Florence Chang  Marco A. Mu?oz 《Journal of Personnel Evaluation in Education》2006,19(1-2):35-49

There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive professional development process to learn the CDP model. Performance measures included state-mandated achievement measures, teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice will be discussed.  相似文献   

More commentary on teacher education reform     

Nancy L. Zimpher 《Teaching and Teacher Education》1996,12(6):683-689

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A comparison of the anthropometric, strength, endurance and flexibility characteristics of female elite and recreational climbers and non-climbers.     

S Grant  T Hasler  C Davies  T C Aitchison  J Wilson  A Whittaker 《Journal of sports sciences》2001,19(7):499-505

There is limited information on the anthropometry, strength, endurance and flexibility of female rock climbers. The aim of this study was to compare these characteristics in three groups of females: Group 1 comprised 10 elite climbers aged 31.3 +/- 5.0 years (mean +/- s) who had led to a standard of 'hard very severe'; Group 2 consisted of 10 recreational climbers aged 24.1 +/- 4.0 years who had led to a standard of 'severe'; and Group 3 comprised 10 physically active individuals aged 28.5 +/- 5.0 years who had not previously rock-climbed. The tests included finger strength (grip strength, finger strength measured on climbing-specific apparatus), flexibility, bent arm hang and pull-ups. Regression procedures (analysis of covariance) were used to examine the influence of body mass, leg length, height and age. For finger strength, the elite climbers recorded significantly higher values (P < 0.05) than the recreational climbers and non-climbers (four fingers, right hand: elite 321 +/- 18 N, recreational 251 +/- 14 N, non-climbers 256 +/- 15 N; four fingers, left hand: elite 307 +/- 14 N, recreational 248 +/- 12 N, non-climbers 243 +/- 11 N). For grip strength of the right hand, the elite climbers recorded significantly higher values than the recreational climbers only (elite 338 +/- 12 N, recreational 289 +/- 10 N, non-climbers 307 +/- 11 N). The results suggest that elite climbers have greater finger strength than recreational climbers and non-climbers.  相似文献   

Archiving metadata forum: Report from the Recordkeeping Metadata Working Meeting, June 2000     

David A. Wallace 《Archival Science》2001,1(3):253-269

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AFTERWORDS     

Ronald L. Zigler 《Educational theory》1996,46(2):241-241

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Women literacy income generation: A. Rogers. Education for Development, Reading, 1994. ISBN 1 870447-12-3, 84 pp     

Thomas A. O'Donoghue 《International Journal of Educational Development》1996,16(4):452

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Neo-Liberal Education Policy and the Ideology of Choice     

John A. Codd 《Educational Philosophy and Theory》1993,25(2):31-48

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Three Supervision Modalities for Training Marital and Family Counselors     

JOHN D. WEST  DONALD L. BUBENZER  TERRY PINSONEAULT  VIRGINIA HOLEMAN 《Counselor Education & Supervision》1993,33(2):127-138

Three supervision modalities (live, delayed review, and verbal reports) in training marital and family counselors are discussed with attention given to goals, supervisory considerations, advantages, and disadvantages of each modality.  相似文献   

Children are not Meant to be Studied …     

W. A. HART 《Journal of Philosophy of Education》1993,27(1):17-27

The project of studying children in order to understand them, which lies at the heart of contemporary thinking about children and their education, is misconceived. It rests, jrst of all, upon a false belief that we can only come to know something properly by deliberately and systematically pursuing knowledge of it. Secondly, it offers a paradigm of knowing children which justifies parents and teachers in not giving themselves to children. By re-interpreting the problems that adults experience with children as technical, as arising from lack of information about them, it ignores the personal and moral dimension of adults' relations with children and thus further alienates them from one another.  相似文献   

The War that Wasn't: Religious Conflict and Compromise in the Common Schools of New York State, 1865–1900 by Benjamin Justice     

MARLA A. BENNETT 《History of education quarterly》2006,46(4):625-627

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