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81.
Rosemarye T. Taylor Lisa Karcinski 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):213-227
The purpose of our study was to determine the extent to which differences in a mentor model for science and mathematics teachers accounted for variances in mentoring effectiveness and persistence rates of teachers. School district designee, mentor, and teacher perceptions of mentoring support were collected through the use of interviews and surveys and analyzed using the grounded theory approach and open coding. Findings revealed that teachers and mentors recommended that future mentor models provide strong support and more face-to-face meetings. The most common change mentors made was that they incorporated new strategies into their teaching. Findings offer insight for structuring mentor models to increase effectiveness and persistence of teachers and build the capacity of mentors. 相似文献
82.
T. J. Jourian 《Sex education》2018,18(4):360-375
AbstractMuch of the expanding literature positions trans college students as an overly homogenous population, lacking agency and wrought with hardship and tragedy. Drawn from a broader study on transmasculine college students’ conceptualisations of masculinity, this paper draws attention to the multiplicity of transmasculine voices navigating sexuality and romantic relationships. This navigation is embroiled in their negotiations with masculinity, dominance and cissexism, as they chart affirming sexualities and relationships. Participants’ unique and nuanced articulations are suggestive of the gender liberatory possibilities that derive from trans youth’s perspectives. 相似文献
83.
Kamin’s three-stage blocking paradigm was investigated in rabbit eyelid conditioning, Two manipulations were examined. A change in the CS-US interval from Stage 1 to Stage 2 did not attenuate blocking. The introduction of a salient stimulus during the intertriai interval in Stage 2 also failed to attenuate blocking. The first result is not consistent with Kamin’s interpretation of the blocking effect in terms of US surprisingness. The second resuit is inconsistent with a prediction based on the Rescorla-Wagner model. 相似文献
84.
T. Gary Waller 《Learning & behavior》1973,1(1):65-67
Rats were first either trained to criterion or given overtraining on an orientation discrimination and then were given an extradimensional shift to a position discrimination. Overtraining on the visual discrimination facilitated performance on the position discrimination. Implications for mediational theories of discrimination learning were indicated. 相似文献
85.
Rhonda N. T. Nese Paul Meng Sarah Breiner Erin Chaparro Robert Algozzine 《Journal of Research on Technology in Education》2020,52(2):148-162
AbstractTraditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities. 相似文献
86.
To investigate the effects of different kinds of curriculum, the Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to 225 2nd-year students at six different schools of occupational therapy. Their curricula were classified as problem-based, subject-based or hybrid. Their scores on the scales of the CEQ and ASI were closely related, insofar as they shared more than half of their respective variance. Problem-based curricula were associated with higher scores on the scales of the CEQ concerned with appropriate assessment and emphasis on independence. With the ASI, problem-based curricula were associated with lower scores on all of the scales concerned with a reproducing orientation, and with higher scores on the scale concerned with a deep approach. These findings suggest that the implementation of a problem-based curriculum has desirable effects on the quality of learning, and these are at least in part mediated by students' perceptions of their academic environment. 相似文献
87.
88.
T Padmanabhan 《Resonance》2007,12(2):4-16
The discovery of the cosmic microwave background radiation in 1965 was a defining moment in the history of cosmology — the
science that deals with the universe as a whole, its origin, evolution and future. This discovery was recognized with Nobel
Prizes to Penzias and Wilson in 1978. The Nobel Prize in Physics for 2006 further acknowledged the importance of the study
of this background radiation. The precise measurement of the spectrum of this radiation and its variation across the sky have
helped our understanding of the evolution of structures in the universe. This article explains these discoveries and their
importance.
T Padmanabhan is a professor at IUCAA, Pune. He is interested in all aspects of theoretical physics, and especially in those
in which gravity plays a role. 相似文献
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90.