The Jerseyite     

E. Goldsmith 《Journal of The Franklin Institute》1907,164(5):369-372

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Genetic influences on personality from infancy to adulthood     

H H Goldsmith 《Child development》1983,54(2):331-355

Recent behavior-genetic studies of personality are reviewed. These studies are first organized according to their subjects' age and then interpreted by emphasizing their developmental implications. Although certain discrepancies have arisen from the use of questionnaire versus laboratory assessments and twin studies as opposed to adoption designs, some consensus may be emerging. Research has moved beyond mere demonstration of heritable sources of variation in the great majority of personality measures. This overview of the literature documents (1) the demonstration of genetic bases for stability of certain personality dimensions, (2) evidence suggesting that the most influential environmental sources of variation are those not jointly experienced by family members, and (3) continuing controversy regarding the convergence of genetic results for different assessment strategies and different developmental periods. Clarifying the nature of the interplay between developmental processes and gene action is now a major task for developmental behavioral geneticists who study personality and temperament.  相似文献   

Performance Funding in Higher Education: The Effects of Student Motivation on the Use of Outcomes Tests to Measure Institutional Effectiveness   总被引：1，自引：0，他引：1  

Hoyt  Jeff E. 《Research in higher education》2001,42(1):71-85

This study obtained data from 1,633 students who took the Collegiate Assessment of Academic Proficiency (CAAP) to evaluate whether the English, math, and critical thinking exams should be used as performance funding measures in the state. Analysis of Covariance (ANCOVA) was utilized to demonstrate that the use of the exams was problematic because students failed to give the assessments their best effort. Other variables in the analysis included level of English and math completed, grade point averages for English and math, cumulative grade point averages, and student characteristics. Policy implications for performance funding are also addressed in the study.  相似文献   

Group identification in early adolescence: its relation with peer adjustment and its moderator effect on peer influence   总被引：1，自引：0，他引：1  

Kiesner J  Cadinu M  Poulin F  Bucci M 《Child development》2002,73(1):196-208

This study was conducted to test whether group identification (importance of the group to the individual) covaried with individual-group similarity on problem behavior; and whether group identification moderated peer group influence on the individual's development of delinquent behavior across a 1-year period. The level of reciprocated nominations within the individual's self-nominated group was controlled for in all analyses. Participants were 190 sixth and seventh graders (during the first year of the study) from the north of Italy. Level of reciprocated nominations within the group, but not identification, was found to covary with individual-group behavioral similarity (group behavior interacted with reciprocity of group nominations in predicting individual behavior). Group identification, but not reciprocated nominations, was found to moderate peer group influence on the individual's change in delinquent behavior, across 1 year. The individual's peer status within the classroom, level of reciprocated nominations, and gender all were related to the individual's level of group identification. Results are discussed in terms of understanding peer group influence on the individual.  相似文献   

Student as institutional mirror: What campuses can learn from nontraditional populations     

Jeff Davis 《About Campus》2011,16(4):2-10

Jeff Davis explains how the challenges of students on the autism spectrum shine a light on the often‐invisible impediments of first‐generation students.  相似文献   

Automated Scoring of Students’ Small‐Group Discussions to Assess Reading Ability          下载免费PDF全文

Audra E. Kosh  Jeffrey A. Greene  P. Karen Murphy  Hal Burdick  Carla M. Firetto  Jeff Elmore 《Educational Measurement》2018,37(2):20-34

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“Students’ Right to Their Own Language”: A Counter-Argument     

Jeff Zorn 《Academic Questions》2010,23(3):311-326

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Reviewing a Journal's Contribution to Science Education     

Jeff R. Northfield 《Studies in Science Education》2013,49(1):199-210

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A Contextual-Functional Meta-Framework for Counselling Supervision     

Jeff Chang 《International journal for the advancement of counseling》2013,35(2):71-87

In this paper, an approach to clinical supervision, entitled the Contextual-Functional Meta-Framework (CFM), is developed and articulated, based on a consideration of current literature and the author??s extensive practice experience. First, the context for the development of the CFM, and its formative influences, are examined, followed by a review of its six main components: the administrative context in which supervision takes place; the culture infused supervisory working alliance; nine supervisory functions; the supervisor??s and supervisee??s theory of change; the service delivery system; and the phase of counsellor development. Finally, future avenues for the model??s ongoing development and evaluation are discussed. As a meta-framework for the development of one??s personal approach to supervision, rather than a model of supervision, the CFM provides a transtheoretical heuristic for clinical supervisors to develop their personal approach the supervision.  相似文献   

Editorial: The Liverpool Biennial Festival of Contemporary Art 2010     

Jeff Adams 《The International Journal of Art & Design Education》2010,29(3):224-227

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