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排序方式: 共有253条查询结果,搜索用时 15 毫秒
81.
Harold W. Stevenson Shin-ying Lee Chuansheng Chen Max Lummis James Stigler Liu Fan Fang Ge 《Child development》1990,61(4):1053-1066
First and fifth graders in Beijing and Chicago were given a battery of mathematics test. Whether tested with problems requiring solely computation or with ones requiring application of knowledge about mathematics, American children's performance was consistently inferior to that of Chinese children. Interviews with American children suggested that they like mathematics, believe they are doing well in mathematics, and do not perceive mathematics as a difficult subject. American children's poor performance appears to be attributable, in part, to low motivation for devoting more attention to mathematics. Low standards held by American parents for academic achievement and lower interest in teaching mathematics by American teachers appear to contribute to American children's poor performance. 相似文献
82.
Max S. Marshall 《College Teaching》2013,61(1):3-8
Although most research investigating diversity courses focuses on attitudes toward racial minorities and women, these courses may also influence student attitudes toward lesbians and gay men. The current study assessed student awareness of heterosexual privilege, prejudice against lesbians and gay men, and support for same-sex marriage. Students (N = 143) in a general diversity course completed identical surveys during the first and last weeks of the semester. Participants in diversity courses exhibited increased heterosexual privilege awareness and support for same-sex marriage, as well as less prejudice against lesbians and gay men, during the last week of the semester compared to pretest levels. 相似文献
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87.
Max Fuchs 《Zeitschrift für Erziehungswissenschaft》2013,16(3):257-271
The introduction of all-day schooling was one of the political consequences arising from Germany’s poor performance in the PISA study. One of the key ideas here was to boost cooperation between all-day schools and partners offering extra-curricular activities. To this end, the concept of the Culture School was developed. These are schools devoted not only to academic subjects, but also to cultural and artistic pursuits. Special tools and methods have been devised to help schools develop in the direction of a “culture school”, a process known as “cultural school development”. Such development processes are currently under way in many individual schools and above all within the scope of the large-scale project “Cultural agents for creative schools” (with around 150 schools in 5 German states participating). 相似文献
88.
Max M. Gong Brendan D. MacDonald Trung Vu Nguyen Kinh Van Nguyen David Sinton 《Biomicrofluidics》2013,7(4)
In this paper, we present a low cost and equipment-free blood filtration device capable of producing plasma from blood samples with mL-scale capacity and demonstrate its clinical application for hepatitis B diagnosis. We report the results of in-field testing of the device with 0.8–1 ml of undiluted, anticoagulated human whole blood samples from patients at the National Hospital for Tropical Diseases in Hanoi, Vietnam. Blood cell counts demonstrate that the device is capable of filtering out 99.9% of red and 96.9% of white blood cells, and the plasma collected from the device contains lower red blood cell counts than plasma obtained from a centrifuge. Biochemistry and immunology testing establish the suitability of the device as a sample preparation unit for testing alanine transaminase (ALT), aspartate transaminase (AST), urea, hepatitis B “e” antigen (HBeAg), hepatitis B “e” antibody (HBe Ab), and hepatitis B surface antibody (HBs Ab). The device provides a simple and practical front-end sample processing method for point-of-care microfluidic diagnostics, enabling sufficient volumes for multiplexed downstream tests. 相似文献
89.
Hunter Bennett John Arnold Max Martin Kevin Norton Kade Davison 《Journal of sports sciences》2013,31(24):2806-2817
ABSTRACTThe aim of this trial was to compare an eight-week individual movement quality versus traditional resistance training intervention on movement quality and physical performance. Forty-six trained adults were randomised to a movement quality-focused training (MQ) or a traditional resistance training (TRAD) group, and performed two individualised training sessions per week, for 8 weeks. Session-RPE (sRPE) was obtained from each session. Measures of movement quality (MovementSCREEN and Functional Movement Screen (FMS)) and physical performance were performed pre- and post-intervention. All measures improved significantly in both groups (3–14.5%, p = <0.005). The between-group difference in MovementSCREEN composite score was not statistically significant (0.3, 95% CI ?3.4, 4.1, p = 0.852). However, change in FMS composite was significantly greater in MQ (1.3, 95% CI 0.8, 1.8, p < 0.001). There were no significant between-group differences in physical performance (p = 0.060–0.960). The mean sRPE was significantly lower in MQ (5.25, SD 1.2) compared to TRAD (6.6 SD 1.0, p = <0.001). Thus, although movement quality scores were not distinctly greater in the MQ group, a movement quality specific intervention caused comparable improvements in physical performance compared to traditional resistance training but at lower perceived training intensity. 相似文献
90.
Courtney E. Kimmel R. Bruce Hull Max O. Stephenson David P. Robertson Kimberly H. Cowgill 《Higher Education》2012,64(2):223-235
In the struggle to remain true to their technical assistance and civic engagement missions in an era of shrinking budgets and increasingly complex accountability claims, land grant universities have developed different engagement strategies to contribute to the development of surrounding communities. Drawing on Flora and Flora’s (in Ann Am Acad Polit Soc Sci, 48, 1993) assertion that a strong and “entrepreneurial” social infrastructure is critical for facilitating lasting change and development in communities (particularly rural communities), this article presents a case study of a land grant university’s engagement with a community landcare group from the perspective of building social capacity in surrounding communities. This case explores Virginia Tech’s involvement in facilitating and supporting Catawba Landcare using three theoretical frames—Ronald Heifetz’s concept of “holding environments” as a safe and facilitated space where social learning can occur; ecological and social entrepreneurship and the roles and functions required to support these forms of entrepreneurship; and the concept of learning action networks in which otherwise disparate partners are linked under common goals and collectively learn how to manage the situation at hand. Using these three theoretical frames, this paper posits landcare as a model of engagement for land grant universities thus contributing to the construction of social infrastructure. 相似文献