怎样区别How often,How long,How many与How soon?

How often多久一次;How long多久;How many多少;Howsoon多久后I.How often对never,hardly ever,once a month等表示频率的词进行提问。eg:I hardlyever exercise.(对画线部分提问)Howoften doyou exercise?II.How many对数字提问,且在后面How many要跟一个复数名词。eg:Theygo to the movies5times a month.(对画线部分提问)Dotheygotothe movies5times a month?Howmanytimes dotheygotothe movies?She eats onlyone eggfor breakfast.Does she eat one eggfor breakfast?Howmanyeggs does she eat for breakfast?III.How long对一…     

How Do Adolescents Process Advertisements? The Influence of Ad Characteristics, Processing Objective, and Gender

This study investigates the influences of print advertisements on the affective and cognitive responses of adolescents. Junior and senior high school males (n = 111) and females (n = 84) were randomly assigned to either a low- or high-elaboration condition to process primarily visual and primarily verbal print advertisements. The students then responded to questions measuring three dependent variables—memory of specific facts, inference, and emotional response. Three-way ANOVA results indicated that predominantly visual advertisements elicited memory of more facts, more inferencing, and more intense emotional responses than predominantly verbal ads. In addition, females remembered more facts, made more inferences, reported stronger emotional responses, and detected the explicit claim of the ad more frequently than males. Finally, students in the high-elaboration condition remembered more details than students in the low-elaboration condition. The results are discussed in terms of implications for advertising media literacy.     

Mathematics education as sociopolitical: prospective teachers’ views of the What,Who, and How

In this article, I introduce a framework—the What, Who, and How of mathematics—that emerged from studying my teaching of prospective teachers and their views of the social and political dimensions of mathematics teaching and learning. The What, Who, How framework asks us to consider What messages we send about mathematics and the world, Whose perspectives are represented in mathematics, and How mathematical concepts and our world are related. I situate each aspect of the framework in the literature on social justice and critical mathematics and provide examples of prospective teachers’ views. The What, Who, How serves as a tool to understand prospective teachers’ views, to navigate a broad range of literature on social justice mathematics, and a means of informing the practice of teachers and teacher educators.     

Evolution of Teachers’ Technology Integration Knowledge,Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?

Abstract

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.     

How to Change Students‘ Conceptions of the Epistemology of Science

This paper is subdivided into two sections: In Part I empirical results of students epistemological conceptions of laws, hypotheses, theories, and models are presented as well as their ideas of the pathway of scientific discovery. These results are discussed in relation to research results of different recent publications. In Part II an outline and analysis of a two-year program for explicitly teaching epistemology in a physics course (grade 11-13) is given.     

Students’ Perceptions of Religion and Science,and How They Relate: the Effects of a Classroom Intervention

Abstract

In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15?year-old students develop a better appreciation for the relationship(s) between science and religion and a less reductionist understanding of biology. Our focus here is on the understandings that students have about the relationship between science and religion. The intervention was successful in improving the understandings of almost half of the students interviewed, but in these interviews we still found many instances where students showed misunderstandings of the nature of both religious and scientific knowledge. We argue that RE needs to attend to questions regarding the nature of knowledge if students are to develop better understandings of the scope of religions and how they arrive at their knowledge claims.     

The Faculty of Language: What Is It, Who Has It, and How Did It Evolve?

We argue that an understanding of the faculty of language requires substantial interdisciplinary cooperation. We suggest how current developments in linguistics can be profitably wedded to work in evolutionary biology, an-     

How do pre-kindergarteners spend their time? Gender,ethnicity, and income as predictors of experiences in pre-kindergarten classrooms

The current paper considers how children spend their time in state-funded pre-kindergarten programs and how time use relates to ethnicity, gender, and family income, based on the assumption that how time is spent in pre-kindergarten is relevant for the programs’ success in narrowing achievement gaps. Classroom observations of 2061 children in 652 pre-k programs in 11 states were analyzed. Findings indicated that the pre-kindergarten day was roughly equally divided among free choice, teacher-assigned activities, and meals/routines. Children spent much of their time in language/literacy, social studies, and art, and less time in math and gross motor activities. Much of the pre-k day was spent in ‘no coded learning activity.’ Children in classes with lower proportions of Latino and African American children and higher average income-to-need ratios were generally engaged in richer and more stimulating experiences. The child-level variables of ethnicity and income were generally unrelated to how children spent their time, above and beyond the effects of classroom-level ethnicity and income. There were generally small, but significant gender differences – always in the gender-stereotyped direction – in how time was spent, especially during free choice time.     

How does the change of a single data point affect the variance,and why?

In this paper, we investigate an interesting question that came up when reading a problem in a school textbook: What happens to the variance of a dataset in the case of changing one single data point, and why? Some of the answers are not surprising but here we find the full answer and demonstrate the understanding of it suitable for school students.     

How to Develop Studets‘ Ability of Reading Comprehension

本文就如何培养学生的恶阅读理解能力提出两种方法：一是课内三种层次的阅读理解；二是扩大词汇量，文章还对两个问题提出了具体的教学步骤。     

How can TESOL Teachers be Mediators of Culture?

Language and culture are closely related to each other. Language teachers, who introduce culture through the language teaching activities, are the most important cultural mediators for students in their language learning process. This essay is to help TESOL teachers to think about their importance of being the cultural mediators and how to be good mediators.     

How to improve the ability of listening and speaking

When you are giving the knowledge to the students,don't forget to teach them all the abilities of learning this language.Then how to improve the students' listening skill? We know the largest difference between mother lan- guage learning and foreign language learning is the envi- ronment.A child can soon learn his mother language well. He has heard a lot before he can say something and walk. Then after he is able to walk and say,he has a chance of listening to more.Before he goes to school,he has al- ready been a good listener and speaker.     

How many & How much

Clever Mouse and Miss Bee are shopping at a supermarket. Clever Mouse: How much is the book? Shopgirl: $ 5. Miss Bee: How many bananas do you want to buy? Clever Mouse: Nine. Miss Bee, how much juice is there in the fridge? Miss Bee: None. Let's buy some. 难点一、How many 和 How much 的意 思都为“多少”, 大都用于疑问句中。 难点二、How many 用于可数名词前, 如: How many books do you have? 难点三、How much 用于不可数名词 前, 如: How much juice is left? 难点四、询问价格时用 How much, 如: …     

辨析How often，How soon，How long和How many times

Howoften，Howsoon，Howlong和Howmanytimes这四个短语都是由how构成的疑问词组，它们的意思各不相同，同学们在平时不加以认真辨析的话，做题时就会常常犯错。现将这四个短语的具体区别归纳如下，供同学们参考。     

How Simple is the Simple View of Reading?

According to the Simple View of Reading, reading ability can be divided into decoding and language comprehension. In the present study, decoding and comprehension's contribution to reading ability was studied both in children with reading difficulties and in children with typical reading ability. Decoding and comprehension was further divided into sub-components, and the contribution from non-verbal ability and general processing speed was also studied. The results demonstrated that decoding made the largest contribution to reading ability for children with reading difficulties, while language comprehension contributed the most for children with typical reading ability. The contribution of non-verbal ability was not significant, and general processing speed only made a significant contribution to decoding for typical children. The two factors in the Simple View of Reading, decoding and comprehension, together explained less of the variance in reading ability for children with reading difficulties than for children with typical reading ability.