On being included: racism and diversity in institutional life     

Sophie Rudolph 《Gender and education》2013,25(5):658-660

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Social goals as predictors of children's in vivo emotional responses to social challenges     

Karen D. Rudolph  Yuetian Li  Xiaomei Li  Tianying Cai 《Child development》2023,94(2):424-438

This study examined the role of social goals in shaping children's in vivo emotional responses during a challenging dyadic peer interaction. In all, 132 children (M_age = 9.46 years, SD = 0.33; 50% girls; 72% White) participated in a dyadic social challenge (conflict-of-interest situation) and reported their social goals and emotions during the task, and observers coded child emotions and dyad negativity. Mastery goals predicted more positive emotions unless interactions were highly negative. Performance-avoidance goals predicted more negative emotions, particularly in the context of negative interactions and disappointing outcomes. Performance-approach goals predicted less negative displayed emotions but more negative self-reported emotions. Findings provide novel insights into how context-specific social goals contribute to affective social competence during peer interactions.  相似文献   

Turning science to account: Chicago and the general science movement in secondary education, 1905-1920     

Rudolph JL 《Isis; an international review devoted to the history of science and its cultural influences》2005,96(3):353-389

In the second decade of the twentieth century a new subject appeared in American high schools, aimed at providing citizens with an understanding of the essential nature of scientific thinking. "General science," as it was called, was developed and promoted by an emerging class of professional educators who sought to offer a version of science that they believed would both excite public interest and prove useful in the everyday lives of the masses of students streaming into the rapidly expanding institution of secondary education. It was to be a course with real utility that would transcend the boundaries of the specialized, abstract disciplinary subjects like chemistry and physics-subjects with identities tied to the practices and standards of the colleges and universities, which had long exerted control over the content of secondary schooling. This essay recounts the origins of general science and, in particular, examines how the intellectual and material environment of the city of Chicago at the turn of the century influenced the course that was produced and widely adopted in school programs across the United States.  相似文献   

A surface having only a single side     

Carl Hering 《Journal of The Franklin Institute》1918,186(2):233-241

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What do we mean by science education for civic engagement?     

John L. Rudolph  Shusaku Horibe 《科学教学研究杂志》2016,53(6):805-820

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Using the results of assessment for improvement     

Linda B. Rudolph  Daniel J. Poje  Janice Van Dyke 《Assessment Update》1994,6(5):4-7

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The transition from school to the world of work in the German Democratic Republic     

Wolfgang Rudolph 《Prospects》1989,19(1):93-102

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School Learning Resources The need for systematic evaluation of educational instructional materials     

Rudolph P. Miller  Scott D. Miller 《TechTrends》1988,33(3):24-26

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The effect on student achievement of increasing kinetic structure of teachers' lectures     

William G. Lamb  Patricia Davis  Robert Leflore  Cicero Hall  J. Griffin  Rudolph Holmes 《科学教学研究杂志》1979,16(3):223-227

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Evolution and the nature of science: On the historical discord and its implications for education     

John L. Rudolph  Jim Stewart 《科学教学研究杂志》1998,35(10):1069-1089

Research in the teaching and learning of evolutionary biology has revealed persistent difficulties in student understanding of fundamental Darwinian concepts. These difficulties may be traced, in part, to science instruction that is based on philosophical conceptions of science that are no longer viewed as adequately characterizing the diverse nature of scientific practice, especially in evolutionary biology. This mismatch between evolution as practiced and the nature of science as perceived by researchers and educators has a long history extending back to the publication of Darwin's theory of natural selection. An examination of how this theory was received by the scientific community of the time may provide insight into some of the difficulties that students have today in learning these important biological concepts. The primary difficulties center around issues of metaphysics and scientific method, aspects of the nature of science too often ignored in science education. Our intent is not to offer a specific course of action to remedy the problems educators currently face, but rather to suggest an alternative path one might take to eventually reach a solution. That path, we argue, should include the use of broader models of science that incorporate these elements of scientific practice to structure teaching and education research in evolution. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1069–1089, 1998  相似文献