Are Pets Good For Us?

A pet animal keeps us feel happy.Pets can staywith us when we are left by ourselves,and pets in-vite us to love and be loved.Often a cat or dog cankeep us easy at time when human words don’t help.Pets also keep us get close to the more natural animalworld.Learning to care for a pet helps a child to growup into a loving man or woman who feels responsible(有责任的) towards those dependent (依靠) on him.A pet dog can make us believe in others for we cansee faithfulness (忠诚) in the dog.In fact…     

Self-Regulation Programs for At-Risk Youth: Are Teachers Affected Too?

This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own self-regulation. Those in the 2nd model experienced a partial process centered mainly on their handling of the classroom and on changes in themselves. In the 3rd model teachers reported virtually no change as a result of implementing the program. The implications for teachers of at-risk youth are examined.     

What Are Schools For? Crossing Institutional Boundaries for the Sake of Learning

In this article we provide an analysis of the way in which we have designed and implemented an interdisciplinary service-learning course that overcomes the institutional barriers that often hinder creative collaboration in postsecondary environments.     

Are Multiple-choice Items Too Fat?

ABSTRACT

The evidence is mounting regarding the guidance to employ more three-option multiple-choice items. From theoretical analyses, empirical results, and practical considerations, such items are of equal or higher quality than four- or five-option items, and more items can be administered to improve content coverage. This study looks at 58 tests, including state achievement, college readiness, and credentialing tests. The evidence here supports previous assertions. The article also clarifies distractor functioning criteria and offers a typology of items via distractor functioning.     

A Coach For English Learning

《英语周报》创刊于1983年4月，由山西省教育厅主管，山西师范大学主办，是一份面向全国大，中，小学师生的英语教学辅导类报纸，国内统一刊号：CN14-0705/（F）。     

You Are Too Late

Onthebusamanfoundapickpocketshandthrustintohispocket.“Sorry,”hesaidtothepickpocket,“youaretoolate.Mywifediditbe-foreyou.”You Are Too Late     

Teachers’ Workplace Learning and the Learning Portfolio

During the years 1994‐1996 the Federal Government of Australia conducted the National Professional Development Program (NPDP) for teachers. This paper reports on a project concerned with investigating the views of significant stakeholders about the issue of accreditation of teacher learning in NPDP projects and developing a means by which such accreditation could take place. The project was carried out in the final year of the NPDP and sought to provide a vehicle for teachers to gain university credit for their workplace learning in many of the projects conducted during the three years of the NPDP.     

Are Teachers Prepared to Give Moral Training?

Excerpt from the Report of the Commission on Character, Moral and Religious Education of the World Federation of Education Associations, prepared by Walter S. Athearn, Chairman, presented at Geneva, Switzerland, August 2, Ip2p.     

Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students’ knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students’ learning. This seems to be due to the inability to differentiate the beliefs about their students’ learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers’ beliefs about their own learning are identical to those about their students’ learning. Using a sample of pre-service teachers, we measured general beliefs about “constructivist” and “transmissive” learning and science-specific beliefs about “connectivity” and “taking pre-concepts into account”. We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students’ science learning remain closely tied to their own.     

Is Response to Intervention Good Policy for Specific Learning Disability?

Abstract The reauthorized Individuals with Disabilities Education Improvement Act ( IDEA ) established new provisions for specific learning disability (SLD) identification, including: (a) no longer requiring consideration of IQ–achievement discrepancy and (b) permitting response to intervention (RTI) as part of SLD evaluation procedures. We discuss several policy implications of these new regulations by considering the original construct of SLD, the still “experimental” status and implementation of RTI, the closer alignment of RTI objectives with No Child Left Behind than former IDEA regulations, and the shift in focus from serving as a special education identification procedure to a general education instructional procedure. We conclude by proposing several recommendations for the appropriate inclusion of both RTI and psychometric evaluation within the continuum of SLD identification procedures.     

Are You a Good Tipper？

当你在外面吃饭的时候，食物可口，服务周到，于是你决定留下一笔丰盛的小费——这是为什么呢?答案也许不像你想得那么简单。     

Helping Teachers Understand Learning Processes in Large Classes

A major impetus to the development of learner-centered language teaching came with the advent of communicative language teaching. The enhancement of the role of the learner in the language learning process has compelled both classroom researchers and curriculum developers to focus their attention