It＇s the Little Things that Count

六年前的某一天,Brad在北京街头等车。因为语言不通而略显困惑。一位年轻女士的一句“May I help you？”。一段友谊由此产生……     

我为什么不是中国人

当人们谈论起美洲大陆时,总会说:"哥伦布是第一个发现美洲大陆的人。"如今在加拿大的学校中,老师也是这样教授学生们的。但事实果真如此吗?我们都知道,明朝年间,朱棣派郑和帅舰队下西洋,他们向西航行到了很远的地方,并在航行期间绘制了航行的海图和地图。后来,哥伦布发现新大陆时,使用的就是郑和他们当年绘制的地图。但遗憾的是,由于各种原因,国内档案中几乎没有留下能说明郑和发现美洲大陆的史料。那么,对于美洲大陆的发现是要归功于郑和还是哥伦布呢?     

How to Get Used to University Life

Liu Bin刚刚跨入了大学校门。大学里的生活自由灵活。比起高中备受约束的日子可谓天壤之别,可这没有老师“管教”的生活。Liubjn反而有点不适应了。如何安排好自己的大学生活？Brad又会有哪些建议？     

Effects of intensity on muscle-specific voluntary electromechanical delay and relaxation electromechanical delay

The purposes of this study were to examine: 1) the potential muscle-specific differences in voluntary electromechanical delay (EMD) and relaxation electromechanical delay (R-EMD), and 2) the effects of intensity on EMD and R-EMD during step incremental isometric muscle actions from 10 to 100% maximal voluntary isometric contraction (MVIC). EMD and R-EMD measures were calculated from the simultaneous assessments of electromyography, mechanomyography, and force production from the vastus lateralis (VL), vastus medialis (VM), and rectus femoris (RF) during step isometric muscle actions. There were no differences between the VL, VM, and RF for the voluntary EMD_E-M (onsets of the electromyographic to mechanomyographic signals), EMD_M-F (onsets the mechanomyographic to force production), or EMD_E-F (onsets of the electromyographic signal to force production) as well as R-EMD_E-M (cessation of electromyographic to mechanomyographic signal), R-EMD_M-F (cessation of mechanomyographic signal to force cessation), or R-EMD_E-F (cessation of electromyorgraphic signal to force cessation) at any intensity. There were decreases in all EMD and R-EMD measures with increases in intensity. The relative contributions from EMD_E-M and EMD_M-F to EMD_E-F as well as R-EMD_E-M and R-EMD_M-F to R-EMD_E-F remained similar across all intensities. The superficial muscles of the quadriceps femoris shared similar EMD and R-EMD measurements.     

Influence of Motor and Sensory Sets on Reaction Latency and Speed of Discrete Movements

Abstract

College men and women were tested as to reaction time and speed of an arm movement using both motor-oriented and stimulus-oriented set. The results confirmed a hypothesis based on neuromotor coordination theory that predicted slower movement and greater reaction latency when the motor set was used. However, the 20 percent of subjects who had a natural motor set tendency moved faster with an enforced motor set than with an enforced sensory set. The conditions of enforced set caused a moderate positive correlation between reaction and movement times. Women subjects reacted and moved slower than men, but were similarly influenced by the two enforced set conditions. Their natural set tendency was definitely stimulus-oriented, while men tended to have a neutral orientation.     

9. Jahrestagung der World Federation for Mental Health (WFMH) Berlin, 12. bis 17. August 1956

Ohne Zusammenfassung     

Preparing teachers to create a mainstream science classroom conducive to the needs of English‐language learners: A feminist action research project

A feminist action research team, which consisted of a science educator, an English‐language learner (ELL) educator, a first‐year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle‐level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle‐level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non‐ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1013–1031, 2005     

What happens when accountability meets technology integration

Conclusion This discussion posited that the language of accountability at the federal and state levels has established the goal of schools as the raising of test scores and that this goal has trumped technology integration efforts. After outlining the basic tenets of both standards-based education and professional development efforts focused on technology integration, we highlighted three tensions that impact the relationship between standards-based education and professional development for technology integration. These tensions are traditional vs. progressive pedagogy; standardized tests vs. authentic assessment; and technology as central vs. technology as peripheral to pedagogy. We concluded with a few suggested strategies for addressing these tensions and provided suggestions for research. We believe that the most promising possibility for transcending the tension between standards-based education and professional development for technology integration is to refocus schools on excellent pedagogy. When excellent pedagogy becomes the cornerstone of school vision and the central focus of all professional development, standards and technology integration will also find their rightful places. His primary research interest involves professional development of K-12 teachers. He has also worked with the Teacher Institute for Curriculum Knowledge about Integration of Technology which promotes the thoughtful use of technology in rural Indiana Schools. she is engaged in research concerned with the relationships between learner engagement and web-based learning environments.     

Improving the quality and effectiveness of computer-mediated instruction through usability evaluations

Brigham Young University's Center for Instructional Design (CID) creates online courses and multimedia instructional applications for university faculty. This paper asserts that including usability testing as a part of evaluation improves the quality and effectiveness of computer‐mediated instruction. The paper describes the fundamental purpose and functions of usability testing, and also distinguishes between different forms of evaluation: accessibility, quality assurance (QA), usability and implementation. Through a detailed case study, we describe how usability testing improved the quality of a computer‐based chemistry course and facilitated a clearer analysis of the learning effectiveness of this course.     

Fidelity of implementation framework: A critical need for response to intervention models

Response to Intervention (RtI) has gained increased attention with the reauthorization of the Individuals with Disabilities Education Improvement Act. Since RtI was introduced at the policy level as a mechanism for use in the learning disability identification process, much of the implementation work has focused on this application. School‐based implementation of RtI has occurred quickly in response to federal legislation, with little focus on fidelity. Regular and consistent monitoring of implementation fidelity can provide the data required to improve implementation and student performance. This discussion will include a brief review of the literature regarding implementation fidelity and then provide a framework for designing a fidelity system for RtI models. Further systematic research in this area is needed to support the RtI implementation that is currently under way in schools across the country. © 2012 Wiley Periodicals, Inc.