The Minor Seminarian     

Paul Mundy  Marcel A. Fredericks  William J. Mackey 《Journal of Experimental Education》2013,81(4):65-69

Academic achievement was not found to be associated with social class position for freshmen minor (high school) seminarians. Even so it is suggested that there are factors related with academic achievement that are class linked. Such factors as intelligence, ethnicity, national cultural origin, and even psycho-social attitudes deserve further consideration. It is further suggested that the operational extension of academic achievement to student grades may be deceptively simplistic. What is needed to be known are the conditions under which academic achievement becomes operative. The class structure of a minor seminary not only tells the probable community from which prospective candidates were drawn– upper, middle, or lower class– it also may give insights into the nature of hypothesized relationships. Understanding of the whole educational process leading to religious careers awaits future research.  相似文献   

Is the Secure Base Phenomenon Evident Here,There, and Anywhere? A Cross‐Cultural Study of Child Behavior and Experts’ Definitions     

German Posada  Ting Lu  Jill Trumbell  Garene Kaloustian  Marcel Trudel  Sandra J. Plata  Paola P. Peña  Jennifer Perez  Susana Tereno  Romain Dugravier  Gabrielle Coppola  Alessandro Constantini  Rosalinda Cassibba  Kiyomi Kondo‐Ikemura  Magaly Nóblega  Ines M. Haya  Claudia Pedraglio  Manuela Verissimo  Antonio J. Santos  Ligia Monteiro  Keng‐Ling Lay 《Child development》2013,84(6):1896-1905

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Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis   总被引：1，自引：1，他引：0  

Marcel Koeneman  Martin Goedhart  Miriam Ossevoort 《Research in Science Education》2013,43(5):2009-2034

Primary scientific literature is one of the most important means of communication in science, written for peers in the scientific community. Primary literature provides an authentic context for showing students how scientists support their claims. Several teaching strategies have been proposed using (adapted) scientific publications, some for secondary education, but none of these strategies focused specifically on scientific argumentation. The purpose of this study is to evaluate a strategy for teaching pre-university students to read unadapted primary scientific literature, translated into students’ native language, based on a new argumentation analysis framework. This framework encompasses seven types of argumentative elements: motive, objective, main conclusion, implication, support, counterargument and refutation. During the intervention, students studied two research articles. We monitored students’ reading comprehension and their opinion on the articles and activities. After the intervention, we measured students’ ability to identify the argumentative elements in a third unadapted and translated research article. The presented framework enabled students to analyse the article by identifying the motive, objective, main conclusion and implication and part of the supports. Students stated that they found these activities useful. Most students understood the text on paragraph level and were able to read the article with some help for its vocabulary. We suggest that primary scientific literature has the potential to show students important aspects of the scientific process and to learn scientific vocabulary in an authentic context.  相似文献   

The intercultural dialogue: Cornerstone development     

Marcel Massé 《Int J Intercult Relat》1981,5(3):203-214

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Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play     

Martine L. Broekhuizen  Pauline L. Slot  Marcel A. G. van Aken  Judith S. Dubas 《Early education and development》2017,28(2):135-153

Research Findings: Drawing from a Dutch sample of 113 Dutch children (M age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children’s observed social integration and positive mood in a play situation depends on children’s observed behavioral self-regulation. Multilevel analyses revealed a positive association between emotional and behavioral support and children’s social integration for children low on behavioral self-regulation, but there was no such association for children high on behavioral self-regulation. Contrary to our expectations, children low on behavioral self-regulation showed more integration in the case of relatively highly supportive classrooms but not less integration in classrooms that were low in support. For children’s positive mood, a positive association with emotional and behavioral support was found, and no association was found with behavioral self-regulation. Practice or Policy: This study’s findings highlight the importance of emotionally and behaviorally supportive classroom experiences for young children’s social and emotional skills. Moreover, results hint that experts should perhaps not see children low in behavioral self-regulation as always at risk for poorer social outcomes.  相似文献   

Identifying paths to audience success of media products: the media decision-makers’ perspective     

Marcel Verhoeven  M. Bjørn von Rimscha  Isabelle Krebs  Gabriele Siegert  Christoph Sommer 《媒体管理杂志》2018,20(1):51-77

