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161.
Marisa Raquel De Giusti Ariel Jorge Lira Gonzalo Luján Villarreal 《European Journal of Engineering Education》2008,33(5-6):587-596
Simulation is the process of executing a model that describes a system with enough detail; this model has its entities, an internal state, some input and output variables and a list of processes bound to these variables. Teaching a simulation language such as general purpose simulation system (GPSS) is always a challenge, because of the way it executes the models and the abstraction level it can achieve, very different compared with most well-known programming languages. This article presents an open source simulation framework that implements a subset of entities of GPSS, which could help students to improve the understanding of this language. This tool also stores all entities of simulations in every single simulation time, which is very useful for debugging simulations, but also for getting a detailed history of all entities in the simulations, knowing exactly how they have behaved in every simulation time. 相似文献
162.
Elizabeth J. Meyer 《Gender and education》2008,20(6):555-570
This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. Some of the external barriers include: lack of institutional support from administrators; lack of formal education on the issue; inconsistent response from colleagues; fear of parent backlash; and negative community response. By gaining a better understanding of the complex factors that shape how teachers view and respond to gendered harassment, we can work towards more effective solutions to reduce these behaviours in schools. 相似文献
163.
许德 《四川师范学院学报》2008,(4):33-37
作为白话文运动理论倡导的先行者,胡适主要的文学语言观是“言文一致”。这一语言观的提倡将“言文分离”、封闭性太过的传统文言转型为经欧化过滤的语言新形式,从而形成文学形式与思维理念的双向更新。但二元对立思维下建立的“言文一致”的乌托邦思想,缺乏对文学语言本体性的深入思考,所带来的蒙蔽与损失也是必然的。 相似文献
164.
Eppler Elisabeth Meyer Jan Serowy Steffen Link Karl Pauk Barbara Filgueira Luis 《Research in Science Education》2021,51(2):277-299
Research in Science Education - This educational study aimed to explore the feasibility and acceptance of a literacy exercise adopted from the realworld of scientific publishing in a cell and... 相似文献
165.
Dellisse Sébastien Dumay Xavier Galand Benoit Dupriez Vincent Dufays Jean-Louis Coertjens Liesje De Croix Séverine Penneman Jessica 《European Journal of Psychology of Education - EJPE》2021,36(3):573-597
European Journal of Psychology of Education - This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the Lirécrire program, and... 相似文献
166.
Arnoud C. L. De Meyer 《Research Policy》1985,14(6):315-328
The flow of technological information, in particular the type of sources and transfer channels for technological information has been a focus of research interest since the very first studies concerning management of research and development. However, the results of these empirical studies, although encouraging and useful to managers, leave several questions unanswered, and even worse, contain some contradictions.In this paper we will try to explain some of these contradictions using the technology characteristics as an contingency factor. The model, which we will present has been tested in a twofold way: questionnaires were used to provide insight into the importance of some sources, while interviews on the basis of standardized problems led us to a better insight into sources and channels. 相似文献
167.
教育学面临的困境与思考 总被引:22,自引:0,他引:22
在现实中存在着对教育学的种种歪曲和误解 :作为一门独立的学科 ,它不受重视 ,甚至不被承认 ;它没有一个名正言顺的位置 ,没有自己的科学化逻辑与依据 ;它的现实性存在依据更多的不在于其丰富、深刻的理论 ,而在于指令、方法与技术。因此 ,反思教育学的状况、拯救教育学的命运 ,是今日教育学探究中迫切需要解决的根本性问题。 相似文献
168.
169.
Lovett MW De Palma M Frijters J Steinbach K Temple M Benson N Lacerenza L 《Journal of learning disabilities》2008,41(4):333-352
This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth. 相似文献
170.
Book reviews 总被引:1,自引:0,他引:1