Science supervisor characteristics that influence their credibility with elementary school teachers     

Robert L. Shrigley 《科学教学研究杂志》1980,17(2):161-166

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The Nature–Nurture Question: Teachers’ perceptions of how genes and the environment influence educationally relevant behaviour     

Sheila O. Walker  Robert Plomin 《教育心理学》2005,25(5):509-516

Despite a substantial body of research suggesting genetic influence on educationally relevant behavioural traits, it is not clear how the nature–nurture question is perceived by teachers. In order to answer this question, we surveyed 667 UK primary school teachers, and for comparison also surveyed 1,340 parents about their perceptions of genetic and environmental influence on personality, intelligence, behaviour problems, learning difficulties, and mental illness. For these five domains of behaviour, the percentages of teachers who reported that genetics were at least as important as environment were .87, .94, .43, .94, and .91, respectively. Results for parents were similar (.92, .93, .54, .86, and .89). We also found that 80% of teachers reported no coverage of genetics during teacher training.  相似文献   

Starting and Sustaining an Undergraduate Research Program: The SURIEM Experience at Michigan State University     

Robert W. Bell 《PRIMUS》2017,27(3):406-417

Abstract

Mentoring undergraduate students in research is both rewarding and challenging. In this paper we present how we established a summer Research Experience for Undergraduates (REU) program in the mathematical sciences at Michigan State University. A goal of our REU is to include students who are at an early stage of their study of mathematics. We share our experiences in recruiting students, designing research projects, and mentoring our participants. We discuss the challenges we faced and the solutions we found while working with a diverse group of undergraduate students from across the nation.  相似文献   

Attitudes of Business Faculty Towards Two Methods of Collecting Teaching Evaluations: Paper vs. Online     

Curt J. Dommeyer  Paul Baum  Kenneth S. Chapman  Robert W. Hanna 《Assessment & Evaluation in Higher Education》2002,27(5):455-462

Business professors were surveyed to determine their attitudes towards two methods of collecting students' teaching evaluations of faculty--the traditional paper-and-pencil method conducted in class and the online method conducted via the Internet. Faculty preferred the traditional paper method, mainly because they believed it would produce a higher and more accurate response than the online method. Faculty characteristics were examined to determine whether they were related to attitudes towards the online method of collecting teaching evaluations. No characteristics were found to be significantly associated with attitudes towards the online method. Suggestions for future researchers are offered.  相似文献   

A modern and interactive approach to learning laser and optical communications     

Robert Minasian  & Kamal Alameh 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(2):237-242

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Identification of Alcohol by Smell among Preschoolers: Evidence for Early Socialization about Drugs Occurring in the Home   总被引：1，自引：0，他引：1  

Robert B. Noll  Robert A. Zucker  Gregory S. Greenberg 《Child development》1990,61(5):1520-1527

This study tested preschoolers' ability to provide accurate verbal associations to alcoholic beverage odors and whether this ability was related to parental drinking patterns and motivations. Older preschoolers performed better than younger preschoolers; photographic cues improved performance; children who correctly identified a substance by smell had socially appropriate knowledge of the culturally appropriate users of the substance; children reported liking substances that are used mainly by children and adults, and generally reported disliking substances whose use is legally limited to adults only; children were better at identifying substances they commonly use, but success at recognition of alcoholic beverages was related to heavier parental drinking and use of alcohol for escape reasons. Findings have implications for theories of socialization to drug use and for models of prevention.  相似文献   

Mothers' Perspectives of the Peer-Related Social Development of Young Children with Developmental Delays and Communication Disorders     

Michael J. Guralnick  Robert T. Connor  Brian Neville  Mary A. Hammond 《Early education and development》2002,13(1):59-80

Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs.  相似文献   

School Choice and the Polarization of Public Schools in A Global City: A Bourdieusian GIS Approach     

Ee-Seul Yoon  Cosmin Marmureanu  Robert S. Brown 《Peabody Journal of Education》2020,95(3):229-247

ABSTRACT

Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice.  相似文献   

III. Replication with 5-Year-olds of Types and their Associations with Achievement and Behavior     

Daniel Hart  Robert Atkins  Suzanne G. Fegley 《Monographs of the Society for Research in Child Development》2003,68(1):35-46

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Using a Substitute Activity to Eliminate Eye Poking in a 3‐year‐old Visually Impaired Child in the Classroom     

Sharon Raver  Robert C. Dwyer 《International Journal of Disability, Development & Education》1986,33(1):65-72

This paper documents the effectiveness of a substitute activity in decreasing the frequency of eye poking in a 3‐year‐old nonretarded visually impaired child who was involved in a highly participatory, full‐day reading program with four sighted classmates. Following 49 days of training, eye poking had been eliminated, and the subject was able to read 25 word cards. Elements to consider when selecting a substitute activity to interrupt an established self‐stimulating behaviour such as eye poking are discussed.  相似文献