Devolution and Pluralism in Education in Northern Ireland - Edited by Caitlin Donnelly, Penny McKeown and Bob Osborne     

Alan  Smith 《British Journal of Educational Studies》2007,55(2):221-224

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Smart Conformists: Children and Adolescents Associate Conformity With Intelligence Across Cultures     

Nicole J. Wen  Jennifer M. Clegg  Cristine H. Legare 《Child development》2019,90(3):746-758

The current study used a novel methodology based on multivocal ethnography to assess the relations between conformity and evaluations of intelligence and good behavior among Western (U.S.) and non-Western (Ni-Vanuatu) children (6- to 11-year-olds) and adolescents (13- to 17-year-olds; N = 256). Previous research has shown that U.S. adults were less likely to endorse high-conformity children as intelligent than Ni-Vanuatu adults. The current data demonstrate that in contrast to prior studies documenting cultural differences between adults' evaluations of conformity, children and adolescents in the United States and Vanuatu have a conformity bias when evaluating peers' intelligence and behavior. Conformity bias for good behavior increases with age. The results have implications for understanding the interplay of conformity bias and trait psychology across cultures and development.  相似文献   

Elementary teachers’ science subject matter knowledge across the teacher career cycle     

Ryan S. Nixon  Leigh K. Smith  Richard R. Sudweeks 《科学教学研究杂志》2019,56(6):707-731

Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers, and 208 sixth-grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one-way and two-way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self-directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade-level assignments.  相似文献   

Integration or Separation? Addressing Religious and Spiritual Issues in Multicultural Counseling: A National Survey of College Counselors     

Timothy B. Smith  Rachel Crook Lyon  Kari O'Grady 《Journal of College Counseling》2019,22(3):194-210

Given contemporary ethical concerns, the authors conducted a national survey of 216 college counselors’ perceptions of integrating religious and spiritual issues in multicultural counseling and counselor education. Using cluster analysis, the authors identified 4 patterns of commitments to multiculturalism and religiosity. Respondents demonstrated ethical bracketing in that they considered religious and spiritual issues favorably within the framework of multicultural counseling, irrespective of their commitments to those topics. Counselors can openly address spiritual and religious diversity.  相似文献   

The Twelve Cranial Nerves of Christmas: Mnemonics,Rhyme, and Anatomy – Seeing the Lighter Side     

Claire F. Smith  Scott Border 《Anatomical sciences education》2019,12(6):673-677

Anatomy, has in history, been linked to helpful ways to remember structures, branches of nerves, structures passing through foramina, etc. Scalp is even a mnemonic in itself (S kin, C onnective tissue, A poneurosis, L oose areolar tissue, P ericranium). There has been concern by some educators that using mnemonics or rhymes promotes a surface approach to learning and is unhelpful in establishing long-term and meaningful deep learning. This article argues that mnemonics and rhyme can be used, in the appropriate way, at the right time, by students as an important learning strategy. That strategy can help lay a foundation of knowledge to be developed and later built upon, or simply recall information more easily. Mnemonics, like all information that is to be recalled, is consolidated by rehearsal. In examining the neuroanatomy of learning theories, it is therefore possible to suggest that when students begin to learn an area of anatomy, such as the cranial nerves, using a mnemonic or rhyme, it can help students remember the names and facilitate the engagement of the working memory processes assisting the student to build a construct for subsequent deeper layers of knowledge. Modern approaches to anatomy education involve a myriad of learning opportunities, but educators must assess the value of each one before recommending them to students. It appears that using mnemonics and rhyme is as valid today as it has been for centuries.  相似文献   

Enhancement and constraint: student-mothers’ experiences of higher vocational education,emotion and time     

Paul H. Smith 《Cambridge Journal of Education》2019,49(2):163-179

Student-mothers who study vocationally related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions. However, familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion.  相似文献   

Finding a home for hyoliths     

Martin R Smith 《国家科学评论(英文版)》2020,7(2):470

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Digital Video for Multimedia: Two Approaches (MPEG)     

Nicole Rodruigez  Michel Lavacry  Michel Banckaert 《Educational Media International》2013,50(4):200-207

Abstract

This article discusses the application of digital video to multimedia, and looks at the pros and cons of two different approaches. It also considers the standards of equipment for various uses.  相似文献   

Academic advising in baccalaureate distance education programs     

Robert F. Curry  Roger G. Baldwin  Martha Smith Sharpe 《The American journal of distance education》2013,27(3):42-52

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Welcoming new editors     

John Merbler  Lawrence L. Smith 《The Teacher Educator》2013,48(4)

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