“Wealth Makes Many Friends”: Children Expect More Giving From Resource-Rich Than Resource-Poor Individuals     

Richard E. Ahl  Yarrow Dunham 《Child development》2019,90(2):524-543

Young children show social preferences for resource-rich individuals, although few studies have explored the causes underlying such preferences. We evaluate the viability of one candidate cause: Children believe that resource wealth relates to behavior, such that they expect the resource rich to be more likely to materially benefit others (including themselves) than the resource poor. In Studies 1 and 2 (ages 4–10), American children from predominantly middle-income families (n = 94) and Indian children from lower income families (n = 30) predicted that the resource rich would be likelier to share with others than the resource poor. In Study 3, American children (n = 66) made similar predictions in an incentivized decision-making task. The possibility that children's expectations regarding giving contribute to prowealth preferences is discussed.  相似文献   

International Review     

Olugbemiro J. Jegede  Barry Fraser  Darrell Fisher Curtin 《Educational technology research and development : ETR & D》1995,43(1):89-90

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The critical spirituality of Paulo Freire     

Darrell Boyd 《International Journal of Lifelong Education》2013,32(6):759-778

Starting from the premise that Paulo Freire’s capacity for hope in the face of personal struggle and exile issued from his spirituality, this paper examines Freire’s spirituality through the lens of Michael Dantley’s concept of critical spirituality. The concept of spirituality as discussed in the literature is explored, followed by an explication of Dantley’s concept of critical spirituality, which is an integration of critical theory and African-American spirituality as articulated by Cornel West and others. After briefly reviewing Freire’s religious and cultural background, the paper compares Dantley and Freire in terms of their perspectives on hope, conversion to or solidarity with the oppressed and prophetic vision. The paper concludes by offering four implications of Freire’s critical spirituality for educators seeking to work for social change.  相似文献   

Teacher–student dialogue: transforming teacher interpersonal behaviour and pedagogical praxis through co-teaching and co-generative dialogue     

Yuli Rahmawati  Rekha Koul  Darrell Fisher 《Learning Environments Research》2015,18(3):393-408

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The future of anatomy education: Learning from Covid-19 disruption     

Darrell J. R. Evans  Wojciech Pawlina 《Anatomical sciences education》2022,15(4):643-649

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BOOK REVIEWS     

Nicola Dunham  Marian Court  Damian Ruth 《高等教育研究与发展》2011,30(6):823-829

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The effect of context on student engagement in engineering     

Eann A. Patterson  Patricia B. Campbell  Ilene Busch-Vishniac  Darrell W. Guillaume 《European Journal of Engineering Education》2011,36(3):211-224

The self-belief, motivation, tendency to procrastinate and learning styles of engineering students are discussed. It is proposed that engineering has developed an idiom and a learning approach that favours the dominant client, i.e. men, while simultaneously undermining the self-efficacy and motivation of women. Thematic coherence and teaching within a context that is familiar to students have been shown previously to be effective approaches for engaging students and are extended here to utilise the common experiences of all students to initiate the learning cycle. These approaches are combined with a template for teaching that uses the 5Es (Engage, Explore, Explain, Elaborate and Evaluate) in order to render the fundamentals of engineering more accessible to all students. This methodology can be introduced by individual instructors, who will be rewarded by students who are more engaged, more motivated and more likely to give a higher rating to the instructor and the course.  相似文献   

Book reviews     

Darrell W. Gunter 《Learned Publishing》2014,27(2):155-156

The Metadata Handbook: A Book Publisher's Guide to Creating and Distributing Metadata for Print and Ebooks Renée Register and Thad McIlroy Columbus, OH, DATACurate, 2012, 133pp. ISBN: 978‐0‐9858288‐1‐3 (PDF), 978‐0‐9858288‐5‐1 (Kindle), 978‐0‐9858288‐2‐0 (epub), 978‐0‐9858288‐0‐6 (pbk), $125.00 (pbk) $95.00 (e‐book) http://themetadatahandbook.com/  相似文献   

A Brief History of Item Theory Response     

R. Darrell Bock 《Educational Measurement》1997,16(4):21-33

How did early work of Binet and Thurstone foreshadow item response theory? What connections to work in other areas are not widely recognized? What are current application trends?  相似文献   

Objective Bayesianism defended?     

Darrell P. Rowbottom 《Metascience》2012,21(1):193-196

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