Oil Spill Impacts: Taxonomic and Ontological Approaches     

Pauline A. Cochrane 《Cataloging & classification quarterly》2016,54(8):617-619

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I can do it—We can do it together     

Pauline Davey Zeece 《Early Childhood Education Journal》1994,22(2):34-37

She teaches coures in child development and has a special interest in literature and early childhood education  相似文献   

Forming and fostering friendships in early childhood     

Pauline Davey Zeece 《Early Childhood Education Journal》1995,23(1):45-48

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Temperament, emotion, and social interactive behavior in the strange situation: a component process analysis of attachment system functioning     

R A Thompson  J P Connell  L J Bridges 《Child development》1988,59(4):1102-1110

This study examines the contributions of temperamentally and nontemperamentally based emotional reactions to the organization of social interactive behavior within the Strange Situation to better understand the emotional underpinnings of attachment system functioning. At 12 1/2 and 19 1/2 months, temperamental fear (assessed via maternal report) was related to independent per-episode dimensions of social interactive and distress behavior. Fear was moderately correlated with both distress and interactive dimensions at each age. Path-analytic models revealed that temperamental fear had direct effects on interactive behavior and also indirect effects mediated by preceding distress reactions. However, residualized measures of "context-specific" distress (with temperamental variance removed) were still highly consistent across Strange Situation episodes and also significantly predicted subsequent social interactive behavior; furthermore, stable distress reactions from 12 1/2 to 19 1/2 months significantly predicted concurrent stability in social interactive behavior. We discuss likely sources of "context-specific" emotional influences on Strange Situation behavior and also age-related differences in these findings.  相似文献   

Issues Arising from the Introduction of Tertiary Education Enterprise Activities — Examples from TAFE     

Pauline Mageean 《高等教育研究与发展》1990,9(2):123-132

This paper has been written for those concerned with tertiary education enterprises whether as developers of saleable intellectual property (such as inventions, ideas, resources, concepts), providers of a course or other service, as negotiators of contracts, marketers of educational services or as policy developers concerned with the overall organisation of tertiary education and the place and purposes of enterprise activities within this. It assumes that enterprise activities are now and will be in the future, an important feature of tertiary education in Australia. It discusses a number of potential and existing conflicts and tensions of relevance to those involved in these activities and provides examples of how certain TAFE institutions have responded to these.  相似文献   

Group time treasures: Implications for learning     

Pauline Davey Zeece  Marcia Corr 《Early Childhood Education Journal》1989,17(1):32-34

Meaningful group times have been a hallmark of quality early childhood programs for many years. Stimulating group experiences present a wealth of opportunities for everyone involved. Adults are better able to monitor children's skills and enjoy their ongoing growth. Group activities also may set the stage for an abundance of adventures as young children grow and learn in all areas of their development (Bredekamp, 1986).Pauline Davey Zeece and Marcia Corr are at the Department of Human Development and the Family, University of Nebraska-Lincoln in Lincoln, Nebraska.  相似文献   

From the Washington to the Post-Washington Consensus: The influence of international agendas on education policy and practice in Malawi     

Pauline Rose 《Globalisation, Societies & Education》2003,1(1):67-86

Education is receiving ever-increasing priority in the post-Washington consensus era, which views education as both a means to and end of development. However, justification for the attention given to education continues to be centrally focused on the notion of human capital. By consequence, marketisation and privatisation of education are becoming increasingly significant. With the World Bank and WTO joining forces to create a vision for a 'global education industry', emphasis is placed on free trade in educational goods and services. The paper examines critically the implications of this international education agenda for developing countries, focusing on the experience of Malawi.  相似文献   

Private and Public Schooling in Ghana: A Census and Comparative Survey     

James Tooley  Pauline Dixon  Isaac Amuah 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(4):389-415

A census and survey of schools in the district of Ga, Ghana, explored the nature and extent of private education, and compared inputs to public and private schooling. Three quarters of all schools found were private, with almost as many unregistered private as government schools. Several important differences between registered and unregistered private schools were noted, including age, fee levels charged, teacher salaries and class size. A range of inputs, such as teacher activity, availability of desks, chairs, libraries, toilets and drinking water, were used to compare inputs to government, unregistered and registered private schools. Some conclusions are explored about the potential role for the private sector in helping meet “education for all” targets.  相似文献   

Networking around The Waterhole and other tales: the importance of relationships among texts for reading and related instruction     

Pauline Harris  Barbara McKenzie 《Literacy》2005,39(1):31-37

This article explores ways in which children's picture books form networks of relationships, and their implications for readers and classroom teachers. In this exploration, reading is seen to involve making connections within and beyond the text at hand. These connections, evoked differently across readers, shape readers' interpretations of text. Many possible meanings may arise from just one text, reinforcing the idea that no single correct meaning resides in a text. This article demonstrates tools for exploring textual connections with readers, and the value of such explorations for opening‐up reader interpretations of a text.  相似文献   

Curriculum Design of a Flipped Classroom to Enhance Haematology Learning     

Pauline?A.?Porcaro  Denise?E.?Jackson  Patricia?M.?McLaughlin  Cindy?J.?O’MalleyEmail authorView author&#;s OrcID profile 《Journal of Science Education and Technology》2016,25(3):345-357

A common trend in higher education is the “flipped” classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology ‘major’ class and the students’ attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56–65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %).  相似文献