Children Trust a Consensus Composed of Outgroup Members—But Do Not Retain That Trust     

Eva E. Chen  Kathleen H. Corriveau  Paul L. Harris 《Child development》2013,84(1):269-282

Children prefer to learn from informants in consensus with one another. However, no research has examined whether this preference exists across cultures, and whether the race of the informants impacts that preference. In 2 studies, one hundred thirty‐six 4‐ to 7‐year‐old European American and Taiwanese children demonstrated a systematic preference for a consensus. Nevertheless, the initial strength and persistence of that preference depended on the racial composition of the consensus. Children's preference for consensus members belonging to the same race as themselves persisted even when only one consensus member remained to provide information. When the consensus consisted of different‐race informants, preference for the consensus was initially apparent but lost when only one member from the consensus remained with the dissenting informant.  相似文献   

Wichita,Kansas Reading Program Goes International     

Murray Harris  Ms. Joyce Mattson 《Clearing house (Menasha, Wis.)》2013,86(7)

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A Refugee's Lament     

Elizabeth Howe Harris 《The Educational forum》2013,77(3)

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Sonnet to Keats     

Elizabeth Howe Harris 《The Educational forum》2013,77(1)

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Prayer for Mankind     

Mildred Versoy Harris 《The Educational forum》2013,77(1)

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Spirit of Man     

Elizabeth Howe Harris 《The Educational forum》2013,77(1)

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Abraham Lincoln     

Elizabeth Howe Harris 《The Educational forum》2013,77(2)

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The micro‐politics of openness   总被引：1，自引：1，他引：0  

David Harris 《Open Learning》2013,28(2):13-16

In this paper, David Harris, senior lecturer in sociology at the College of St Mark and St John in Plymouth, explores the context in which our current definitions of openness have evolved. He goes on to suggest that it is time to shift interest away from the level of grand design and abstract typologies towards a ‘micro‐political’ level, involving analyses of concrete practice.  相似文献   

Multicutural literature and gifted black students: Promoting self‐understanding,awareness, and pride     

Donna Y. Ford  Cynthia A. Tyson  Tyrone C. Howard  J. John Harris III 《Roeper Review》2013,35(4):235-240

Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White, well-educated, and upper middle class. The relationship of SDO, RWA, socially desirable responding, and support for various gifted education practices such as testing for identification, curricular differentiation in a heterogeneous classroom, and cooperative learning was explored through latent class analysis and logistic regression. Two distinct groups, communitarians and individualists, were found on the basis of their support for different gifted programming. Higher deference to authority among communitarians predicted support for an inclusive social norm, compared to a preference for maximizing potential without regard for inclusion among the individualists, who were less likely to defer to authority.  相似文献   

Locusts,gerbils and barley     

Roger Harris 《Education 3-13》2013,41(1):53-56

Literacy teaching and learning in English primary schools has changed over the last few years. In particular the Literacy Hour has established more firmly a number of literacy activities such as shared reading and shared writing as well as creating a clear focus and time for literacy. However, it has also led, this article argues, to a devaluing of books, children and teachers. The Literacy Hour for the early years in Key Stage 1 may be too restrictive, formal and inappropriate for the youngest primary school children.  相似文献