The missing link: an econometric analysis on the impact of curriculum standards on student achievement

Nationwide, state policy-makers have increasingly adopted curriculum standards as a means of improving education. However, relatively little empirical research has been done to investigate if a link actually exists between curriculum standards and student performance. Using data collected by the New York State Department of Education, the impact of standards on high school student achievement is examined through estimation of a one-way fixed-effects model of the education production function. Curriculum standards are operationalized as the award of a “50–64” variance, which is considered a means of increasing the number of students taking demanding courses. The findings suggest that curriculum standards can improve student performance, but they do little to improve equity. While larger portions of pupils pass curriculum-based assessment exams, continued associations between select student characteristics and student performance remain.     

201部首的名称及信息代码探讨

部首只能按笔画排序,不能全用拼音排序,这对信息处理带来一定难度。部首分为三大类：单字部首、非单字部首、笔画部首。确定部首名称和信息代码的原则：单字部首按该字的读音命名、非单字部首应符合语文教学的需要命名并在该部首名称中选择一代表字为信息代码、笔画部首按基本笔画的读音命名。     

Teaching science as a language: A “content‐first” approach to science teaching

Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web‐based software to teach students using a “content‐first” approach that allowed students to transition from everyday understanding of phenomena to the use of scientific language. This study involved 49 minority students who were randomly assigned into two groups for analysis: a treatment group (taught with everyday language prior to using scientific language) and a control group (taught with scientific language). Using a pre–post‐test control group design, we assessed students' conceptual and linguistic understanding of photosynthesis. The results of this study indicated that students taught with the “content‐first” approach developed significantly improved understanding when compared to students taught in traditional ways. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 529–553, 2008     

用Orcad PSpice9.2仿真分析输出电压可调的直流稳压电源

介绍了应用Orcad PSpice9.2系统对输出电压可调的直流稳压电源进行仿真分析,使用PSpice对实际应用电路进行虚拟仿真,对提高学生理解电路理论知识很有益处。     

“Helping” Versus “Being a Helper”: Invoking the Self to Increase Helping in Young Children

Can a subtle linguistic cue that invokes the self motivate children to help? In two experiments, 3‐ to 6‐year‐old children (N = 149) were exposed to the idea of “being a helper” (noun condition) or “helping” (verb condition). Noun wording fosters the perception that a behavior reflects an identity—the kind of person one is. Both when children interacted with an adult who referenced “being a helper” or “helping” ( 2 ) and with a new adult ( 3 ), children in the noun condition helped significantly more across four tasks than children in the verb condition or a baseline control condition. The results demonstrate that children are motivated to pursue a positive identity. Moreover, this motivation can be leveraged to encourage prosocial behavior.