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1.
Bruce D.Henderson 《科技创业月刊》2002,(4):33
任何一个复杂的问题都是近乎无数的事实和关系的组合。商业行为尤其受到方方面面的影响,包括过去的、非逻辑的和不可知的事物的影响。这种复杂性又因目标不同与服务于各种各样的顾客的需要而更加盘根错节,而顾客的许多目标不得不经过权衡后放弃。在这样复杂的条件下解决问题需要井井有条的、系统的方法以试图优化最后的决定。 相似文献
2.
Linda Henderson 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):459-472
This paper engages with the early childhood–school relationship. The relationship has a long-standing history of being defined by a series of divisions and separations. Research has identified the divisions and separations to be largely determined by differences around concepts of learning and pedagogy. Discursive analyses of these differences often result in a series of impasses. The aim of this paper is to move beyond these discursively determined impasses. I draw on data from a small pilot study where a group of early childhood teachers come together to talk about their use of Transition Statements. I bring to the analysis of the data the concept of affective assemblages. This allows me to look beyond that which has been discursively produced in order to ask new questions, and to offer new ways of being in relationship. 相似文献
3.
Katherine Barghaus John Fantuzzo Whitney LeBoeuf Cassandra Henderson Feifei Li Paul McDermott 《Early education and development》2017,28(2):154-166
Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all 1st-, 2nd-, and 3rd-grade students in the district. Factor analytic examination revealed a bifactor structure as the best fit to the data. The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two group factors: Problems in Social Engagement and Problems in Academic Engagement. These factors were found to be reliable within and across grades and demonstrated convergent and divergent relations with academic and behavioral outcomes. Practice or Policy: Findings provide initial evidence to support the routine use of the PCES in a large urban setting. The use of the PCES can help in fostering district-wide attention to students’ early difficulties with behavioral, social, and academic engagement. 相似文献
4.
Donna Tangen Deborah Henderson Jennifer Alford Erika Hepple Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38
This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity. 相似文献
5.
Susan Edwards Andrea Nolan Michael Henderson Helen Skouteris Ana Mantilla Pamela Lambert 《Early Years: An International Journal of Research and Development》2016,36(3):322-335
AbstractAdvancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children. 相似文献
6.
7.
Henderson J. Bryan Zillmer Nicole Holton April Weiner Steven Greenwald Eric Goss Megan Lopez M. Lisette Morales Christina Pearson P. David McNeill Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815
Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence... 相似文献
8.
Jennifer Esposito Taneisha Lee Kelly Limes-Taylor Henderson Amber Mason Anthony Outler Justina Rodriguez Jackson 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):155-177
In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our acclimation of the hidden culture of our doctoral programs. We elaborate on the history and mentoring model of the group of which we are a part, and follow with a review of the literature on mentoring practices and a discussion of methodology. Finally, through autoethnographic vignettes, each author discusses his/her experience as a non-traditional and/or student of color and how our relationship with the group has provided us with the logistical, emotional, and psychological support needed to progress in and complete our programs. 相似文献
9.
Darwin Henderson teaches children's literature at the University of Cincinnati. His research interests lie in 20th century African-American literature for youth. 相似文献
10.
Bob Croasdale Jeff Evans Jerry L. Moreno Harry O. Posten Andy Begg John Bernard Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7
The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986 相似文献