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271.
Laura Goodwin Elizabeth Kozleski Rodney Muth Lynn K. Rhodes Kim Kennedy White 《Innovative Higher Education》2005,30(4):251-268
This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty
in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources,
and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level
of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article
concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at
this point in the Center's development, and possibilities for the evolution of the Center.
All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim
Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski,
Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D.,
Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor
of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy
White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for
collecting most of the data included in this study. 相似文献
272.
1IntroductionBackground subtraction methods are extensively ex-ploited for moving object detection in videos in manyapplications ,such as traffic monitoring[1],human mo-tion capture[2]and video surveillance[3]. The centralidea behind such methods is to segment foreground ini mage sequences taken from a fixed camera by com-paring each newframe to a model of the scene back-ground . Therefore , correctly and efficiently modelingand updating the background model is one of the mostchallenging aspec… 相似文献
273.
1 Introduction Organiclight emittingdiodes(OLEDs)haveattract edconsiderableattentionduetoitsgreatpotentialinefficiency ,low voltage ,large area ,lightweight ,andfull colorflat paneldisplays[1,2 ] .Forfull colordis plays ,itisnecessarytohaveefficientred ,green ,andblueemitterswithappropriatechromaticity .Bycom parisonwiththehighperformanceofblueandgreenOLEDs ,theperformanceandpurechromaticityofredOLEDsarestillrelativelypoor .UsuallyredOLEDsareimprovedbydopingreddyesintohostmaterialswit… 相似文献
274.
275.
练习是教学过程的重要环节。学生掌握知识和提高能力都离不开练习。通过反复练习,听懂的知识才能得到巩固,才能达到熟练运用。但现在学生沉重的学业负担,就是来自于“题海战术”式的练习。那么,在学中必须有练的情况下.如何让练习为学生减负,是一个迫切需要解决的问题。在此仅作一初步探究。 相似文献
276.
为适应高速网络的发展,入侵检测系统从传统架构向分布式架构的转换势在必行。本文分析构建了一个分布式入侵检测系统框架模型,提出用数据概化的方法将大量松散数据内聚,来评估计算机网络的安全,并用数据探查的方法追踪在概化数据中显示的不安全因素。使用数据概化和探查可以提高控制中心的处理效率。 相似文献
277.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献
278.
Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献
279.
1问题的提出
在学习人教版高中《生物》教材“人和动物体内三大营养物质代谢”时,学生通过教材叙述和教师讲解已得知组成人体蛋白质的氨基酸有20种,其中有8种必需氨基酸和12种非必需氨基酸。在分析人体内氨基酸来源时,除了分解食物中的蛋白质得到氨基酸和氨基转换作用外,还可以通过自身蛋白分解产生。基于上述认识有学生提出了疑惑:既然体内是可以产生必需氨基酸的,那为什么还叫“必需氨基酸”呢,并猜测:可能由于自身蛋白质分解得到的必需氨基酸量不够用,需要从外界摄入才叫必需氨基酸。 相似文献
280.
随教育事业的发展,素质教育的深入,三级师范已不能满足小学教育的需要,在一些教育发达地区已实现师范教育本科化。由于我省基础薄弱,最近几年才进行初教专业的探索,笔在承担初教专业历史教学任务,经过几年的探索性教学实践后,对我省五年制师范课程中关于历史课程的设置及教学方面应合理安排课程设计,采用较为合理的教学方法与手段,使学生知识理论与教学技能获得全面发展作一些探索。 相似文献