Who killed the woman teacher？

1．中学女教师玛丽上午没到学校上课。于是，校长下班后到玛丽的住所看看她是否身体不舒服。     

Who teaches the teachers? Identity,discourse and policy in teacher education

In this article we argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of change and identity. It then discusses the central features of identity amongst a group of teacher college educators who have been incorporated into a higher education institution in South Africa. The discussion focuses in particular on their new roles as researchers. We argue that the promotion of research needs to be based on what teacher educators already perceive to be their particular strengths and roles. The paper ends with some examples of strategies for research promotion in this particular setting.     

How old was the woman?

A woman was having some trouble(毛病 ) withher heart(心脏 ) ,so she went to see the doctor.Hewas a new doctor,and did not know her,so he firstasked some questions,and one of them was,“Howold are you?“Well”,she answered,“I don't remember,doctor,but I will try(尽力 ) to think.”She thoughtfor a minute and then said,“Yes,I remember now,doctor!When I married (结婚 ) ,I was eighteen yearold,and my husband was thirty.Now,my husbandis sixty,I know,and that is twice(两倍 ) thirty.So Iam twic…     

Who is to retrain the teacher trainers?: A Papua New Guinea case study

The single most important factor to improve the quality of education in a developing country appears to be increased general and professional education of teachers. Initially, it seems that this may be appropriately addressed in the teachers' colleges. However, the teacher educators themselves, often have received their own education either from the universities of developed countries or from “expert” expatriates at home. Often the result has been an adapted western curriculum being offered in the teachers' colleges, which is inappropriate to the student teachers. As a means of obtaining increased insight into a developing country's context, this study sought to gain some understanding of how Papua New Guinea teacher educators and inservice teachers negotiate their western higher education at the University of Papua New Guinea. This may provide assistance to expatriate educators to provide an educational experience that addresses student learning needs with appropriate process and content.     

Who was the murderer?

1It was a very deep night,but there w ere still a lot of people in a bar, drinking and chatting In the m iddle of the bar,three m en w ere at table They talked and drank very happily2郾Suddenly,all the lights in the bar w ent out because of the power cut郾 Soon the bar was bright again because the boss asked the waiters to light the candles([謖k覸ndl]蜡烛)郾3郾Itw as very rom antic([r藜謖m 覸ntik] 浪漫的)to drink and chat in the light of the candles郾A llthe people were stillvery happy郾A ll…     

Who Caught the Fish?

Every Saturday morning Henry goes down to the river with his friend Charles.The boys have fishing-rods which their fathers gave them. They enjoy fishing. Theysit and watch their lines for hours. Sometimes they catch a little fish but often they donot catch anything. They like sitting and talking quietly by the water. It is cool anddeep.     

Who Stole the Gold?

１．Many，manyyearsago，fivemerchantsweregoingtogetherfromonetowntoanother．Theyweregoingthroughaforestnow．Eachofthemhadabagofgoldonhim．许多许多年以前，有五个商人要一起从一个镇到另一个镇去。他们要穿过一片森林。每个人的肩上都背有一袋金子。２．Oneday，theycampednearariver．Thatnightoneofthemerchantstookonebagofgoldoutofthetentstealthilyandhidthebagsomewhereandthenwentbacktothetent．一天，他们在一条河边宿营。晚上，其中一个商人偷偷地拿了一袋金子溜出帐篷，把金子藏好后又回到帐蓬里去。３．Thenextm…     

Who is the Strongest?

Boy Girl(Boy's little sister)Ice Sun Cloud WindHill Mouse Snake Eagle FireTime: Early in the morning on a winter day.Place: A field at the foot of a hill.(Ice,Hill are in place. Boy and Girl come in.)     

Who Was the Boss?

1.Peter tom one of his fi'iemlsthat he was out of work. “Whv didn’t the boss(老饭)let you work there?”said his friendin sm33rise(惊奇). 2.“Oh.”answerelj Peter.“t{【)you know what he usuall.y dot,∥He just stands there with his hanf i、in his pockets and only wat(、hes hi-men working.”Who Was the Boss?@姜红伟 @刘碧群…     

Who Stole the Money?

One evening Mr Harris was on duty when the phone rang.He wentto answer it.Itwas Mrs Green.“Please,sir,come to my house.I had 5,000 dollars stolen.”Mr Harris hurried to her house.He asked Mrs Green,“When didyou find the money missing?”“Atseven,I put my money on the table in the living-room.Then Iwent to wash my hair.I came back at seven thirty and the money wasgone.”“I see,”Mr Harris said.“Were you alone in the house?”“No.My sisters daughter,Nancy,was here,too.”“Lets talk…     

Who was the murderer?

同学们,读完精彩的侦探小故事后,请你先猜猜看,Jerry探长的推断正确吗?按故事情节将每幅图片的顺序排列好.     

Who believes in me? The effect of student–teacher demographic match on teacher expectations

Teachers are an important source of information for traditionally disadvantaged students. However, little is known about how teachers form expectations and whether they are systematically biased. We investigate whether student–teacher demographic mismatch affects high school teachers’ expectations for students’ educational attainment. Using a student fixed effects strategy that exploits expectations data from two teachers per student, we find that non-black teachers of black students have significantly lower expectations than do black teachers. These effects are larger for black male students and math teachers. Our findings add to a growing literature on the role of limited information in perpetuating educational attainment gaps.     

Who is the expert? Construct and criteria validity of student and teacher ratings of instruction

In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment. From a methodological perspective, however, both approaches have been questioned. Whereas student ratings are occasionally criticised as being undifferentiated and easily influenced by personal preferences, teacher reports are sometimes considered to be biased by self-serving strategies or teaching ideals. Instead of pitting one method against the other, our study aimed at establishing the specific value of each approach. The analyses draw on data from a German extension to the 2003 PISA assessment, in which 288 mathematics teachers and their students completed questionnaires using identical items to tap various aspects of instruction. Mean student ratings were computed for each class. Exploratory and confirmatory factor analyses revealed specific conceptual structures for student and teacher ratings, with teachers elaborating on the use of tasks and methods, and students focusing on their teacher’s support in personal and learning matters. Three shared dimensions were also established: occurrence of classroom management problems, degree of cognitive autonomy during lessons, and tempo of interaction. Teacher/student agreement on these dimensions varied across constructs, with considerable agreement on classroom management, low agreement on cognitive autonomy, and no significant agreement on whether or not the interaction tempo was appropriate. Accordingly, correlations with external criteria (student motivation, teacher motivation, mathematical achievement scores, and characteristics of the tasks set in class) also varied across constructs. We conclude that student and teacher ratings are best suited to tapping different aspects of the learning environment, and recommend that care be taken in choosing a data source appropriate for the construct to be measured.