PCL一839卡在FDM位置控制系统的应用研究

概述了FDM位置控制系统和PCL一839卡的特点,并详细介绍了如何在FDM位置控制系统中应用PCL一839卡,包括硬件连接和软件的设计。     

Primary teachers’ experiences with weekly education outside the classroom during a year

The aim of the present study was through semi-structured interviews to explore udeskole teacher’s perceptions of motivational factors and challenges while teaching regularly outside the classroom on a weekly basis during a year. Six females and two male udeskole teachers participated and answered an interview guide containing five themes about their motivations, student relations, teaching experiences, challenges and recognition. Udeskole was perceived to have substantial potentials to improve both academic learning and life skills and ‘the common third’, i.e. teacher–pupil relations, was mentioned as a value added to the indoor teaching. Health and safety issues were not perceived as barriers.     

Capacité cognitive,sentiment d’auto-efficacité et autorégulation

Feelings of self-efficacy have been the object of several studies that have confirmed its ability to predict performance in different contexts. Yet few studies have been conducted using cognitive or academic tasks in which it is more difficult to clearly distinguish self-efficacy from competence. The present study aims to study the moderating role of cognitive capacity in determining the relationship between self-efficacy and on-line self-regulation observed while solving a verbal concept formation task. In order to distinguish self-efficacy from competence, 44 subjects were selected based on the results of their SSPI; these results of which are related to comprehension ability. Analyses of results allow us to observe that, when compared to subjects who consider themselves less efficacious, subjects who have strong feelings of self-efficacy have a higher success rate, are more certain of these successes and reject fewer correct hypotheses, no matter what their cognitive ability. These results once again bring to light the relative independance of cognitive ability and motivational determinants of a person’s actual accomplishments.     

Rater strategies for reaching agreement on pupil text quality

Novice members of a Norwegian national rater panel tasked with assessing Year 8 pupils’ written texts were studied during three successive preparation sessions (2011–2012). The purpose was to investigate how the raters successfully make use of different decision-making strategies in an assessment situation where pre-set criteria and standards give a rather strict framework. The data sources were the raters’ pair assessment dialogues. The analysis shows that the raters use a ‘shared standards strategy’, but when reaching agreement on text quality they also seem to make very good use of assessment strategies related to their work as writing teachers. Moreover, asymmetries in knowledge and participation among raters contribute to creating an image of writing assessment as a challenging hermeneutic practice. It is suggested that future rater preparation would gain from being attentive to the internalised assessment practices teachers bring to the fore when working as raters.     

Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency

This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects.     

Individual performance across motoric self-regulation tasks are not correlated for pet dogs

Inhibitory control, the ability to restrain a prepotent but ineffective response in a given context, is thought to be indicative of a species’ cognitive abilities. This ability ranges from “basic” motoric self-regulation to more complex abilities such as self-control. During the current study, we investigated the motoric self-regulatory abilities of 30 pet dogs using four well-established cognitive tasks – the A-not-B Bucket task, the Cylinder task, the Detour task, and the A-not-B Barrier task – administered in a consistent context. One main goal of the study was to determine whether the individual-level performance would correlate across tasks, supporting that these tasks measure similar components of motoric self-regulation. Dogs in our study were quite successful during tasks requiring them to detour around transparent barriers (i.e., the Cylinder and Detour tasks), but were less successful with tasks requiring the production of a new response (i.e., A-not-B Bucket and A-not-B Barrier tasks). However, individual dog performance did not correlate across tasks, suggesting these well-established tasks likely measure different inhibitory control abilities, or are strongly influenced by differential task demands. Our results also suggest other aspects such as perseveration or properties of the apparatus may need to be carefully examined in order to better understand canine motoric self-regulation or inhibitory control more generally.     

A comparison of the anticipated benefits and received outcomes of pediatric cochlear implantation: parental perspectives

Findings of a study that investigated parents' expectations and experiences of their children's outcomes with cochlear implants are presented. A survey completed by 247 parents whose children had received implants in eastern Australia compared parents' reports of their preimplant expectations with their experiences of postimplant outcomes on several items related to communication, academic, and psychosocial domains. Quantitative findings derived from the survey data were extended and elaborated on by qualitative findings from interviews with 27 of the parents. The findings indicated that parents' relatively high expectations of their children's outcomes largely had been met, although a tenth of survey respondents reported that their expectations had not been met. It appeared that professionals generally provided parents with realistic expectations. The qualitative findings revealed a complex interaction among parents' expectations, hopes, and determination that their children would do well with the implant. Implications for professionals are discussed.     

The reading efficiency model: an extension of the componential model of reading

The purpose of the present study was twofold: First, the authors investigated if an extended version of the component model of reading (CMR; Model 2), including decoding rate and oral vocabulary comprehension, accounted for more of the variance in reading comprehension than the commonly used measures of the cognitive factors in the CMR. Second, the authors investigated the fitness of a new model, titled the reading efficiency model (REM), which deviates from earlier models regarding how reading is defined. In the study, 780 Norwegian students from Grades 6 and 10 were recruited. Here, hierarchical regression analyses showed that the extended model did not account for more of the variance in reading comprehension than the traditional CMR model (Model 1). In the second part of the study the authors used structural equation modeling (SEM) to explore the REM. The results showed that the REM explained an overall larger amount of variance in reading ability, compared to Model 1 and Model 2. This result is probably the result of the new definition of reading applied in the REM. The authors believe their model will more fully reflects students' differentiated reading skills by including reading fluency in the definition of reading.     

Selection for special education services: the role of gender and socio-economic status

Children from some demographic groups disproportionately receive special education (SE) services. Due to methodological shortcoming in existing work, it remains unclear whether this is due to real differences in academic needs or cultural selection/bias. Hence, in a community sample of 1250 Norwegian children, we examined the role of third grade SE services, academic test scores, behavioural problems, and teacher’s level of helplessness in mediating the effect of family socio-economic status (SES) and students’ gender on fifth-grade SE services. Results revealed no direct effects of either gender or SES on fifth-grade SE, but four mediated pathways were identified: (1) Boys had a greater likelihood of receiving fifth-grade SE services when (a) they previously received SE and (b) they experienced more ADHD symptoms, both in third grade. (2) Students from low-SES families were more likely to receive SE services in fifth grade when (a) they performed poorly in math in third grade and (b) their teacher reported greater feelings of helplessness when teaching these students. The findings are discussed with respect to the differential-needs hypothesis, mechanisms of cultural selection and the possibility of gendered selection for SE at younger ages.     

Beliefs about knowledge and knowing and multiple‐text comprehension among upper secondary students

Using a sample of 282 Norwegian upper secondary students, we examined whether two dimensions of topic‐specific epistemic beliefs, concerning the certainty of knowledge and the justification for knowing, predicted students' understanding of seven texts representing partly conflicting views on climate change. Text comprehension was measured at three different levels. Topic knowledge and topic interest were included in the analyses as control variables. Hierarchical regression analyses showed that students' beliefs about justification for knowledge positively predicted text comprehension at all three levels. That is, students believing that knowledge claims about climate change should be based on rules of inquiry and the evaluation and integration of multiple information sources did better on the three comprehension measures.