자연주의적 탐구조사(Naturalistic Inquiry)

So far in this course we have dealt entirely with the evolution of characters that are controlled by simple Mendelian inheritance at a single locus. There are notes on the course website about gametic disequilibrium and how allele frequencies change at two loci simultaneously, but we didn’t discuss them. In every example we’ve considered we’ve imagined that we could understand something about evolution by examining the evolution of a single gene. That’s the domain of classical population genetics. For the next few weeks we’re going to be exploring a field that’s actually older than classical population genetics, although the approach we’ll be taking to it involves the use of population genetic machinery. If you know a little about the history of evolutionary biology, you may know that after the rediscovery of Mendel’s work in 1900 there was a heated debate between the “biometricians” (e.g., Galton and Pearson) and the “Mendelians” (e.g., de Vries, Correns, Bateson, and Morgan). Biometricians asserted that the really important variation in evolution didn’t follow Mendelian rules. Height, weight, skin color, and similar traits seemed to

Human biochemical genetics

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

All these premises having, as I think, been clearly made out, it is impossible that the rulers now on earth should make any benefit, or derive any the least shadow of authority from that, which is held to be the fountain of all power, Adam's private dominion and paternal jurisdiction; so that he that will not give just occasion to think that all government in the world is the product only of force and violence, and that men live together by no other rules but that of beasts, where the strongest carries it, and so lay a foundation for perpetual disorder and mischief, tumult, sedition and rebellion, (things that the followers of that hypothesis so loudly cry out against) must of necessity find out another rise of government, another original of political power, and another way of designing and knowing the persons that have it, than what Sir Robert Filmer hath taught us.

Two Treatises of Government.

This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.

The Ecology of Human Development

There is a growing international recognition of the importance of the early years of schooling as well as an interest being shown in the relationship of early education to later achievement. This article focuses on a cohort of English pupils who have been tracked through primary school during the first five years of the new National Numeracy Strategy. It reports a limited longitudinal study of young children’s early mathematical development, initially within three testing cycles: at the mid-point and towards the end of their reception year (at five years-of-age) and again at the mid-point of Year 1 (at six years-ofage). These cycles were located within the broader context of progress through to the end of Key Stage 1 (at seven years) and Key Stage 2 (at eleven years) on the basis of national standardised assessment tests (SATs). Results showed that children who bring into school early mathematical knowledge do appear to be advantaged in terms of their mathematical progress through primary school. Numerical attainment increases in importance across the primary years and practical problem solving remains an important element of this. This finding is significant given the current emphasis on numerical calculation in the English curriculum. It is concluded that without active intervention, it is likely that children with little mathematical knowledge at the beginning of formal schooling will remain low achievers throughout their primary years and, probably, beyond.

Early mathematics development and later achievement: Further evidence

This article presents the findings from a review of literature on leadership in early childhood (EC). It identifies a paucity of research, despite a high potential for leadership activity in the early childhood field. It concludes that there is a clear need to identify what effective leadership practice is in terms of processes and outcomes within this field. It also concludes that theoretically based studies that allow different models and characteristics to be empirically tested are long overdue. The serious lack of leadership training is also highlighted by the literature review, which means that many early childhood managers could be significantly under-prepared for their role.

How Do they Manage?: A Review of the Research on Leadership in Early Childhood

Part I:Changing concepts and methods in early years education research 1.Researching early childhood education 2.Constructing childhoods 3.Resrach paradigms: ways of seeing 4.Forms of observation: measurement and analysis Part II:Early childhood education: changing research practice 5.Early childhood research prior to 1985 6.Early childhood education research in a time of change Part III: Early childhood education research in action 7.Multilevel modelling: a case study on mathematics performance 8.Ethnography for early childhood settings Part IV: Current policy, perspectives and practice in the field 9.Roles, responsibilities and relationships 10.Ethical issues 11.A Canterbury tale: the researcher's inside story 12.Policy and practice: the hand that rocks the cradle 13.Current theoretical perspectives: directions for the future?

Early Childhood Educational Research : Issues in Methodology and Ethics

Children’s Voices: The Views of Vulnerable Children on Their Service Providers and the Relevance of Services They Receive

Early childhood (EC) leadership literature indicates few theoretically based studies identifying and testing different models and characteristics of leadership. Objectives were thus to identify, describe and analyse what leadership meant to key EC participants; to consider roles, responsibilities and characteristics; to investigate core components; to capture practice and judge how it was understood and enacted. A case-study approach used 12 sites and multiple data-gathering methods: questionnaires; interviews; and in-depth ‘day in the life’ video vignettes. Participants described their organizations as hierarchical in structure and traditional in strategic decision-making, yet collaborative in culture and operational functioning. Variation in leadership, management and administration patterns across settings indicated multiple leadership roles in diverse EC settings. Principal components analysis revealed that those with postgraduate qualifications favoured ‘leaders as guides’; those with professional he...

/pdf/how-do-they-manage-an-investigation-of-early-childhood-1m3tncfast.pdf

Carol Aubrey

Papers

Early mathematics development and later achievement: Further evidence

How Do they Manage?: A Review of the Research on Leadership in Early Childhood

Early Childhood Educational Research : Issues in Methodology and Ethics

Children’s Voices: The Views of Vulnerable Children on Their Service Providers and the Relevance of Services They Receive

How Do They Manage? An Investigation of Early Childhood Leadership