The scientist's code     

André Cournand  Michael Meyer 《Minerva》1976,14(1):79-96

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Learning Science and About Its Nature: Two Conferences and One Book     

André Ferrer Pinto Martins 《Science & Education》2016,25(3-4):457-460

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Differing Roles,Differing Concerns: Using Network Analysis as a Tool to Highlight Diverging Concerns and Priorities Surrounding Teacher Education at Minority-Serving Institutions     

Dorothy Villarreal  Manuel González Canché  Andrés Castro Samayoa  Alice Ginsberg 《The Teacher Educator》2013,48(4):446-459

Abstract

Minority-serving institutions are important in the production of teachers of color. However, this formative process is not without limitations. This multisite, multistate study relied on network analysis techniques to unveil timely and relevant concerns that students, faculty, and administrators identified as critical toward the strengthening of teacher production.  相似文献   

内蒙古民族关系和谐模式研究——以鄂温克族自治旗为例     

张银花 《呼伦贝尔学院学报》2011,19(2):4-7

民族关系和谐是构建和谐内蒙古的重要基石.内蒙古鄂温克族自治旗是由鄂温克族实行民族区域自治,并由达斡尔、蒙古、汉、回、满、鄂伦春等20多个民族构成的多民族地区,研究该旗民族之间和谐相处模式,深刻分析民族关系和谐的要素组成,对于促进多民族地区民族关系的和谐发展和建设和谐内蒙古具有重要的现实意义.  相似文献   

Socioeconomic strata, mobile technology, and education: a comparative analysis     

Paul Kim  Teresita Hagashi  Laura Carillo  Irina Gonzales  Tamas Makany  Bommi Lee  Alberto Gàrate 《Educational technology research and development : ETR & D》2011,59(4):465-486

Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California, Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal migratory nature of most families in this unique geographical region are also discussed to benefit future studies.  相似文献   

Assessing and Controlling Acquiescent Responding When Acquiescence and Content Are Related: A Comprehensive Factor-Analytic Approach     

Pere Joan Ferrando  Fàbia Morales-Vives  Urbano Lorenzo-Seva 《Structural equation modeling》2016,23(5):713-725

This article proposes procedures for assessing and controlling acquiescence in personality scales when acquiescence is related to the content that the scale intends to measure. Our proposal is comprehensive in that it can be applied to different item response formats fitted with response models that can be parameterized as factor-analytic models. In the calibration stage, our proposal makes joint use of a balanced scale and a set of markers for acquiescence, and consists of 2 sequential procedures: a direct semirestricted solution, and a restricted solution with minimal identification constraints. In the scoring stage, we discuss how the information given by the acquiescence–content relation can be used to obtain Bayes expected a posteriori scores. The robustness of the direct procedure is assessed both analytically and by simulation. A free, user-friendly program that implements the procedures proposed is made available. Practical issues of use and interpretation are discussed and illustrated with an empirical application.  相似文献   

The second year of life as a developmental turning point: Implications for «sensitive» caretaking     

André Vyt 《European Journal of Psychology of Education - EJPE》1989,4(2):145-158

In the context of the transactional view on development, important changes in the second year of life are highlighted which demand parental adaptations in caregiving practice. The discontinuous growth of enriched cognitive functions in the toddler, as exemplified by Piagetian theory on development of intentionality and symbolic thinking and by recent findings about the emergence of self-awareness and mastery-motivation, meshes with changes in caregiving dimensions. The caregiver, seen as a catalyst for the development of cognitive and social competence must adjust himself to the developmental tasks the infant is coping with. The concept of sensitivity is examined in terms of two important aspects: the social and the didactic. From a Vygotskian standpoint, didactic strategies are very important for cognitive competence. Parents have to facilitate self-initiated learning and to adjust to the infant’s increasing cognitive functions. The influence of a didactic «matching» on overall parent-infant interaction quality, and especially on the quality of attachment, is stressed.  相似文献   

Scaffolding Narrative Skills: A Meta-Analysis of Instruction in Early Childhood Settings     

Diane Pesco  Andréanne Gagné 《Early education and development》2017,28(7):773-793

Research Findings: Children’s ability to tell stories and to understand the stories of others typically emerges in early childhood, supported by primary caregivers and educators. This article reviews instruction designed to foster children’s narrative skills in preschool and kindergarten settings and examines the effects using meta-analysis. The review covers more than 3 decades (1980–2013) of experimental research (k = 15 studies, 28 effects). The findings showed that verbal scaffolding, alone or in combination with other strategies, was the predominant teaching approach. The meta-analysis revealed average effects (weighted for sample size) for narrative expression (.50) and a slightly larger effect for comprehension (.58). These effects were unrelated to the duration of instruction. However, when verbal strategies were combined with nonverbal ones, such as engaging children in enacting stories or in telling stories with props, the effects for expression increased (i.e., children’s storytelling improved more from pretest to posttest). Practice or Policy: The review indicates promising strategies for supporting narrative skills. Furthermore, the studies identified can serve as a resource for practitioners by suggesting diverse kinds of verbal scaffolds, complementary nonverbal approaches, and storybooks that have been used effectively to foster narrative competencies among young children.  相似文献   

The Development of Empathic Concern in Siblings: A Reciprocal Influence Model     

Marc Jambon  Sheri Madigan  André Plamondon  Ella Daniel  Jennifer M. Jenkins 《Child development》2019,90(5):1598-1613

This study utilized actor–partner interdependence modeling to examine the bidirectional effects of younger (M_age = 18 months) and older siblings (M_age = 48 months) on later empathy development in a large (n = 452 families), diverse (42% immigrant) Canadian sample. Controlling for parenting, demographic characteristics, sibling relationship quality, and within-child stability in empathic concern, both younger and older siblings’ observed empathic concern uniquely predicted relative increases in the other's empathy over a period of 18 months. The strength of the partner effects did not differ by birth order. Sex composition moderated the younger sibling partner effect, whereas age gap moderated the older sibling partner effect. This study highlights the important role that siblings play in enhancing the development of care and concern for others.  相似文献   

Structures of understanding at the root of science education     

M. Arcà  P. Guidoni  P. Mazzoli 《International Journal of Science Education》2013,35(4):311-319

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