Panel hears conflicting views on biology of violence     

Kiernan V 《New scientist (1971)》1993,138(1877):7

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Assessing the reliability of retrospective reports of adverse childhood experiences among adult HMO members attending a primary care clinic   总被引：1，自引：0，他引：1  

Dube SR  Williamson DF  Thompson T  Felitti VJ  Anda RF 《Child abuse & neglect》2004,28(7):729-737

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Does self-efficacy contribute to the development of students’ motivation across the transition from secondary to higher education?     

Kyndt  Eva  Donche  Vincent  Coertjens  Liesje  van Daal  Tine  Gijbels  David  Van Petegem  Peter 《European Journal of Psychology of Education - EJPE》2019,34(2):457-478

European Journal of Psychology of Education - The transition from secondary to higher education is a challenging process, in which the development of students’ motivation plays a pivotal...  相似文献   

Children's advocacy centers: do they lead to positive case outcomes?     

Faller KC  Palusci VJ 《Child abuse & neglect》2007,31(10):1021-1029

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Technological knowledge base, R&D organization structure and alliance formation: Evidence from the biopharmaceutical industry     

Jing Zhang  Charles Baden-Fuller  Vincent Mangematin 《Research Policy》2007,36(4):515-528

We explore how an incumbent firm's internal knowledge and organization structure influences its strategic alliance formation. We propose that the firm's knowledge breadth and the centrality of its R&D organization structure positively influence its absorptive capacity, and consequently, its propensity to form strategic alliances. We also argue that the centrality of the R&D organization structure may be a substitute for the breadth of the knowledge base. We validate our ideas using data on 2647 strategic alliances formed over the period of 1993-2002 by 43 major biopharmaceutical firms in the U.S. and Europe. Our discussion focuses on the application of the knowledge-based view of the firm to strategic alliance research. The implications for public policy in the biopharmaceutical industry are also emphasized.  相似文献   

Education policy,space and the city: markets and the (in)visibility of race     

Chris Taylor  Julie McLeod  Tim Butler  Carol Vincent 《British Journal of Sociology of Education》2011,32(5):805-820

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Religion in the primary school: ethos,diversity, citizenship     

Gerald Grace  Carol Vincent  Richard Race 《British Journal of Sociology of Education》2017,38(5):738-741

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Should Colleges Conduct Criminal Background Checks Before Hiring Instructors? A Louisiana Court Says Yes     

Richard Fossey  Gregory Vincent 《Journal of Personnel Evaluation in Education》2000,14(2):193-197

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Les repre´sentations des futurs enseignants que´becois du primaire au regard de la formation initiale et des responsabilite´s des formateurs     

François Larose  Yves Lenoir  Vincent Grenon  Carlo Spallanzani 《欧洲师范教育杂志》2000,23(3):275-288

Dans cet article, nous faisons état des résultats d'une recherche menée auprès des divers intervenants du processus de formation initiale à l'enseignement préscolaire et primaire à l'Université de Sherbrooke. L'objectif de la recherche était de dégager les représentations sociales des diverses catégories d'intervenants au regard des concepts de compétence, de pédagogie et de didactique, ainsi que sur la place et les fonctions attribuées par les étudiants aux différents types de formateurs. Les résultats suggèrent que les étudiants ont des positions beaucoup plus rapprochées de celles des enseignants du primaire que de celles des formateurs universitaires. Ils montrent également plusieurs distinctions quant à l'attribution des compétences de formation aux divers types d'intervenants et quant aux lieux privilégiés de formation. Ces constats soulignent l'importance d'établir un dialogue plus étroit entre les divers partenaires de la formation initiale des futurs enseignants. In this paper, we present various results of a piece of research undertaken with different partners involved in the teacher education programme offered by the University of Sherbrooke (Canada). The main purpose of the research was to identify the place and role that should be taken by various categories of trainer. Our results suggest that students align their behaviour far more closely to that of serving teachers than they do to those of academics. Results also reveal many distinctions between students' categories about what are the specific competencies of the trainers as well as what is the best training context. These results confirm the importance that should be given to improving dialogue between the various partners in programmes of teacher education. En este artículo tratamos de los resultados de una investigación realizada con los varios actores del proceso de formación inicial docente al preescolar y al primario en la Universidad de Sherbrooke. El objectivo central de esta investigación era de indicar las representaciones sociales de dichas categorías de actores a propósito de los conceptos de competencia, de pedagogía y de didáctica, asíque el lugar y la función atribuida, de parte de los estudiantes, a las varias categorias de formadores. Segun los resultados de la investigación, las representaciones de los estudiantes quedan mucho mas cercanas de aquellas compartidas por los docentes del medio (preescolar y primario) que de las representaciones de los docentes universitarios. Se notan también muchas diferencias en terminos de reconocimiento de unas competencias a la formación y de lugares de formación mas importantes atribuidas a las varias categorias de formadores. Estos logros van en el sentido de mejorar el diálogo entre los varios partenarios de la formación de los docentes. In diesem Artikel stellen wir die Ergebnisse einer wissenschaftlichen Forschungsarbeit gegenüber verschiedener Intervenienten im Entwicklungsprozess der Grundausbildung in der Kindergartenausbildung sowie in der Grundschulausbildung auf der Universität von Sherbrooke vor. Vorhaben dieser Forschung war es die sozialen Vorstellungen der verschiedenen Kategorien von Interventienten gegenüber der Vorstellung von Kompetenz, Pädagogik und Didaktik, sowie die Stellung und Funktion verschiedener Ausbildungstypen hervorzuheben. Die Ergebnisse lassen darauf schliessen dass der Standpunkt der Studenten näher an den der Grundschullehrer herankommt als an den der Universitätsausbilder. Sie zeigen auch grundlegende Unterschiede in der Zuteilung der Kompetenzen der Ausbildung in den verschiedenen Interventionstypen sowie in den bevorteiligten Ausbildungsorten. Diese Feststellung unterstreicht die Wichtigkeit eines engeren Dialogs zwischen den verschiedenen Partnern der Grundausbildung des zukünftigen Lehrpersonals.  相似文献   

Common WISC-III examiner errors: Evidence from graduate students in training     

Vincent C. Alfonso  Annemarie Johnson  Lilia Patinella  Damon E. Rader 《Psychology in the schools》1998,35(2):119-125

Sixty WISC-III protocols, administered by graduate students in training, were examined to obtain preliminary data on the frequency and types of administration and scoring errors that examinees commit. Results were compared with previous studies that have evaluated examiner errors on the Wechsler scales. In general, the present results were consistent with those of previous studies that have illustrated that a large number of scoring errors are committed by graduate students as well as by other professional groups. The majority of errors committed by participants in this study were general errors. That is, errors were not specific to a particular subtest. The five most frequent errors included failure to query, failure to record responses verbatim, reporting Full Scale IQ incorrectly, reporting Verbal IQ incorrectly, and adding individual subtest scores incorrectly. However, the traditional difficult to score Verbal subtests were not as troublesome for examiners in this study as they were for examiners in previous studies. In addition, significant decreases in the mean number of errors per protocol and in the number of most frequently occurring errors per protocol were noted. © 1998 John Wiley & Sons, Inc.  相似文献