Enhancing learning using questions adjunct to science charts

This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study examined the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. About 300 high school students were randomly assigned to four conditions each including a vitamin chart (chart only, test exposure, importance of questions emphasized to students by teachers, and combinational conditions–-test exposure and question importance) across 16 biology classrooms. Then these same students were again randomly assigned within each classroom to a control and to four question treatments (no questions, questions focusing on easy-to-learn charted content, questions focusing on difficult-to-learn charted content, and a combinational treatment).     

语法学堂

同学们的耳朵对"助动词"应该很熟悉了吧?但助动词有哪些?助动词怎么"助"?能回答这些问题的同学就未必很多了. 首先,除了大家最常见的 "do/does/did"这"三剑客"外,"can/may/must"(它们的全称其实是"情态助动词")、"will/shall"以及它俩的过去式"would/should"等也是助动词,大家知道么?     

TPMS: A performance support tool for cisco training program managers

Conclusion This paper has explored the impact of TPMS, a performance management and support tool for trainers, on the work of Training Project Managers on the Customer Advocacy Training team within Cisco Systems. TPMS was shown to support the work of PMs through all stages of the ADDIE model. While its focus on the management of the training development process makes it different from other ID tools, TPMS is nonetheless a tool that supports the work of instructional designers. Depending on the route the CA team chooses to follow, TPMS could evolve to a Knowledge Management System (KMS) ID that not only manages the development process but also provides more advanced capabilities for collaboration.     

Family process and peer deviance influences on adolescent aggression: longitudinal effects across early and middle adolescence

Beginning in sixth grade at an average age of 11.9 years, 416 adolescents and their parents participated in 4 waves of data collection involving family observations and multiple‐reporter assessments. Ecological theory and the process‐person‐context‐time (PPCT) model guided the hypotheses and analyses. Lagged, growth curve models revealed that family hostility and peer deviance affiliation predicted adolescent aggression in the subsequent year. Family warmth played only a minor role in protecting against adolescent aggression. In hostile or low‐warmth families, peer deviance affiliation linked to a declining aggression trajectory consistent with the arena of comfort hypothesis. The longitudinal findings suggest a nonadditive, synergistic interplay between family and peer contexts across time in adding nuance to understanding the adolescent aggression.     

执行《学生体质健康标准》的对策分析

运用文献资料和分析讨论的方法，探讨了新《全国普通高等学校体育课程指导纲要》指导下高校实施《学生体质健康标准》的对策。作者认为，当前高校体育教学改革在提高学生体质方面效果不理想；健康教育的效果也欠佳；高校应该成立体质监控与健康促进机构；设立体育与健康理论必修课。