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Beatrice S. Bartlett 《Archival Science》2007,7(4):369-390
This article describes the first half century of the Communist government’s supervision and management of the central-government
archives of the last two dynasties. Immediately with the Communist ascent to power in 1949, the new government took great
interest in assembling and protecting the country’s archival documents, readying the Ming-Qing archives for access to scholars,
and preparing for publication of selected materials. By the 1980s Beijing’s Number One Historical Archives, in charge of the
largest holding of Ming-Qing documents, had become the first Chinese authority to complete a full sorting and preliminary
catalogues for such a collection. Moreover, to facilitate searches, an attempt has recently begun to create a subject-heading
system for these and other holdings in the country. In the first half century’s final decades, foreign researchers were admitted
for the first time and tours and international exchanges began to take place.
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| Beatrice S. BartlettEmail: |
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Rena Beatrice Goldstein 《Educational theory》2019,69(5):646-652
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This study focused on kindergarten children who were rated by teachers as low but rated themselves as high on cognitive competence (“overraters”), and on kindergarteners who were classified by teachers as high but rated themselves as low on cognitive competence (“underraters”). Children rated themselves and were rated by their teachers on Harter and Pike's (1984) Pictorial Scale for Young Children. Results showed that overrating and underrating in the cognitive domain were associated with similar tendencies in the physical, peer, and mother acceptance domains. Overraters were rated by teachers as lower on peer and mother acceptance than were accurate perceivers with similar teacher-rated cognitive competence. Underraters did not differ on these variables from accurate perceivers of similar teacher-rated cognitive competence. The findings are consistent with the notion that extreme overrating among kindergarteners is not a chance phenomenon, but a defensive strategy that occurs most often among children who are particularly unsuccessful in the social domains. In contrast, underrating among kindergarteners does not seem to be associated with low social acceptance. 相似文献
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Beatrice Avalos 《Teaching and Teacher Education》2011,27(1):10-20
A review of publications in Teaching and Teacher Education over ten years (2000-2010) on teacher professional development is the subject of the paper. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part, selects from the production nine articles for closer examination. The paper concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognisance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time. 相似文献