Setup and application of a structural seismic hybrid simulation system on local area network

To implement structural hybrid simulation independent of the control system of any testing equipment in civil engineering, an external command control approach is put forward. Several setup technologies and the corresponding API approaches are investigated to simultaneously combine numerical simulation with physical testing. Hybrid program technology is put forward and described in detail, using Visual C++ program to effectively and accurately control testing equipment and MATLAB program to implement numerical simulation with easy extension. The control program of testing equipment and numerical simulation program are integrated by calling MATLAB engine in Visual C++. A hybrid simulation about a full-scale six-story masonry structure is carried out. The testing results manifest that the external command control approach has the versatility because of simple hardware connection and control program independent on control software of testing equipment; powerful program function of Visual C++ and flexible program of MATLAB are integrated by hybrid program technology; hybrid simulation system provides a realistic and cost-effective testing platform that enables earthquake engineer researchers to accurately and efficiently capture the seismic performance of large or complex structures without having to carry out physical testing of the entire structure.     

中小学教师需要具备的教学知识

教学知识是教师从事教育教学活动的基础知识,与教师的专业发展密切相关。信息时代,中小学教师应当具备怎样的教学知识才能胜任教育教学工作?从理解教师的教学活动的角度来解答这一问题,按照教学活动所经历的"设计—实施—评价"程序,构建出教师所需教学知识的内容框架。教师所需的教学知识应该包括五个方面:关于为什么教的知识、关于教什么的知识、关于教谁的知识、关于怎样教的知识和关于如何评价的知识。     

Applications of Educational Measurement: I s Optimum Optimal?

What would you do if you were asked to design an “optimal” school testing program, but had doubts about the criteria to apply? What strategies might help us make more use of performance assessment and computer-adaptive testing in district-level testing programs? Can an NCME President be whimsical when delivering her presidential address?     

Legal and Psychometric Criteria for Evaluating Teacher Certification Tests

Will our teacher certification testing program stand up to a court challenge? What are the critical issues the courts consider in examining teacher certification testing? What do we need to do to strengthen our program legally and psychometrically?     

Expertise for Teaching Biology Situated in the Context of Genetic Testing

Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers’ expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed.     

Learning to teach: Knowledge development in classroom management

How does knowledge acquisition contribute to the process of learning to teach? To answer this question, qualitative and quantitative data were collected to investigate the development of teacher candidate knowledge about classroom management within an elementary teacher education program. Specifically, concept maps and interviews revealed patterns of cognitive change over a two-quarter sequence of courses. Analysis of concept maps showed turbulent and idiosyncratic change influenced by program experiences, with an apparent decline in cognitive organization. In interviews candidates deemphasized program influences, focusing instead on clinical experiences as the impetus of cognitive change. These findings—the turbulent apparent decline in cognitive structure and the primacy of field experiences—are explained in terms of Anderson's ACT1 learning theory. Implications for future research in teacher's conceptual development are discussed.     

基于虚拟仪器的电机转速检测系统

基于美国NI公司的LabVIEW图形化编程语言,针对电机参数的检测进行虚拟仪器编程设计,开发出电动机转速和机电时间常数的在线测试系统.该系统分为人机界面,功能模块和外部电路三部分,改进了传统仪器在显示、储存、读取方面的限制.     

Understanding the Impact of Accountability on Preservice Teachers’ Decisions About Where to Teach

Research has shown that individuals who become teachers are uniquely oriented to the psychic rewards of teaching such as connecting with students and making a difference. Yet, in the era of “No Child Left Behind”, emphasis upon test scores as indicators of student learning, competition within and between school districts, and threats of external sanctions seem to promote a different orientation to teachers’ work. This is especially the case in schools with limited human, social, physical, and cultural capital serving disproportionate numbers of low-income, racial/ethnic and linguistic minority students typically located in urban areas. Given the existing problem of teacher shortages in urban schools and the current impact of accountability, this study seeks to explore two questions: How do preservice teachers believe their aspirations to teach will be affected by the accountability movement? And how do these views affect their considerations about where to teach?     

Students as ‘Producers’: using videodisc technology to create stories

The use of videodisc technology to teach a variety of subject matter across many disciplines is an area of interest to many educators. This paper discusses an interactive videodisc program that was implemented in a classroom setting with fifth and sixth grade children. The program, called Producer, was introduced to children and then used as part of a six‐week summer enrichment classroom. A discussion of how children interacted with the Producer program to create stories is discussed based on videotapes of the teaching sessions. The implications of using videodisc technology to teach children are reviewed.     

程序设计类课程能力培养的教学模式研究

程序设计类课程是计算机专业的核心基础课程,这类课程的特点是强调通过教学培养学生的创新能力和实践能力。传统的“老师讲,学生听”教学方式已经不能达到较为良好的教学效果。本文针对程序设计类课程的特点,提出了基于敏捷开发的项目驱动教学理念,改革了课程考核方法,注重培养学生的实战能力和团队合作精神,对程序设计类课程的教学方法进行了初步改革探索。     

Finding an Educational Perspective for Object‐Oriented Development

The object‐oriented model has become exceedingly attractive as the best answer to the increasingly complex needs of the software development community. The initial boasts regarding quality, reuse, concurrency, and scalability are now being substantiated by documented software development experience. It is certainly appropriate, then, for educators who teach computer science (the current preparation for emerging software developers) to examine where object‐oriented development best fits into the computer science curriculum. How much of the paradigm‐‐language, analysis, design, management‐‐ought to be addressed? At what level in an undergraduate program are object‐oriented techniques appropriate? What are the risks involved? How is the object‐oriented approach effectively taught?.     

