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61.
Martin Scanlan Margarita Zisselsberger 《Journal of Education for Students Placed at Risk》2015,20(1-2):58-78
Culturally and linguistically diverse (CLD) students comprise the most rapidly expanding, and among the most educationally marginalized, group in the United States. CLD students’ opportunities to learn are often diminished through service delivery models that are deficit-oriented, viewing linguistic diversity as a challenge to overcome, not a strength on which to build. Such models frequently leave CLD students clustered and segregated within underresourced schools. Moreover, schools that effectively educate CLD students frequently operate in isolation from one another. In this context, this article provides a counternarrative. It reports the formation of a network of schools transforming their service delivery model from monolingual English immersion to bilingual 2-way immersion. Through a nested case study, we examine how learning among educators within communities of practice occurs in and across networked schools. We discuss this at the network level, and highlight one school's use of courageous conversations and formative assessments to foster this learning. 相似文献
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Margarita Pavlova 《Environmental Education Research》2013,19(5):656-672
The UN Decade of Education for Sustainable Development (DESD) charges educators with a key role in developing and ‘securing sustainable life chances, aspirations and futures for young people’. Environmental Education (EE) and ESD share a vision of quality education and a society that lives in balance with Earth’s carrying capacity, even as they differ in terms of expectations of how that vision is realized, and what might need to be balanced. Rather than treat EE and ESD as sparing partners or fellow travellers towards the same destination, this paper analyses EE and ESD from the perspective of transformative educational goals. Using these goals as a benchmark transcends immediate problems with either form of education, while also helps to clarify policies and practise formations, appropriate to a diversity of educational contexts. 相似文献
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Erin R. Hager Margarita S. Treuth Candice Gormely LaShawna Epps Soren Snitker Maureen M. Black 《Research quarterly for exercise and sport》2013,84(4):397-405
Purpose: Ankle accelerometry allows for 24-hr data collection and improves data volume/integrity versus hip accelerometry. Using Actical ankle accelerometry, the purpose of this study was to (a) develop sensitive/specific thresholds, (b) examine validity/reliability, (c) compare new thresholds with those of the manufacturer, and (d) examine feasibility in a community sample (low-income, urban adolescent girls). Method: Two studies were conducted with 6th- through 7th-grade girls (aged 10–14 years old): First was a laboratory study (n = 24), in which 2 Actical accelerometers were placed on the ankle and worn while measuring energy expenditure (Cosmed K4b2, metabolic equivalents [METs]) during 10 prescribed activities. Analyses included device equivalence reliability (intraclass correlation coefficient [ICC], activity counts of 2 Acticals), criterion-related validity (correlation, activity counts and METs), and calculations of sensitivity, specificity, kappa, and receiver-operating characteristic curves for thresholds. The second was a free-living study (n = 459), in which an Actical was worn for more than 7 days on the ankle (full 24-hr days retained). Analyses included feasibility (frequencies, missing data) and paired t tests (new thresholds vs. those of the manufacturer). Results: In the laboratory study, the Actical demonstrated reliability (ICC = .92) and validity (r = .81). Thresholds demonstrated sensitivity (91%), specificity (84%), kappa = .73 (p = .043), area under curve range = .81–.97. In the free-living study, 99.6% of participants wore the accelerometer; 84.1% had complete/valid data (mean = 5.7 days). Primary reasons for missing/invalid data included: improper programming/documentation (5.2%), failure to return device (5.0%), and wear-time ≤ 2 days (2.8%). The moderate-to-vigorous physical activity threshold (> 3,200 counts/minute) yielded 37.2 min/day, 2 to 4.5 times lower than that of the manufacturer's software (effect size = 0.74–4.05). Conclusions: Validity, reliability, and feasibility evidences support Actical ankle accelerometry to assess physical activity in community studies of adolescent girls. When comparing manufacturers' software versus new thresholds, a major difference was observed. 相似文献
