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Julia T. Reguero de Atiles Dolores A. Stegelin Janie K. Long 《Early Childhood Education Journal》1997,25(2):101-105
Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities? 相似文献
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Janie M. Harden Fritz 《Communication Research Reports》2013,30(3):302-311
The likelihood of use in Rusbult's (e.g., Rusbult & Zembrodt, 1983) typology of exit, voice, loyalty, and neglect responses to romantic relationships was assessed for its general applicability to unpleasant work relationships. Correlational analysis revealed that one's own orientation to an unpleasant work relationship and the perception of the other person's orientation to the problematic relationship were associated with the voice response. Loyalty was associated with one's own orientation to the problematic relationship, as was the neglect response. Status relative to the unpleasant person was found to shape one's responses to the relationship as well. Some correlations varied by gender. 相似文献
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This paper reports an evaluation of presentation skills training for participants from manufacturing, service, production, and research organizations using a repeated‐measures quasi‐experimental comparison‐group design. In addition to posttest assessments of participants’ reactions and learning, participants’ self reports of sixteen behavioral skills were assessed across three time periods. Similar analyses were employed to test for co‐workers’ ratings of program participants’ long‐term improvement. Statistical analyses of participants’ responses (controlling for the number of comparisons) revealed positive reactions to the training, improvement in learning, as well as short‐term behavioral change in eight of the sixteen skills taught. Long‐term change was found in seven of the dependent measures. On‐the‐job change was found in three skills. Taken together, improvement was found in all but two of the skills areas in the training. Analyses of co‐workers’ ratings of participants’ skills also revealed that trainees had improved on twelve of the sixteen presentation skills after the program. 相似文献
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A faculty member and a librarian collaborated on an information competence workshop designed to enhance the skills necessary to complete a specific class project. Twenty-five students participated in the workshop and reported their skill level and comfort with researching for information at three times: before the workshop, the class session after the workshop, and at the end of the semester when the project was due. Further aspects of information competence instruction and project-specific performance are discussed. 相似文献
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What has been the impact of high stakes achievement testing on curriculum and testing practice? How serious is the problem of cheating on Standardized achievement tests? What steps can we take to improve the validity of test-based information for a variety of educational purposes? 相似文献
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