A Model for Evaluating Him Stakes Testing Programs: why the Fox Should Not Guard the Chicken Coop

Should high-stakes testing programs be subject to external review? How should such reviews be structured? Who should conduct the reviews? How would results be reported and to whom?     

Supporting prospective teachers' conceptions of modelling in science

This study investigated prospective secondary science teachers' understandings of and intentions to teach about scientific modelling in the context of a model‐based instructional module. Qualitative methods were used to explore the influence of instruction using dynamic computer modelling. Participants included 14 secondary science prospective teachers in the USA. Research questions included: (1) What do prospective teachers understand about models and modelling in science? (2) How do their understandings change, following building and testing dynamic computer models? and (3) What are prospective teachers' intentions to teach about scientific models? Scaffolds in the software, Model‐IT, enabled participants to easily build dynamic models. Findings related to the process, content, and epistemological aspects of modelling, including: (a) prospective teachers became more articulate with the language of modelling; and (b) the module enabled prospective teachers to think critically about aspects of modelling. Still, teachers did not appear to achieve full understanding of scientific modelling.     

How well do evidence-based universal parenting programs teach parents about psychological maltreatment?: a program review

Objective

Psychological maltreatment (PM) is a widespread form of child maltreatment both in high-risk and maltreating families as well as in the general population of parents, yet there are no intervention programs that target it directly. The current study was designed as the first step in a larger program of research concerning educating parents about PM. In this study we evaluated the content of universal parenting programs to assess whether they include content on PM. Three questions were addressed: (1) Which types, if any, of PM were included in the content of these programs? (2) Which programs, if any, have content about each of the types of PM? (3) What are the implications for the development of PM curricula for parents?

Method

Ten evidence-based, manualized, universal parenting programs identified from SAMHSA or a comparable model program registry were rated on how well their content covered 18 types of psychological maltreatment (PM), as defined by the American Professional Society on the Abuse of Children, APSAC ( [Bingelli et al., 2001] and [0160] ). Each type of PM was coded along several dimensions which resulted in two summary scores: (1) Does the program contain content designed to teach parents what not to do in regards to the 18 psychologically maltreating behaviors and (2) Does the program contain content designed to teach parents what to do instead?

Results

Content related to most PM types were not included in the curricula, especially regarding “what not to do” and not one program was rated as having content related to teaching all 18 types of PM.

Conclusions

Existing parenting programs do not currently cover content for teaching community parents about psychological maltreatment.     

Adventures in Implementing a Testing Program

What are the ways in which a testing program can run aground? What are some suggestions for avoiding these problems?     

Educating science teachers for the sociocultural diversity of urban schools

This interpretive study of the preparation of science teachers for urban high schools explored the extent to which learning to teach was facilitated by the methods courses, cooperating teachers and university supervisors. Because the methods course was minimally effective in addressing the needs of teaching low track students from conditions of poverty the methods instructor, Tobin, decided to be a teacher-researcher with such students. He joined Smith, a student teacher and Seiler, a doctoral student, in an investigation that examined learning to teach in a graduate teacher preparation program. In an endeavour to gain a first hand grasp on the challenges of teaching African American students placed in a low track program of study the three authors of this paper co-taught science in an urban high school. The paper incorporates rich perspectives gained from the teacher-researchers and theoretical frameworks associated with resistance, habitus and learning to teach by co-teaching. The paper advocates co-teaching as an essential component of teacher education programs.     

Does Interpretive Test Score Information Help Teachers?

To what extent do teachers possess the competence to interpret state testing program results properly?     

A complex adaptive system approach to evaluation: application to a pay-for-performance program in the USA

Evaluators frequently confront situations in which local programs struggle to meet the expectations and requirements specified by the external program funder. How can evaluators meaningfully evaluate programs (for both the funder and grantee) in situations in which the external program logic clashes with local complexities? This paper discusses complex adaptive system (CAS) evaluations as one method that addresses this question. To exemplify a CAS evaluation approach, we use the case of a pay-for-performance program, the Teacher Incentive Fund (TIF) program, a United States federal program implemented in numerous jurisdictions. Evaluation findings generated through a complex adaptive system approach have the potential to inform policy as well as assist the local program with ongoing improvements.     

RETHINKING FOOD UTILIZED AS MATERIALS FOR ART

ABSTRACT

Teaching mathematics in an early childhood program requires mathematical content knowledge and teacher self-efficacy, yet research has shown that early childhood educators often have negative attitudes towards mathematics and feel underprepared to teach mathematical concepts. The study reported here documents the reconceptualization of a graduate, preservice teacher education program, a program designed to address teacher anxiety and increase capacity to teach mathematics in a play-based early childhood setting. The study aimed to investigate: (1) the effectiveness of the mathematics component of the course in equipping teacher candidates to teach mathematics in early childhood, and (2) whether participation in the mathematics component of the course changed teacher candidates’ self-efficacy regarding mathematics. Findings show that both self-efficacy and content knowledge improved when teacher candidates had the opportunity to engage with play-based learning experiences that embed mathematical concepts. Furthermore, the focus on a learning trajectories approach supports the identification of developmental progression points in children’s emerging mathematical understanding, assisting with teacher candidates’ fine-grained observations, assessment of children’s learning, and authentic, individualized planning for learning.