Is it believable when it's scientific? How scientific discourse style influences laypeople's resolution of conflicts     

Rainer Bromme  Lisa Scharrer  Marc Stadtler  Johanna Hmberg  Ronja Torspecken 《科学教学研究杂志》2015,52(1):36-57

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Academic risk and academic resilience: individual,contextual and cultural influences on the educational development of Asian children     

Haibin Li  Andrew J. Martin  Wei-Jun Jean Yeung 《教育心理学》2015,35(8):1025-1026

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Contribution of a professional development programme to the quality and retention of teachers in an urban environment     

Lisa Gaikhorst  Jos J. Beishuizen  Bonne J.H. Zijlstra  Monique L.L. Volman 《欧洲师范教育杂志》2015,38(1):41-57

This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were used. The results showed a significant effect of the programme on teacher knowledge and self-efficacy. Furthermore, teachers greatly appreciated the programme and they perceived a positive impact on their competences, self-efficacy and professional orientation. The opportunity to share experiences within a network of teachers was considered the most valuable element of the programme.  相似文献   

Eye Contact Modulates Cognitive Processing Differently in Children With Autism          下载免费PDF全文

Terje Falck‐Ytter  Christoffer Carlström  Martin Johansson 《Child development》2015,86(1):37-47

In humans, effortful cognitive processing frequently takes place during social interaction, with eye contact being an important component. This study shows that the effect of eye contact on memory for nonsocial information is different in children with typical development than in children with autism, a disorder of social communication. Direct gaze facilitated memory performance in children with typical development (n = 25, 6 years old), but no such facilitation was seen in the clinical group (n = 10, 6 years old). Eye tracking conducted during the cognitive test revealed strikingly similar patterns of eye movements, indicating that the results cannot be explained by differences in overt attention. Collectively, these findings have theoretical significance and practical implications for testing practices in children.  相似文献   

A Sociopolitical Eclipse: The Surrendering of Two Super Systems to Promote Equity in U.S. Education     

Lisa Bass 《Peabody Journal of Education》2015,90(5):711-728

In this analysis, I argue that inequitable social and educational policies and practices hinder equity in the U.S. educational system. I challenge and critique the status quo, and the nation's current efforts toward educational equity. I then propose a radical shift in educational policy – a surrendering of social and political systems for the purpose of promoting equitable schooling conditions.  相似文献   

Two special papers in this issue of Discourse     

Bob Lingard  Martin Mills  Victoria Carrington  Greg Thompson  Sam Sellar 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):303-305

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The Effect of Changing Content on IRT Scaling Methods     

Lisa A. Keller  Robert R. Keller 《教育实用测度》2015,28(2):99-114

Equating test forms is an essential activity in standardized testing, with increased importance with the accountability systems in existence through the mandate of Adequate Yearly Progress. It is through equating that scores from different test forms become comparable, which allows for the tracking of changes in the performance of students from one year to the next. This study compares three different item response theory scaling methods (fixed common item parameter, Stocking & Lord, and Concurrent Calibration) with respect to examinee classification into performance categories, and estimation of the ability parameter, when the content of the test form changes slightly from year to year, and the examinee ability distribution changes. The results indicate that calibration methods, especially concurrent calibration, produced more stable results than the transformation method.  相似文献   

Cross-Age Peer Tutoring in Physics: Tutors,Tutees, and Achievement in Electricity     

Marianne Korner  Martin Hopf 《International Journal of Science and Mathematics Education》2015,13(5):1039-1063

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Student Teachers’ Approaches to Teaching Biological Evolution     

Lisa A. Borgerding  Vanessa A. Klein  Rajlakshmi Ghosh  Albert Eibel 《Journal of Science Teacher Education》2015,26(4):371-392

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Brief Therapy at a University Counseling Center: Working Alliance,Readiness to Change,and Symptom Severity     

Megan Mahon  Stephanie McGuire Wise  Martin H. Ritchie  Nick J. Piazza  Mojisola F. Tiamiyu 《Journal of College Counseling》2015,18(3):233-243

The authors investigated whether students receiving short–term individual counseling at a university counseling center showed progress as evidenced by perceived client and counselor outcomes and the roles that client readiness to change and working alliance played in this setting. The results indicated that the counselor reports, not the client reports, reflected statistically significant change in client symptoms. Changes in symptom severity were not associated with working alliance and readiness to change.  相似文献