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排序方式: 共有147条查询结果,搜索用时 15 毫秒
141.
Zehra Ozturk Caitlin McMunn Dooley Meghan Welch 《Journal of Research on Technology in Education》2018,50(2):149-163
The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3–5. The researchers used qualitative constant comparison methods on field notes and reflections to describe the teachers' participation in professional development to create CS-infused projects to be implemented with their students. Categories that emerged included standards integration, student autonomy, and challenges of infrastructure and time. The data are from the first 6 months of a 3-year, National Science Foundation-funded project. (Keywords: computer science, project-based learning, integration, elementary curriculum) 相似文献
142.
Early Maternal Employment and Children's Academic and Behavioral Skills in Australia and the United Kingdom
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This study assessed the links between early maternal employment and children's later academic and behavioral skills in Australia and the United Kingdom. Using representative samples of children born in each country from 2000 to 2004 (Australia N = 5,093, U.K. N = 18,497), OLS regression models weighted with propensity scores assessed links between maternal employment in the 2 years after childbearing and children's skills in first grade. There were neutral associations between maternal employment and children's first‐grade skills in both countries. However, there was a slight indication that more time away from parenting was negatively linked to children's behavioral functioning in Australia and employment begun between 9 and 24 months was positively linked to cognitive skills for U.K. children of low‐wage mothers. 相似文献
143.
Caitlin Donnelly Andrea Furey Joanne Hughes 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):442-456
Background: Integrated schools were established in Northern Ireland in the early 1980s. With an explicit intention to build better relations between Catholics and Protestants, it has an intuitive appeal in a society which has long experienced sectarian division. Whilst the sector has attracted considerable research, less is understood about how parents’ perceive the approach adopted by schools to build intergroup relations.Purpose: The present article seeks to address the gap in the literature by exploring parents’ views of integrated education. Drawing on theories of intergroup contact, the paper seeks specifically to explore how parents and head teachers perceive and negotiate the approach that the schools adopt to build intergroup relations.Method: In an attempt to probe the deeper meanings that participants attach to integrated education, a qualitative research approach was adopted; semi-structured interviews were carried out with 17 parents and 2 head teachers in two integrated primary schools.Findings: Through the data analyses, three main aspects were evident. Firstly, the study reveals something of the relational dynamic between head teachers and parents and the significance of this relationship for determining how intergroup relations are pursued in integrated schools. Secondly, it highlights the nebulous nature of identity salience and the practical challenges of making identity salient within mixed identity contexts. Finally, the study suggests the value of qualitative approaches for exploring intergroup contact initiatives.Conclusions: Overall, the paper demonstrates the inherent challenges of establishing an integrated school where good relations will be developed when multiple interpretations of what constitutes an appropriate response to difference and diversity prevails. 相似文献
144.
Heloisa Chalmers Sisla Cinquetti Luiz Marcelo de Carvalho 《Environmental Education Research》2007,13(5):565-577
This paper investigates aspects of content knowledge related to teaching and learning about solid waste, focusing on the processes of learning and teaching by Elementary School teachers in Brazil, in two modalities of continuing education: courses and school‐based meetings. We analyse elements of teachers' reflections whilst referring to three dimensions of environmental education: knowledge, values (ethic and aesthetic), and political participation. We identify which dimensions are predominant, or absent, and the aspects included and developed in projects elaborated by teachers. The results raise issues we consider important to support teacher education and curriculum programmes and help teachers develop more substantial, critical and effective projects about the subject. 相似文献
145.
Caitlin M. Austin William Stoy Peter Su Marie C. Harber J. Patrick Bardill Brian K. Hammer Craig R. Forest 《Biomicrofluidics》2014,8(3)
Biosensors exploiting communication within genetically engineered bacteria are becoming
increasingly important for monitoring environmental changes. Currently, there are a variety of
mathematical models for understanding and predicting how genetically engineered bacteria respond to
molecular stimuli in these environments, but as sensors have miniaturized towards microfluidics and
are subjected to complex time-varying inputs, the shortcomings of these models have become apparent.
The effects of microfluidic environments such as low oxygen concentration, increased biofilm
encapsulation, diffusion limited molecular distribution, and higher population densities strongly
affect rate constants for gene expression not accounted for in previous models. We report a
mathematical model that accurately predicts the biological response of the autoinducer N-acyl
homoserine lactone-mediated green fluorescent protein expression in reporter bacteria in
microfluidic environments by accommodating these rate constants. This generalized mass action model
considers a chain of biomolecular events from input autoinducer chemical to fluorescent protein
expression through a series of six chemical species. We have validated this model against
experimental data from our own apparatus as well as prior published experimental results. Results
indicate accurate prediction of dynamics (e.g., 14% peak time error from a pulse input) and with
reduced mean-squared error with pulse or step inputs for a range of concentrations
(10 μM–30 μM). This model can help advance the design of
genetically engineered bacteria sensors and molecular communication devices. 相似文献
146.
147.
VanGronigen Bryan A. Meyers Coby V. Scott Caitlin Fantz Traci Dunn Lenay D. 《Journal of Educational Change》2022,23(1):1-32
Journal of Educational Change - Recent United States (U.S.) educational policies—especially the passage of the Every Student Succeeds Act of 2015—have challenged state education... 相似文献