Research on media success factors is a fragmented field. Definitions, measures, and methods vary, and findings are often inconsistent. In an attempt to fill this perceived research gap, we distilled generic success factors of media products from the literature. Guided by theory and empirical findings, these factors were aggregated to complex concepts, building blocks of success that we further investigated in an exploratory qualitative study. We found that the building blocks are applicable to all types of media, independent of seriality and content types of media products. Subsequently the research question of this article is: Which building blocks of success are most important for media products? To answer this question, we conducted an online survey of 255 media professionals in print, audio-visual, and online media in Austria, Germany and Switzerland. To analyze our data, we deployed qualitative comparative analysis, a method based on set theory that is suitable to investigate complex causality. We conclude that four building blocks are necessary for success: “good” distribution, environmental orientation, form/design, and human resources are preconditions for achieving success in terms of audience market share. In addition, three patterns emerge in the sufficient paths (combinations of building blocks) to success. Which route to success a media product shows can be related to the width of its topical scope and the corresponding projected audience size.  相似文献   

The politics of research misconduct: congressional oversight, universities, and science     

LaFollette MC 《The Journal of higher education》1994,65(3):261-285

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Progress in the measurement of laterality and implications for dyslexia research     

Merrill Hiscock  Marcel Kinsbourne M.D. 《Annals of dyslexia》1995,45(1):247-268

Much of contemporary laterality research has been motivated by a need to increase the accuracy with which individuals can be classified as left- or right-hemisphere dominant for speech and language. Efforts to improve the classification accuracy of laterality methods have led not only to the refinement of laterality methods but also to the discovery of some of the mechanisms that contribute to asymmetric performance. Despite these advances, laterality methods still do not lead to definitive conclusions about hemispheric specialization in the individual case, and special caution must be used when interpreting results for individual dyslexic children. Event-related measurements of cerebral metabolism, still in the development phase, promise to complement but not replace behavioral laterality methods.  相似文献   

Peer teaching in higher education: A review   总被引：1，自引：3，他引：1  

Barbara Goldschmid  Marcel L. Goldschmid 《Higher Education》1976,5(1):9-33

In the last decade, peer teaching has gained momentum in higher education. Socio-psychological, pedagogical, economical and political considerations have all contributed to this recent interest. A number of peer-teaching models including discussion groups led by undergraduate students, proctoring (PSI), student learning groups, the learning cell, and student counseling of students (parrainage) have evolved. Several issues and problems may confront the instructor who wants to use undergraduates as teachers: selection of student partner, functions of student teacher, cooperation vs. competition, the structure of the learning situation, preparation of the student teachers, benefits of peer teaching, the role of the professor, financial aspects and instructional facilities. The evidence reviewed suggests that peer teaching, best used in conjunction with other teaching and learning methods, has great potentials for both student teacher and student learner, especially if one seeks to enhance active participation and develop skills in cooperation and social interaction. A student's colleagues often represent the least recognized, least used and possibly the most important of all the resources available to him. (Mackenzie et al., 1970).Portions of this paper have been presented by the second author at the International Symposium on Ingenieurpädagogik '75, 14–16 April, 1975, in Klagenfurt, Austria and at the International Conference on Improving University Teaching, 9–11 May, 1975, in Heidelberg, Germany.  相似文献   

Teaching television: the effects of critical television viewing curricula     

Marcel W. Vooijs  Tom H. A. Van Der Voort 《International Journal of Educational Research》1990,14(6)

Recognition of the important role television plays in children's lives has led during the 1970s to the beginnings of an effort to modify television's impact on children by teaching them how to manage their viewing behavior, how to understand the medium, and how to evaluate its content (so-called, “critical television viewing skills”). The objectives pursued by critical viewing curricula are discussed, and it is argued that critical viewing is strongly related to critical thinking. A review of studies of the effects achieved by television curricula indicates that television curricula can be effective in increasing children's knowledge of the medium and in altering children's perceptions of television content. However, there is little evidence that curricula can modify television's effects on children's attitudes and behaviors, and curricular effects on children's viewing behavior at home have yet to be demonstrated. The research conducted is evaluated, and suggestions are made for future work in this area.  相似文献