The interplay of a biology teacher's beliefs,teaching practices and gender-based student-teacher classroom interaction

Cross-relationships among a Taiwanese seventh-grade biology teacher's beliefs, practices and classroom interaction with either male or female students were qualitatively and quantitatively analysed. Results show that the teacher's classroom practices reflect her teaching philosophy, which she described in interviews held before and throughout the class observation period. Gender-based characteristics clearly play an important role in establishing and maintaining differences in interactions between male or female students and their teacher in this particular classroom. Data collected from classroom observations show that the subject teacher's beliefs concerning boy/girl differences in learning style and classroom participation are reinforced or sustained by her behaviour, which includes unequal distribution of direct questions, unbalanced feedback and encouragement, and a lack of restrictive controls on calling out answers.     

The effects on the student-teacher relationship in a one-to-one technology classroom

This embedded case study explores the student-teacher relationship in a one-to-one technology environment. The actual change in relationship in a one-to-one classroom was examined. The study was guided by the self-system theory of motivation and its three characteristics of autonomy, relatedness, and competency as a theoretical framework. To explore this topic, the researchers considered the perspectives of four classroom teachers and 207 high school students at a suburban public high school in New Jersey. The case study research utilized teacher interviews, classroom observations, student surveys, and a student focus group. The findings revealed a notable change in the relationship between teachers and students within the one-to-one environment. The change existed in the connectivity between the teachers and their students beyond the classroom and school. The researchers concluded that the teachers and their students did have a positive relationship in a one-to-one environment and that relationship depended on the teacher’s ability to engage students using the one-to-one device. The researchers concluded that the one-to-one environment creates an autonomous learning environment for students; teachers and students have a relatedness that extends beyond the traditional boundaries of a school; and a higher level of competency in both teachers and students creates a more engaging classroom. As one-to-one technology environments are becoming more popular across the country, this study contributes to a better understanding of the expected changes in teacher-student relationships before issues of conflict occur.     

The use of videotaped broadcasts in interactive teaching

In 1986/87 and 1987/88 Dutch educational television broadcast a long series on mental arithmetic for the upper grades of the primary school. This study compares off-air videotape use under two conditions: (1) active use with video stops for interactive teaching, and (2) passive, uninterrupted viewing. Learning results in the active condition were better than in the passive condition. However, in a follow-up study those positive results were not confirmed, due to changing teaching styles in the active condition, and due to certain design faults in the programmes. Outcomes of both studies are interpreted as (1) providing evidence for the potential effects of interactive use of educational videotapes at classroom level, and as (2) underlining the necessity of well-considered didactic design of educational programmes for such new instructional purposes.     

Self-Recognition in Young Children Using Delayed versus Live Feedback: Evidence of a Developmental Asynchrony

The ability of young children to recognize themselves in delayed videotapes and recent photographs was investigated using a delayed analog of the mirror mark test, as well as verbal reports. In Experiment 1, 42 2–4-year-old children were videotaped while playing an unusual game. During the game an experimenter covertly placed a large sticker on the child's head. The videotape was played back 3 min later to the children. Older, but not younger, children reached up to remove the sticker when the tape revealed it being placed on their heads. In Experiment 2, a similar procedure was used with 60 3- and 4-year-olds where Polaroid photographs were taken during and after the act of the sticker being placed on the child's head. When allowed to look at the photographs, young 3-year-olds did not reach up to search for the sticker, whereas older 3- and 4-year-olds did. Almost all of the children who did not appear to realize that there was a sticker on their head from the information provided by the photographs did provide a correct verbal label for the image, and reached up to remove the sticker when presented with a mirror. Experiment 3 compared the reaction of 48 21/2–31/2-year-olds to live versus delayed video feedback and indicated an effect of the temporal aspect of the stimulus. The results are discussed in the context of the different forms of self-conception that may underwrite the 2 manifestations of self-recognition.     

心存感恩

<正>我们生活在温暖而被爱深深包围着的世界里,应心存感激。首先,我们要感谢大自然,因为它给了我们最好的礼物:明亮的阳光,新鲜的空气,和煦的微风,清冽的甜水,美丽的草花,湛蓝的天空等。第二,我们应该感谢我们的父母。我们感谢他们给了我们生命,让我们感受到人世间的亲情和幸福。是他们让我们看到了这个美丽的世界,也是他们抚养、教育、支持了我们。     

Isolated sign vocabulary acquisition by hearing adults: CAI vs. videotaped presentation

The present study was designed to examine receptive learning of 30 ASL signs using two teaching modes. Subjects were 28 college students with normal hearing, naive to sign language, who were trained under computer-assisted instruction (CAI) or through videotaped presentation (VT). The results indicated significantly (p less than .01) higher scores under the VT condition when sign learning and retention were probed three and 10 days after training.     

复活

马力是个商人,他的生意是冷冻人。在美国的加利福尼亚州,他为一个叫斗转星移（Trans Time）的公司工作,这个公司将死人冷冻并保存。     

Live and let live

这是一句源自德语的谚语,直译出来是“自己生活也让别人生活”。我们汉语常说“严以律己,宽以待人”;又说:“己所不欲,     

孩子，你要好好活下去!

我想:如果没有汶川地震,对我们大多数人来说,今年的五月还是姹紫嫣红的,透着生命的青,开着季节的红。我想:如果没有汶川地震,我们一定还会把死亡看成是人生最后的小句点,让生命有条不紊地行进,让死亡按部就班地来临。     

均布活载作用下简支梁弯矩最不利位置确定浅析

对受均布活栽作用下简支梁弯矩最不利位置确定进行了详尽的分析,给出较为清晰、简要的判定定理,并加以论证.     

To Travel is To Live

To move,to breathe,to fly,to float You walk around.You immerse yourself in the air surrounded.You bring yourself to distant places.You are here;you are there;you are somewhere;you are everywhere.You bring yourself out of your comfort zones.You free yourself from what you know.You admit your limits,and then push it.To gain all while you give You hand over the precious time you hold.Then you explore the worlds unknown.There you hear the words,sing the music,move with the rhythm,and you find the beautifuls.You welcome the discoveries,and they welcome you.Many things can be taken away,but-you smell the joy,     

Live Simulation for Clinical Education

The Instructional Design Portfolio

Live Simulation for Clinical Education     

Two Truths to Live By

The art of living is to know when to hold fast and when to let go. For life is a paradox： it enjoins us to cling to its many gifts even while it ordains their eventual relinquishment. The rabbis of old put it this way： ＂A man comes to this world with his fist clenched, but when he dies, his hand is open.＂