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Independent reading in the content areas is essential for advancing students’ literacy growth through the grades. Middle school students, in particular, profit from opportunities to engage in actual reading and, simultaneously, to be supported from an appropriate structure. Specifically, they need substantial time to read, frequent immersion in a variety of texts, easy access to balanced classroom libraries to support in-school and at-home reading, active participation in drama-based activities, and interesting contexts for learning word meanings. These and other sources of support increase the effectiveness of independent reading across the curriculum by helping middle school students not only improve their reading, but also enjoy reading as a lifetime activity. 相似文献
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The launch of Google Scholar Metrics as a tool for assessing scientific journals may be serious competition for Thomson Reuters' Journal Citation Reports, and for the Scopus‐powered Scimago Journal Rank. A review of these bibliometric journal evaluation products is performed. We compare their main characteristics from different approaches: coverage, indexing policies, search and visualization, bibliometric indicators, results analysis options, economic cost, and differences in their ranking of journals. Despite its shortcomings, Google Scholar Metrics is a helpful tool for authors and editors in identifying core journals. As an increasingly useful tool for ranking scientific journals, it may also challenge established journals products. 相似文献
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Irma M. Munoz-Baell Carlos Alvarez-Dardet M. Ruiz-Cantero Emilio Ferreiro-Lago Eva Aroca-Fernandez 《International Journal of Inclusive Education》2013,17(9):865-889
This article reports on a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis using a nominal group process undertaken to identify and tackle significant factors, both internal and external, affecting those current Deaf bilingual practices in Spain which promote or prevent the processes through which more inclusive (barrier-free) education for Deaf children can be successfully implemented. Seventeen school representatives (eight Deaf, nine hearing) from nine school sites with leading Deaf bilingual initiatives for Deaf children from different parts of the country participated in the study. Ways to improve accessibility to the whole SWOT process were explored to ensure that genuine and significant participation of All school representatives was actually possible. The main strengths pointed out the importance of participation and involvement of staff and others in the educational community. The primary weakness was found in the lack of a learning environment fully accessible to Deaf children. Notable opportunities included a growing acceptance of the bilingual and inclusive school concept by regional educational administrations and societal and parental changes towards bilingualism and sign language. The lack of official recognition of sign language was reported as a major threat. Understanding these four internal and external interrelated factors can: (1) help insiders reflect on their practices and use the findings to improve their practice; (2) guide policy decisions on matching resources and capabilities to the environment in which schools catering for Deaf children operate; and (3) provide the starting point upon which policy-making and further research could be built. 相似文献
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Effective instructional explanations help the students to construct coherent mental representations. To do so, one condition
is that they must be tailored to students’ needs. It is hypothesized that explanations are more helpful if they also explicitly
aid the students to detect problems in their mental representations, as this provokes an impasse that motivates students to
process the explanation deeply. Participants were provided with a computer-based material on plate tectonics and then with
explanatory support in the form of either a tailored explanation preceded by an impasse-trigger (I + E group) or an identical
explanation without the impasse-trigger (noI + E group). After the reading of the materials they solved retention and transfer
tests; their flawed ideas were also counted. Participants in the I + E group recalled more correct information, generated
more transfer solutions, and showed fewer flawed ideas than those in the noI + E group. This indicates that tailored explanations
combined with impasse-triggers that make explicit conflicts between the text model and the students′ models can indeed foster
deep learning. 相似文献
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Eye gaze is an important communicative signal, both as mutual eye contact and as referential gaze to objects. To examine whether attention to speech versus nonspeech stimuli in 4- to 5-month-olds (n=15) varies as a function of eye gaze, event-related brain potentials were used. Faces with mutual or averted gaze were presented in combination with forward- or backward-spoken words. Infants rapidly processed gaze and spoken words in combination. A late Slow Wave suggests an interaction of the 2 factors, separating backward-spoken word+direct gaze from all other conditions. An additional experiment (n=15) extended the results to referential gaze. The current findings suggest that interactions between visual and auditory cues are present early in infancy. 相似文献
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Maria Salinas Maite López-Garrigós Emilio Flores Joaquín Uris Carlos Leiva-Salinas 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(3):410-415
Introduction
The study was performed to compare and analyze the inter-departmental variability in the request of rarely requested laboratory tests in primary care, as opposed to other more common and highly requested tests.Materials and methods
Data from production statistics for the year 2012 from 76 Spanish laboratories was used. The number of antinuclear antibodies, antistreptolysin O, creatinine, cyclic citrullinated peptide antibodies, deaminated peptide gliadine IgA antibodies, glucose, protein electrophoresis, rheumatoid factor, transglutaminase IgA antibodies, urinalysis and uric acid tests requested was collected. The number of test requests per 1000 inhabitants was calculated. In order to explore the variability the coefficient of quartile dispersion was calculated.Results
The smallest variation was seen for creatinine, glucose, uric acid and urinalysis; the most requested tests. The tests that were least requested showed the greatest variability.Conclusion
Our study shows through a very simplified approach, in a population close to twenty million inhabitants, how in primary care, the variability in the request of laboratory tests is inversely proportional to the request rate.Key words: primary care, laboratory proficiency testing, clinical laboratory services, test requesting, preanalytical phase 相似文献40.
Maria Salinas Maite López-Garrigós Emilio Flores María Leiva-Salinas Miguel Ahumada Carlos Leiva-Salinas 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(2):237-241
Introduction
Pre-preanalytical and post-postanalytical phases are steps where the laboratory professional may play a crucial role. Measuring the serum circulating 25 hydroxyvitamin D level (25(OH)D) is recommended to evaluate vitamin D status in patients at risk for vitamin D deficiency while 1,25 hydroxyvitamin D (1,25(OH)2D) is only recommended to monitor several particular conditions (chronic kidney disease, hereditary phosphate-losing disorders, and some other) clearly defined by the current clinical guidelines of Endocrine Society.Our research hypothesis was that through education and communication through comments in the Laboratory Information System (LIS), we could improve appropriateness in the request vitamin D tests.