The Unique and Shared Genetic and Environmental Contributions to Fear,Anger, and Sadness in Childhood          下载免费PDF全文

Sierra Clifford  Kathryn Lemery‐Chalfant  H. Hill Goldsmith 《Child development》2015,86(5):1538-1556

This study examined the extent to which subordinate dimensions of negative emotionality were genetically and environmentally distinct in a sample of 1,316 twins (51% female, 85.8% Caucasian, primarily middle class, M_age = 7.87 years, SD = .93), recruited from Wisconsin hospital birth records between 1989 and 2004. Cholesky, independent pathway, and common pathway models were fitted for mother report, father report, and in‐home observation of temperament. Although findings support the use of negative emotionality, there were heritable aspects of anger and fear not explained by a common genetic factor, and shared environmental influences common to anger and sadness but not fear. Observed fear was independent from observed anger and sadness. Distinctions support specificity in measurement when considering implications for child development.  相似文献   

The Girls Are Teachers’ Pets     

Clifford Swenson 《Clearing house (Menasha, Wis.)》2013,86(9):537-540

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A Capstone Course in the Information Systems Curriculum     

JND GUPTA  RM WACHTER 《International Journal of Information Management》1998,18(6):427-441

To meet the demands of industry, the skill base necessary for information systems personnel has broadened in scope to encompass not only technical abilities but competence in team work, communication, and creativity, and an understanding of business functions. The traditional approach to information systems curricula, however, may not fully serve to address these areas in student development. This paper proposes the use of a capstone information systems course as a part of an information systems education to develop students’ abilities and skills needed in the integrative information systems/technology and business areas. It is argued that a properly designed and taught capstone course offers curriculum flexibility and can satisfy the requirements of stimulating the creative mind to integrate various interrelated concepts, and acquisition of practical knowledge.  相似文献   

A FACTOR ANALYTIC STUDY OF SOME NON-INTELLECTUAL INDICES OF ACADEMIC ACHIEVEMENT     

Clifford  Abe 《Journal of Educational Measurement》1966,3(1):39-44

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Multiculturalism to a point     

Clifford Orwin 《Academic Questions》1998,11(4):31-37

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Assessing faculty performance using student evaluations of teaching in an uncontrolled setting     

Clifford Nowell  Lewis R. Gale  Bruce Handley 《Assessment & Evaluation in Higher Education》2010,35(4):463-475

This paper provides new evidence on the disparity between student evaluation of teaching (SET) ratings when evaluations are conducted online versus in‐class. Using a multiple regression analysis, we show that after controlling for many of the class and student characteristics not under the direct control of the instructor, average SET ratings from evaluations conducted online are significantly lower than average SET ratings conducted in‐class. Further, we demonstrate the importance of controlling for the factors not under the instructor’s control when using SET ratings to evaluate faculty performance in the classroom. We do not suggest that moving to online evaluation is overly problematic, only that it is difficult to compare evaluations done online with evaluations done in‐class. While we do not suppose that one method is ‘more accurate’ than another, we do believe that institutions would benefit from either moving all evaluations online or by continuing to do all evaluations in‐class.  相似文献   

Relation of productivity in elementary school science to token reinforcement involving liked and unlked peers     

Clifford H. Edwards 《科学教学研究杂志》1977,14(5):449-454

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Coming to terms with test-tube babies     

Grobstein C 《New scientist (1971)》1982,96(1326):14-17

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The completion agenda,community colleges,and civic capacity     

Clifford P. Harbour  Douglas A. Smith 《Community College Journal of Research & Practice》2016,40(2):100-112

In this article, we present a new critique of the Completion Agenda as inscribed in Reclaiming the American dream, a policy document published in April 2012 by the American Association of Community Colleges. Our critique is grounded on the premise that community colleges should improve completion rates, but this should be motivated by a desire to empower students and prepare them for a richer life in an evolving democracy and not simply satisfy the national economic objectives commonly offered to justify the Completion Agenda. Accordingly, following our critique, we outline an alternative vision based on a text in the literature of democracy as problem solving, a body of work that remains largely unacknowledged in higher education research and scholarship. We specifically focus on Briggs (2008) who found that six different global communities were successful in addressing serious social and economic problems through an organic process grounded in a nontraditional view of democracy. Using Briggs’ work as a model, we propose that community colleges adopt a new vision that prioritizes the empowerment of students and their communities.  相似文献   

Assessing preschool environments with the early childhood environment rating scale     

Thelma Harms  Richard M. Clifford 《Studies in Educational Evaluation》1982,8(3):261-269

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