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Gabriel PEREZ Valentina VERDEJO Clarissa GONDIM-PORTO Julieta ORLANDO Margarita CARU 《Journal of Zhejiang University. Science. B》2014,15(11):966-978
研究目的:开发具有种属特异性序列特征性扩增区域(SCAR)标记物来监测哈茨木霉在其入侵的试验菌群中的定殖和生长,为哈茨木霉应用于生物防治等生态和生物技术中提供支撑。
创新要点:多种木霉属真菌能与各种微观和宏观的生物有机体建立相互作用。利用这些相互作用,木霉可做为原生种群的入侵物种而用于生物防治。本文通过使用试验菌群为研究模型,利用随机扩增多态性DNA(RAPD)技术和序列特征性扩增区域(SCAR)标记物来监测菌群中哈茨木霉的生长状态。
研究方法:利用随机扩增多态性DNA(RAPD)技术,从16个10聚体引物进行多态性筛选,其中1个引物扩增出对应哈茨木霉的条带。对该条带进行克隆测序,并设计5个20-23聚体引物。成功利用引物对2F2/2R2和2F2/2R3278分别特异性地扩增出哈茨木霉BpTloa菌株278bp和448bp的DNA片段。同时,用这两个引物对14个哈茨木霉菌株和几种不同的真菌菌株进行特异性对照试验,也只成功扩增出哈茨木霉菌株。此外,使用真菌DNA混合物和试验真菌群的DNA为模板,采用实时聚合酶链式反应(PCR)对引物对2F2/2R2进行评估。当仅使用100份SCAR标记物或哈茨木霉仅占整个菌群的0.1%时,仍能检测出哈茨木霉。
重要结论:本研究所建立的SCAR分子标记能有效监测菌群中的哈茨木霉的定殖和生长,具有较高特异性、灵敏度和准确度。 相似文献
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Margarita Jimenez-Silva Laura Gomez Jesus Cisneros 《Journal of Latinos & Education》2014,13(3):181-195
This article provides an analysis of Arizona’s policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c) implement a segregated 4-hr English language development block, (d) mandate structured English immersion–focused teacher preparation, and (e) develop disputed identification and classification instruments. The available data suggest that these policies have negatively impacted the educational experience and academic attainment of English language learners. 相似文献
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Reference librarians developed an assessment tool to determine if formal classroom instruction on the use of PDAs benefits medical students. The questionnaire on PDA concepts and skills, designed to assess both comfort level and self-described skill level, was administered to students before and after a mandatory hands-on PDA class. Of 105 students surveyed, 90 (85.7%) felt the class was immediately beneficial. Mean scores on all questions increased from pre-session to post-session. Score increases were statistically significant (p < .05) for almost all questions, demonstrating to faculty, students, and instructors that the PDA class is beneficial, necessary, and should remain mandatory. 相似文献
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Benito León del Barco Elena Felipe Casta?o Teresa Gómez Carroza Margarita Gozalo Delgado Carlos Latas Pérez 《European Journal of Psychology of Education - EJPE》2007,22(4):439-454
In the academic year 2004–2005, approximately 400,000 immigrant pupils were enrolled in Spanish schools and six-form colleges.
The racial and ethnic diversity that Spanish society and schools present could be a source of new opportunities and social
enrichment, for the national as well as the immigrant population. However, this contact between nationals and immigrants is
not free of problems. School is one of the areas where attitudes towards different social groups begin to be formed, while
at the same time being the main opportunity that our society has to create an environment of coexistence and attitudinal change.
The first step to look at such a complex phenomenon in more detail is to have evaluation tools available that allow us to
measure it. In this article we present the results referring to psychometric features, and we carry out a differential analysis
of the Scale of attitudes of school-children towards immigrant pupils. 相似文献
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Tim Bond Courtland C. Lee Ruth Lowe A. E. Margarita Malayapillay Sue Wheeler Angela Banks Kathryn Kurdt Melissa M. Mercado Elizabeth Smiley 《International journal for the advancement of counseling》2001,23(4):245-260
The purpose of this study was to investigatecounselling as a process. It was conducted toexplore whether counselling is available invarious countries, even if it is known byanother name. This study examined the kinds ofhelp available to people with specificdifficulties. It sought to discern whether theways of helping include activities that mightbe thought of as counselling. As a way todiscover what forms of help might be availableto people in a given country, a series ofstressful incidents confronting one family ofaverage income living in a large town weredeveloped into a questionnaire format. Theseincidents were designed to stimulate thinkingand focus attention on possible help-givingsources. Data were collected from sources infifteen countries through interviews atinternational counselling conferences and withselected embassy officials in Washington, D.C.Interviews were also conducted in the UnitedKingdom, the United States, Costa Rica, andMalaysia. In addition, questionnaires were sentto experts knowledgeable about social welfareissues in a number of countries. The findingsfrom this investigation suggest thatcounselling as an activity or a process may betaking place under different names in differentcultures. 相似文献