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1.
Raymond D. Boisvert 《Journal of Philosophy of Education》2002,36(4):621-628
Naoko Saito has made a good case for emphasising the 'tragic' dimension within Dewey's pragmatism. My response suggests ways in which Saito has not gone far enough. She does not adequately move beyond 'procedural pragmatism' to a 'programmatic pragmatism' which offers substantive articulations about the human good. In addition, her emphasis on 'Emersonian perfectionism' is misguided. Both the language of 'perfectionism' and the figure of Emerson are unsuitable for the project she intends. Speaking more concretely of a 'tragic–comic meliorism' allied to the novelist Hawthorne, it is suggested, provides a more fruitful path. 相似文献
2.
Yuen Mantak Chung Y. B. Lee Queenie A. Y. Lau Patrick S. Y. Chan Raymond M. C. Gysbers Norman C. Shea Peter M. K. 《International Journal for Educational and Vocational Guidance》2020,20(3):653-676
International Journal for Educational and Vocational Guidance - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data... 相似文献
3.
Jason Power Raymond Lynch Oliver McGarr 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):281-296
Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self-regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self-efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5-days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self-efficacy for the task. Self-efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self-efficacy and associated positive outcomes. Implications for future serious games and self-efficacy research are discussed. 相似文献
4.
Interaction and learning: Theorizing on the art of teaching 总被引:1,自引:0,他引:1
5.
Raymond S. Rodgers 《Communication quarterly》2013,61(3):232-236
Using a sample of Supreme Court Justice William O. Douglas' Supreme Court opinons as the data base, this study investigated the question of whether majority or non‐majority status constitutes a variable sufficiently strong to predict the rhetorical quality of the opinion. The three traditional schools of legal philosophy, Natural Law, Legal Positivism, and Legal Realism, provided the basis of three hypothetical rhetorical genres which were found to be present in statistically similar frequencies in all opinion types. These findings (1) call into question the conventional wisdom that majority and dissenting opinions represent different rhetorical sub‐species, and (2) suggest that a more fruitful avenue of analysis looks to the generic architechtonics of Supreme Court opinions rather than to the relatively more superficial dimension of stylistics. 相似文献
6.
The overlap of words specifically taught in reading textbooks with the contents of standardized reading achievement tests may be a source of bias that is frequently overlooked in psychoeducational assessments. This study compares the standardized achievement test performance of 62 second graders receiving instruction in two different reading curricula (Open Court and Houghton-Mifflin) to determine whether either curriculum generates different quantitative estimates of reading achievement. Reading subtest scores derived from the Kaufman Test of Educational Achievement-Brief Form (K-TEA), the Wide Range Achievement Test-Revised (WRAT-R), and the Reading Recognition and Reading Comprehension subtests from the Peabody Individual Achievement Test (PIAT) were examined. Grade level equivalents and scaled scores from the California Achievement Test (CAT) were also examined. Three Curriculum × Test repeated measures ANOVAs were conducted using grade level scores (2×7), standard scores (2×4), and CAT scaled scores (2 × 5) as dependent measures. A significant Curriculum × Test interaction was identified, suggesting differences among tests in estimates of reading ability as a function of the reading program. 相似文献
7.
This study examined the relationship between paternal roles, regardless of residence, and the well-being of 175 3-year-old children from low income, African American families. There were no differences in children's cognition, receptive language, behavior, or home environment related to father presence. Fathers (or father figures) were identified in 73% of the families, and 64% participated in an interview and videotaped observation. The relationships between paternal roles (parenting satisfaction, economic support, nurturance during play, child care, and household responsibilities) and children's cognitive skills, receptive language, behavior, and home environment were examined. After controlling for maternal age, education, and parenting satisfaction, there were significant relationships between paternal roles and each index of children's well-being, suggesting that fathers' contributions were unique. Fathers who were satisfied with parenting, contributed financially to the family, and were nurturant during play had children with better cognitive and language competence; fathers who were satisfied with parenting and employed, had children with fewer behavior problems; and when fathers were living with the child, the home was more child-centered. Neither the biological relationship of the father nor the parents' marital status entered into the models. These findings support ecological theories linking paternal involvement with children's well-being and argue for the institution of family-oriented policies that promote positive father involvement. 相似文献
8.
南海北部早第三纪流沙港组孢粉组合 总被引:1,自引:0,他引:1
In the northern part of South China Sea, including Tonkin Gulf, Hainan lsland,
Leizhon Peninsula and some basin of Guangdong Province, Paleogene deposits are
composed of three formations: the Weizhon, the Liushagang and the Changliu forma-
tions arranged in descending order. The paper on the palynoflora of the Weizhon
Formation (early and middle Oligocene) is in press[2]. This paper deals only with the
palynoflora of the Liushagang Formation, with may be divided into four main stages:
The first stage is represented by Monocolpollenites tranquillus and Crassoretitri-
letes sp., assigned to early Eocene The second stage is characterized by Salixipollenites,
Momipites triletipollenites and Operculumpollis. Its age is middle Eocene. The third
stage is dominated by some species of Quercoidites and Ulmipollenites and also
characterized by the presence of Platycaryapollenites and Prominangularia dogying-
ensis, This sporo-pollen assemblage suggests a late Eocene in age. The fouth stage is
marked by profusion of some alga of brockish water, such as Rugasphera corrugia,
Granodiscus gronulatus and some pollen types of Liquidambarpollenites minutus,
Multiporopollenites puctatus and Tricolporopollenites minutus. The age of the last
stage is assigned to early oliocene.
In generaly, the palynoflora of the Liushagang Formation is quite different from
that of the Weizhou Formation. The main types of spores and pollen are common
with those found in Europe and North America of the same age, while the Weizhou
Formation has many elements common both in this region and Borneo.
During Eocene and early Oligocene this area was of continental phase with
brackish basins. At the beginning the climate was rather moist and hot, but then itbecame moist and warmtemperate. 相似文献
9.
10.
This paper not only makes a contribution to the mosaic of scientific knowledge of the brain and nervous system, but suggests
implications of practical value. Observant, experienced teachers know empirically that some youngsters learn best, and perhaps
only, when seated front-center, right before the teacher’s desk. Such children need to have the eye contact, or to be in quick
arm’s reach, or to have distractions screened out. Drs. Bakker and Van Rijnsoever give evidence here that, for many children,
taking in and remembering the message is dependent on their physical placement to catch most effectively the stream of sound.
This is important to consider in the popular open classroom. Although many children can adapt readily to less-than-perfect
physical learning conditions, for some we must “re-invent the wall,” not to climb, but to provide a place to call “home.”
The theoretical re-inforcement presented in this paper proves that such boundaries can also provide source and direction for
sound as part of some children’s currently needed sensory security and enhance the efficiency of their auditory intake.
Editor 相似文献