The conceptual foundations of contemporary relativity theory : John Cowperthwaite Graves. 361 pages,diagrams, 6x9 in. Cambridge,Mass., M.I.T. Press, 1971. Price $15.00 (approx. £5·75).     

R.Bruce Lindsay 《Journal of The Franklin Institute》1973,296(1):75

  相似文献   

Child care and low-income children's development: direct and moderated effects     

Votruba-Drzal E  Coley RL  Chase-Lansdale PL 《Child development》2004,75(1):296-312

A large literature has documented the influence of child care on young children's development, but few studies have examined low-income children in community care arrangements. Using data from Welfare, Children, and Families: A Three-City Study (N = 204), this study examined the influence of child care quality and the extent of care on low-income children's (ages 2-4 years) cognitive and socioemotional development over time. Higher levels of child care quality were modestly associated with improvements in children's socioemotional development, and extensive hours in child care were linked to increases in children's quantitative skills and decreases in behavior problems. Analyses suggest that child care quality may be particularly salient for subgroups of children from low-income families.  相似文献   

Editorial invité:Problèmes de l’évaluation du niveau de base     

Sheila Wolfendale  Geoff Lindsay 《Journal of Research in Reading》1999,22(1):8-13

  相似文献   

Upward academic mobility for the non-secondary school graduate: Some avenues open to young adults in West Germany     

Walter Hahn 《Higher Education》1980,9(1):7-20

In many nations, adults without a secondary school diploma have, in increasing numbers, returned to formal education in order to qualify for admission to higher institutions. The Federal Republic of Germany has been among the leaders in efforts to facilitate such upward academic mobility. Therefore, this article deals with some of the most important developing or newly-created institutions or practices aimed at encouraging those young West German adults most likely to succeed. Status elevation of non-academic schools, e.g., largely in engineering, to Fachhochschulen, as well as creation of in part vocationally-oriented, yet higher education-preparatory secondary schools, are discussed. The article stresses the role of adult education and especially those day and evening institutions (Kollegs and Abendgymnasien) specifically designed to qualify young adults for academic studies. While these schools take into account the relative maturity of their students and the recently-initiated course electivity of West German secondary schools, they have not as yet attracted, in sufficient numbers, such previously disadvantaged groups as workers, women, and rural residents. Other measures in the direction of upward educational mobility are extensive regional television-based programs (Telekollegs), recently-enacted official regulations governing correspondence education, and external school-leaving examinations varying from state to state.Finally, attention is given to a number of current issues pertaining to upward academic mobility. Among them is the fact that the growing tendency of young people to attend a secondary school, instead of merely completing the upper elementary school, increases the number of students interrupting their school attendance. That fact, in turn, compounds both the difficulties resulting from admission restrictions in many academic fields and the unemployment picture for university graduates. There is doubt as to whether added centralized efforts can offer solutions to these problems.  相似文献   

Modifying faculty roles to institutionalize continuing professional education     

William Toombs  Carl Lindsay  Gary Hettinger 《Research in higher education》1985,22(1):93-109

New functions in the university often begin as satellites, marginal to the core of the academic disciplines and the faculty. With success they seek to institutionalize those functions sometimes by incorporating them into the faculty role pattern. This study examined the receptivity across a university faculty to the role changes associated with continuing education for established professionals. Working with mid-career practitioners may offer an unusual degree of intellectual stimulus and affinity to faculty members. Respondents evaluated the importance of a set of role behaviors, some traditional, some new. Application of multiple discriminant analysis to these ratings identified agreement on several basic values along with four subcultural groupings based on views of applied knowledge and the degree of relationship to an established profession.  相似文献   

Developing a material-dialogic approach to pedagogy to guide science teacher education     

Lindsay Hetherington  Rupert Wegerif 《师资教育杂志》2018,44(1):27-43

Abstract

Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there is a gap in the way that science teachers think about the role of materials and that this could be addressed by changes in the theory base of teacher training, augmenting the current constructivist and dialogic theory with the addition of new materialism in the form of Barad’s ‘Agential Realism’. Our findings suggests that science teachers do not regularly explicitly consider the relationship between the material resources they deploy and the dialogic learning taking place. We argue that science teacher training and professional development should pay more attention to the material-dialogic relationships in the learning that emerges in science classrooms.  相似文献   

Adding a Statistical Wrench to the “Toolbox”     

Stephen L. DesJardins  Nathan K. Lindsay 《Research in higher education》2008,49(2):172-179

This paper demonstrates a formal statistical test that can be used to help researchers make decisions about alternative statistical model specifications. This test is commonly used by researchers who would like to test whether adding new variables to a model improves the model fit. However, we demonstrate that this formal test can also be employed when alternative representations of variables or constructs are considered for inclusion in a regression. An empirical example is provided using information from a widely cited US Department of Education report. Substantively, we find evidence that an alternative representation of an important policy variable would have been a better fit to the data than the index that was used in the analysis conducted in the report.

Stephen L. DesJardinsEmail:

  相似文献   

The use of a formative evaluation model for astep     

Lindsay D. Mackay  Jeff R. Northfield 《Research in Science Education》1974,4(1):65-75

  相似文献   

Investigating the role of a district science coordinator          下载免费PDF全文

Brooke A. Whitworth  Jennifer L. Maeng  Lindsay B. Wheeler  Jennifer L. Chiu 《科学教学研究杂志》2017,54(7):914-936

  相似文献   

Nutrition and dietetic students’ knowledge and attitudes regarding food science and technology     

Alex E. Mohr  Selicia T. Mayra  Lindsay Gnant  Anthony J. Basile  Karen L. Sweazea 《Journal of Food Science Education》2020,19(3):212-224

  相似文献