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991.
In recent years, there has been a feeling that effective teachers can be fostered by grounding professional development in actual classroom practice. This paper reports how a group of teachers adopted a lesson study approach and worked collaboratively so as to improve their class instruction on wh-question formation. Teachers’ reflections indicate that the collaborative environment throughout the study enabled them to gain insights into how to improve their teaching strategies. Also identified are some of the problems faced by teachers, which may undermine the gains of lesson study. 相似文献
992.
This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives. 相似文献
993.
Solitons emerge as non-perturbative solutions of non-linear wave equations in classical and quantum theories. These are non-dispersive
and localised packets of energy — remarkable properties for solutions of non-linear differential equations. In the presence
of such objects, the solutions of Dirac equation lead to the curious phenomenon of ‘fractional fermion number’. Under normal
conditions the fermion number takes strictly integral values. In this article, we describe this accidental discovery and its
manifestation in polyacetylene chains, which has led to the development of organic conductors.
(left) Kumar Rao is a Postdoctoral Fellow at PRL, Ahmedabad. He is interested in particle physics phenomenology as probed
in particle colliders and formal aspects of quantum field theory.
(right) Narendra Sahu is currently a postdoctoral fellow at Lancaster University, UK. His main research area includes Cosmology
and Astroparticle physics. Currently he is working on dark matter and matter anti-matter asymmetry of the universe.
(center) P K Panigrahi’s research interests are in the area of quantum computation, solitons in Bose Einstein condensates
& nonlinear optical media. He is also deeply interested in science education and derives pleasure from long weekend walks. 相似文献
994.
995.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science.
This project was done as part of the Research Education Advancement Programme held over weekends at the Bangalore Association
for Science Education, Jawaharlal Nehru Planetarium, Bangalore. 相似文献
996.
Janice M. Keenan Rebecca S. Betjemann Sally J. Wadsworth John C. DeFries Richard K. Olson 《Journal of Research in Reading》2006,29(1):75-91
We report preliminary behaviour genetic analyses of reading and listening comprehension from The Colorado Learning Disabilities Research Center. Although the twin sample with these new measures is still of limited size, we find substantial, and significant, genetic influences on individual differences in both reading and listening comprehension. In addition, word recognition and listening comprehension each accounted for significant independent genetic influences on reading comprehension. Together, they accounted for all the genetic influence on reading comprehension, indicating a largely genetic basis for the ‘simple model’ of individual differences in reading comprehension proposed by Hoover and Gough (1990) . 相似文献
997.
998.
Yllza Xerxa Leslie A. Rescorla Jan van der Ende Manon H.J. Hillegers Frank C. Verhulst Henning Tiemeier 《Child development》2021,92(1):291-307
Parental psychopathology can affect child functioning, and vice versa. We examined bidirectional associations between parent and offspring psychopathology in 5,536 children and their parents. We asked three questions: (a) are parent-to-child associations stronger than child-to-parent associations? (b) are mother-to-child associations stronger than father-to-child associations? and (c) do within- and between-person effects contribute to bidirectional associations between parent and offspring psychopathology? Our findings suggest that only within-rater bidirectional associations of parent and offspring psychopathology can be consistently detected, with no difference between mothers and fathers. Child psychopathology was hardly associated with parental psychopathology. No evidence for cross-rater child-to-parent associations was found suggesting that the within-rater child-to-parent associations reflect shared method variance. Moreover, within-person change accounted for a part of the variance observed. 相似文献
999.
1000.
The Language ENvironment Analysis system (LENA) records children’s language environment and provides an automatic estimate of adult–child conversational turn count (CTC). The present study compares LENA’s CTC estimate to manually coded CTC on a sample of 70 English-speaking infants recorded longitudinally at 6, 10, 14, 18, and 24 months of age. At each age, LENA’s CTC was significantly higher than manually coded CTC (all ps < .001, Cohen’s ds: 0.9–2.05), with the largest discrepancies between the two methods observed at younger ages. The Limits of Agreement Analyses confirm wide disagreements between the two methods, highlighting potential problems with automatic measurement of parent–infant verbal interaction. These findings suggest that future studies should validate LENA’s CTC estimates with manual coding. 相似文献