 《Psychology in the schools》1989,26(2):113-125

Prior studies have indicated a possible lack of stability in the factor structure of the Conners Teacher Rating Scale (CTRS) across populations of children. The current study examined this factor structure in a sample of medically referred brain-damaged and learning-disabled children. Six factors were extracted: Conduct Disorder, Hyperkinesis, Distractibility, Depression, Dyssocial behavior, and Introversion. Comparison with prior work indicates that factors of conduct disorder, hyperkinesis, and a social behavior factor are fairly common, but that disparities regarding other factors exist. Cross-validation of the factor structure in each new population for which CTRS is to be used is recommended.  相似文献   

Bookreviews     

Brian Holmes  G. L. de Landsheere  E. Eaglesham  J. Idenburg  H. S. McFarland  R. W. McCulloch  J. B. Biggs  G. Mori  F. Morino  James W. Coulthard  M. J. Langeveld  M. L. Kellmer Pringle  M. A. Brimer  Jesse E. Gordon  T. N. Postlethwaite  W. E. Vliegenthart  Eve Malmquist  B. F. Nel  Gerhard Pause  Kurt Graff  A. Gammie  Dirk Wendt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(4):477-506

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Introduction to the special issue: School and life experiences of highly mobile students: Phenomenology,risk, and resilience     

Michael L. Sulkowski  Kurt D. Michael 《Psychology in the schools》2020,57(12):1791-1797

This article introduces a special issue on the school and life experiences of highly mobile students. In it, the phenomenology of high mobility is described as well as the current state of research on subpopulations of highly mobile students. In addition, the risk and resilience framework is invoked as a general theoretical crosscurrent that cuts across the articles included in the special issue that provide novel research on environmental instability, student homelessness, foster care experiences, relocation because of war, and trauma- and violence-informed care. Lastly, areas for future research are discussed as highly mobile students remain an understudied yet important and growing population in need of empirical investigation and supportive intervention.  相似文献   

Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1     

Kurt W. Fischer 《Mind, Brain, and Education》2009,3(1):3-16

ABSTRACT— The primary goal of the emerging field of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound grounding of education in research. The growing, worldwide movement needs to avoid the myths and distortions of popular conceptions of brain and genetics and build on the best integration of research with practice, creating a strong infrastructure that joins scientists with educators to study effective learning and teaching in educational settings. Science and practice together provide many potentially powerful tools to improve education. Neuroscience and genetics make possible analysis of the "black box" of biological processes that underpin learning. Understanding the biology of abilities and disabilities helps educators and parents to facilitate individual students' learning and development. Cognitive science provides analyses of the mental models/metaphors that pervade meaning making in human cultures, creating tools for avoiding unconscious distortions and crafting effective educational tools. Developmental and learning science produce tools to analyze learning pathways, including both shared patterns and learning differences. To reach the potential of grounding education effectively in research requires improving the infrastructure by creating (a) research schools where practice and science jointly shape educational research, (b) shared databases on learning and development, and (c) a new profession of educational engineers or translators to facilitate connecting research with practice and policy.  相似文献   

Deweyan Democratic Agency and School Math: Beyond Constructivism and Critique          下载免费PDF全文

Kurt Stemhagen 《Educational theory》2016,66(1-2):95-109

In this article, Kurt Stemhagen reconstructs mathematics education in light of Dewey's democratic theory and his ideas about mathematics and mathematics education. The resulting democratic philosophy and pedagogy of mathematics education emphasizes agency and the connections between mathematics and students' social experiences. Stemhagen considers questions about the disconnect between constructivist reformers and critical mathematics educators, and he positions Dewey's ideas as a way to draw on the best of both to create an active and more democratic school math experience.  相似文献   

Auftragsvergaben aus Drittmitteln der Universit?t     

Kurt Reindl 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(3):94-109

Organisationseinheiten von Universit?ten schlie?en oft Vertr?ge für Lieferungen, etwa von Computern und sonstigen technischen Ger?ten. Manchmal sind externe Bau- oder Dienstleistungen erforderlich. Die gegenst?ndliche Arbeit zeigt auf, dass im Zusammenhang mit solchen Vergaben auch bei relativ geringem Auftragswert rechtliche Bindungen bestehen, und legt die Risiken dar, die sich im Falle rechtswidriger Vergaben für die Universit?t, Leiterinnen und Leiter universit?rer Organisationseinheiten bzw Projektleiterinnen und Projektleiter ergeben.  相似文献   

Cultivating Connectivity: Folklife and Inclusive Excellence in Museums     

C. Kurt Dewhurst  Diana Baird N'Diaye  Marsha MacDowell 《Curator: The Museum Journal》2014,57(4):455-472

Today there is a growing global awareness of the need to address issues related to the safeguarding and use of both tangible and intangible heritage. By engaging with communities in the documentation of local cultures—especially their folklife, or in other words, their traditional intangible cultural heritage—museums can create collections that will serve as foundations for museum research, exhibitions, and programs that have more resonance with and relevance for those communities. Interactions of these kinds—in particular those of the Smithsonian's Center for Folklife and Cultural Heritage and the Michigan State University Museum, home of the Michigan Traditional Arts Program, as well as collaborations between the Smithsonian Folklife Festival and the Great Lakes Folk Festival, and other programs around the world—have served as important platforms for public discourse about a variety of issues and have produced programs and exhibitions both at home and around the world.  相似文献   

Dynamic development and dynamic education     

Thomson JM  Fischer KW 《Monographs of the Society for Research in Child Development》2007,72(3):150-156

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Activating positive affective experiences in the classroom: “Nice to have” or something more?     

Alex Buff  Kurt ReusserKatrin Rakoczy  Christine Pauli 《Learning and Instruction》2011,21(3):452-466

This study investigated students’ activating positive affective experiences in mathematics lessons, their antecedents, their cognitive and motivational consequences, as well as their effect on achievement. The participants were 682 Grade 8 and 9 students from 37 classes from Germany and Switzerland who participated in a video study of lessons on the Pythagorean theorem. Control and value beliefs as well as autonomy support proved to be relevant predictors of positive affective experiences. Moreover, positive affective experiences were associated with more cognitive activity during the lessons, which for its part predicted achievement in the posttest. In a follow-up test, there was also an indirect effect of positive affective experiences on achievement, mediated by cognitive activity and expectancy of success.  相似文献   

Teaching patterns and learning quality in Swiss and German mathematics lessons     

Isabelle Hugener  Christine Pauli  Kurt Reusser  Frank Lipowsky  Katrin Rakoczy  Eckhard Klieme 《Learning and Instruction》2009,19(1):66-78

Based on a coding of 39 videotaped three-lesson units on the introduction to the Pythagorean Theorem, three teaching patterns were identified: lecturing, developing based on a problem, and discovery based on a problem. The analysis showed no effect of the teaching patterns on student achievement, whereas effects were discovered on students' perceived learning quality. The discovery teaching pattern had negative effects on the emotional quality of learning. However, this pattern exhibited high degree of externally rated cognitive activation. The lecturing approach to the introduction to the Pythagorean Theorem supported students' self-perceived understanding.  相似文献