The Anatomy of Violence: The Biological Roots of Crime     

Ian Silver & Joseph L. Nedelec 《Journal of Criminal Justice Education》2019,30(1):159-161

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When will they ever learn?     

Harold Silver 《Higher Education Quarterly》1983,37(2):125-136

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A STUDY OF OLDER STUDENTS ATTENDING UNIVERSITY CLASSES     

J. O. Hooper  G. B. March 《Educational gerontology》2013,39(4):321-330

Recently, March, Hooper, and Baum (1977) described a sample of 99 nonstudent elders in terms of their demographic characteristics and their attitudes toward lifelong learning. The sample was found to be well‐educated (mean years of education = 13.61, SD = 9.43), active in the community, well‐read, and fairly affluent. The majority demonstrated a quite open attitude toward the appropriateness of formal education in old age, but also felt that learning can be acquired outside the classroom: “living is learning.”

The present study was undertaken to similarly describe a sample of elderly people enrolled in the University of Wisconsin guest student program, and to contrast these respondents with those in the earlier study. The student group was found to be significantly younger than the nonstudent group (mean = 70.78, SD = 7.21 vs. mean = 74.69, SD = 8.45; t = 2.87, p < .001). Although there is no difference in the mean years of education of the two groups, there is significantly greater variability in years of education in the student group (F = 10.98, p < .001), with 50.4% of the nonstudent group versus 21.6% of the student group having 12 years of education or less. Additionally, it was found that only 10 of the 139 student respondents did not have either personal or vicarious personal (through familial significant others) experience with higher education in youth.

The respondents’ stated preference for class format and student group age is also summarized, and some implications for educational gerontology are discussed.  相似文献   

“Why Give Up Something That Works So Well?”: Retirement Expectations Among Academic Physicians     

Michelle Pannor Silver  N. Celeste Pang  Sarah A. Williams 《Educational gerontology》2015,41(5):333-347

For individuals with strong work identities, the decision to retire can be particularly challenging. For academic physicians, retirement is an important personal decision that also has far-reaching implications for the healthcare system. This is because academic physicians are responsible for producing the research from which key medical decisions are made, for training future healthcare providers, and for providing specialized care for patients. For this study, we conducted focus groups with academic physicians from a large research university in Canada and then performed inductive thematic analyses to examine perceptions and concerns about later life career transitions. This study highlights tensions between professional experiences for the next generation of physicians and individual struggles with personal identity. Findings suggest improvements to institutional programs that support flexible, agentive, and respectful retirement transitions will not only be beneficial but necessary as medical and university systems continue to grapple with issues of balanced recruitment and succession.  相似文献   

Adult Role Models: Feasibility,Acceptability, and Initial Outcomes for Sex Education     

Lisa Colarossi  Ellen Johnson Silver  Randa Dean  Amanda Perez  Angelic Rivera 《American journal of sexuality education》2014,9(2):155-175

The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children.  相似文献   

The Regular Education Initiative: a déjà vu remembered with sadness and concern     

L B Silver 《Journal of learning disabilities》1991,24(7):389-390

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Distribution of relative attention deficits on the WISC-R by age, sex, social class, and region     

M K Clampit  S J Silver 《Journal of learning disabilities》1989,22(4):258-259

We examined the demographic distribution of 102 subjects with attention deficits in the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) standardization sample. Neither age nor occupational status was significant; males were overrepresented (3:1); and the West was overrepresented by 50%, largely due to the relatively high proportion of females in the West who appeared within the attention deficit sample (41% in West vs. 19% in the rest of the nation). Replication is encouraged.  相似文献   

From Great Expectations to Bleak House     

Harold Silver 《Higher Education Quarterly》1987,41(3):207-224

The fortunes of higher education from the 1960s - not a linear descent but a complex picture. How closely does the declining reputation of higher education at least in central government circles - correlate with declining economic and technological performance, and how much has it been a product of other factors - for example, binary policy or student radicalism? The article addresses these questions and other features of the loss of higher education's esteem across the two decades from the Robbins report to Sir Keith Joseph's Green Paper.  相似文献   

Remembering lauretta bender     

Regina Cicci  Katrina de Hirsch  Ralph D. Rabinovitch  Roger Saunders  Rosa A. Hagin  Archie A. Silver  Alvin E. Grugett 《Annals of dyslexia》1987,37(1):1-9

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Reason and Primitivism in the American Wilderness     

Bruce Silver 《Journal of American culture (Malden, Mass. : 2003)》1982,5(3):72-83

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