Deviant Peer Factors During Early Adolescence: Cause or Consequence of Physical Aggression?     

Erin L. Thompson  Krista R. Mehari  Albert D. Farrell 《Child development》2020,91(2):e415-e431

This study investigated reciprocal relations between adolescents' physical aggression and their perceptions of peers' deviant behaviors and attitudes. Analyses were conducted on four waves of data from 2,290 adolescents (ages 10–16) from three urban middle schools. Autoregression models revealed reciprocal relations between peer factors (i.e., friends' problem behavior, peer pressure for fighting, friends' support for fighting) and adolescents' reporting of their aggressive behavior. Bidirectional relations were also found between peer pressure for fighting and adolescents' frequency of physical aggression based on teacher ratings. Findings were consistent across sex, grade, and time. Findings suggest that multiple dimensions of peers' behaviors uniquely play a role in the development of adolescents' aggression and have important implications for interventions to reduce problem behaviors.  相似文献   

Democracy’s Schools: The Rise of Public Education in America     

Albert Cheng 《Journal of School Choice》2018,12(2):303-305

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Medical knowledge discovery systems: data abstraction and performance measurement     

Albert L?HarrisEmail author  Charlie C?Chen  William J?Perkins 《知识管理研究与实践》2004,2(2):95-102

Knowledge discovery systems can be traced back to their origin, artificial intelligence and expert systems, but use the modern technique of data mining for the knowledge discovery process. To that end, the technical community views data mining as one step in the knowledge discovery process, while the non-technical community seems to view it as encompassing all of the steps to knowledge discovery. In this exploratory study, we look at medical knowledge discovery systems (MKDSs) by first looking at three examples of expert systems to generate medical knowledge. We then expand on the use of data abstraction as a pre-processing step in the comprehensive task of medical knowledge discovery. Next, we look at how performance of a medical knowledge discovery system is measured. Finally, the conclusions point to a bright future for MKDSs, but an area that needs extensive development to reach its full potential.  相似文献   

Universities as partners in U.S. research joint ventures     

Albert N. Link  John T. Scott 《Research Policy》2005,34(3):385-393

This paper investigates the conditions when a research joint venture (RJV) will involve a university as a research partner. We hypothesize that larger RJVs are more likely to invite a university to join the venture as a research partner than smaller RJVs because larger ventures are less likely to expect substantial additional appropriability problems to result because of the addition of a university partner and because the larger ventures have both a lower marginal cost and a higher marginal value from university R&D contributions to the ventures’ innovative output. We test this hypothesis using data from the COoperative REsearch (CORE) database, and those data confirm the hypothesis.  相似文献   

Editorial     

Albert Ziegler 《High Ability Studies》2017,28(2)

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Do troublesome pupils impact teacher perception of the behaviour of their classmates?     

Albert W. Wienen  Laura Batstra  Ernst Thoutenhoofd  Elisabeth H. Bos  Peter de Jonge 《欧洲特需教育杂志》2019,34(1):114-123

The widely supported wish for more inclusive education places ever greater expectations on teachers’ abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have ‘abnormal behaviour’, and the class mean without these pupils as the dependent variable. For all SDQ-L subscales – emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems – the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class.  相似文献   

Exploring the role of 3D printing and STEM integration levels in students' STEM career interest     

Li Cheng  Pavlo “Pasha” Antonenko  Albert D. Ritzhaupt  Bruce MacFadden 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1262-1278

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Peer assessment in university teaching: evaluating seven course designs     

Ineke van den Berg  Wilfried Admiraal  Albert Pilot 《Assessment & Evaluation in Higher Education》2006,31(1):19-36

Peer assessment is understood to be an arrangement with students assessing the quality of their fellow students’ writings and giving feedback to each other. This multiple‐case study of seven designs of peer assessment focuses on the contribution of peer assessment to the acquisition of undergraduates’ writing skills. Its aim is to arrive at an optimal design of peer assessment. Factors included in this study are: the quality of peer assessment activities, the interaction between students in oral peer feedback, students’ learning outcomes, and their evaluation of peer assessment. Most students took assessing the work of their fellow students seriously, and included the peer feedback in the revision of their work. In most conversations, students provided feedback in an evaluative manner. In others, the interaction was more exploratory. For peer assessment, we recommend a combination of written and oral peer feedback.  相似文献   

Role mobilisateur du mandat d'autorite et du placement dans l'intervention sociale pour les enfants maltraites     

Albert Criville 《Child abuse & neglect》1983,7(4)

Après l'étude clinique de 22 cas d'intervention sociale à domicile, l'auteur rend compte des réflexions théoriques que ce type d'intervention lui a suggérées. En premier lieu, il a constaté que le comportement de mauvais traitements à enfant était lié à des problématiques aussi diverses qu'un conflit conjugal, des liens affectifs pervers, ou encore une relation à caractère psychotique: Il est donc impossible de dégager à posteriori une “ligne directive unique” dans l'aide apportée à ces familles. Ensuite, il a observé que le rôle mobilisateur de ces interventions était étroitement lié au mandat d'autorité dont le travailleur social était investi et à la possibilité qu'il détenait de demander un placement de l'enfant maltraité. Il en conclut que l'efficacité de ces moyens dépendait autant de la problématique propre à chaque famille que de l'adaptation technique que le travailleur social pouvait en faire dans sa relation avec elle.  相似文献   

Education and Primitive Accumulation in Sub‐Saharan Africa     

Paul‐Albert N. Emoungu 《比较教育学》1992,28(2):201-213

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