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51.
地质科技期刊中的几个错例 总被引:1,自引:0,他引:1
地质科学包容了数理化天地生各学科,因此在地质科技期刊中常见错误涉及的范围较宽。有些是沿用传统用法,有些是编辑欠缺知识所致,而多数则属于不规范、不标准的范畴。 相似文献
52.
Leah M. Melber 《Curator: The Museum Journal》2007,50(3):341-354
Abstract This study investigates the effect of two different types of exhibitions on maternal scaffolding or teaching conversations within a natural history museum. A total of 31 mother‐child dyads were observed and videotaped within two different exhibition halls and the conversation was transcribed for analysis. Using categories of coding that compared higher‐level conceptual conversation versus perceptual conversation such as naming, the different types of teaching techniques were examined via paired t‐tests. More conceptual, higher‐level verbal teaching was observed within the traditionally designed exhibition hall than within a hall designed specifically for children and families. Interviews with the mothers indicated that they were aware of physical differences between the two exhibition halls and intentionally varied their scaffolding in relation to the physical context. 相似文献
53.
Jeffrey Gold 《Action Learning: Research and Practice》2014,11(3):264-277
The classical principles of action learning, based on the work of Revans, usually include working with problems as the core. This article aims, by contrast, to show how a recent project of change has incorporated principles of appreciative inquiry (AI) based on social constructionism and positive psychology into an action learning process involving a wide range of participants. The concern for problems is considered showing that the process of diagnosing a problem can reinforce a deficit orientation. The key ideas of AI are presented, highlighting the purpose of finding out what is going on in terms of what is working well, and in doing so, it becomes possible to build a picture of the strengths and virtues of what is happening at work. Based on findings from a recent project of culture shift in a design and production company, a process of positive action learning is considered. 相似文献
54.
Robert C. Butler Christopher D. Blair Rae Ette Newman Leah L Batchelor 《Teaching Statistics》2023,45(3):148-157
This study compared the effectiveness of teaching a distance education statistics course using a computer-aided personalized system of instruction (CAPSI) in comparison to a distance education course that used video lectures. Data were collected between 2017 and 2022. Two-hundred and sixty-eight students were included in the sample. Results supported that students enrolled in the CAPSI statistics course were less likely to drop out of the course and mastered significantly more material than students enrolled in the lecture-based distance education course. It is recommended that instructors teaching statistics in distance education settings consider using CAPSI to improve student outcomes. 相似文献
55.
56.
Melissa Fogarty Nathan Clemens Deborah Simmons Leah Anderson John Davis Ashley Smith 《Journal of research on educational effectiveness》2017,10(2):326-353
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores. 相似文献
57.
58.
Bela Gold 《Research Policy》1973,2(2):128-143
This paper explores the factors underlying the fluctuating support given to research and technological innovation in most firms. These include the general value basis for major decisions when authoritative information is inadequate; managerial conceptions of the role of technological innovations in promoting company objectives; managerial preferences among alternative approaches to advancing technology; and managerial methods of evaluating innovational efforts and results. 相似文献
59.
The purpose of this study is to validate a multidimensional measure assessing attitudes toward education for older adults. As the elderly population and the demands of education among older adults have increased, the engagement of social workers in educational settings for older adults has also increased. Therefore, assessing social workers’ attitudes toward education for older adults is critical to better understand the appropriate circumstances for successfully providing and expanding educational programs for older adults. Using a sample of 227 social work students, a multidimensional scale consisting of 38 items was developed by focusing on the three subconstructs of attitudes: cognition, emotion, and behavior. Across various statistical analyses such as the examination of coefficient α and the confirmatory factor analysis (CFA), this scale consistently demonstrated strong reliability and validity. This new reliable and valid scale may contribute to the quality of educational programs for older adults by providing for social workers and other helping professionals with an opportunity to examine their attitudes toward educational services for older adults. 相似文献
60.
This article examines the social and cultural organisation of learning and community change in a largely new immigrant and under-resourced neighbourhood in the US Situating our investigation within a local social movement for food justice, we use an ethnographic lens to study how learning is made to become consequential across relationships between people, across activities, and contexts. Our four-year ethnographic study highlights how community health workers (promotoras) build relationships de confianza as a tool that mediated new forms of action in the focal neighbourhood. We demonstrate how relationships de confianza have laid a foundation to (a) mediate social networks to organise for change and (b) promote solidarity through the response to urgent needs, creating a more holistic model of community health and sustainability. Drawing attention to relational resources foregrounds social actors and their ingenuity, promoting equity-oriented scale-making. 相似文献