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91.
As a follow-up to their 2001/2002 study on printing services in academic libraries, the authors explore how the provision of printing services has changed over the last twelve years. This article explores how libraries are choosing to fund printing services as well as how technology, such as scanning and mobile devices, has changed the way printing services are provided. The results of the 2013 survey find a greater percentage of libraries are using a fee-based system for printing, and, while some technology is providing greater data and control for printing services, other technological advances are having unintended consequences for libraries’ printing infrastructure. 相似文献
92.
A fractal approximation algorithm for inverse initial-value problems of nonlinear differential equations 总被引:1,自引:0,他引:1
唐艳 《重庆大学学报(英文版)》2003,2(2)
1. Introduction Initial-value problems (IVP) for the differential equations are often confronted with in many fields of science, and are particularly common in engineering. These problems are characterized by a governing differential equation and its associated initial conditions. Methods for solving direct IVP have been known for many decades in the area of differential equation. A few of the more popular methods of solution have proven to provide sufficient and even efficient mechanisms … 相似文献
93.
Stephen T. Peverly Karen E. Brobst Kerri S. Morris 《Journal of Research in Reading》2002,25(2):203-216
This study investigated the developmental changes in the contributions of comprehension ability and the meta‐cognitive control of several study strategies (selection, memory, monitoring) to competence in studying among average and above‐average seventh and eleventh‐grade students. Results indicated that the ability to comprehend and meta‐cognitive control of study strategies were related to the recall of information at both ages. However, meta‐cognitive control was clearly more important to the older students than it was to the younger students. These data suggest that future research on the development of studying should focus on students’ use of the strategies of memory and monitoring. 相似文献
94.
Chinese students’ excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found which systematically summarises the findings from the research on Chinese science learners and their science learning so as to explain the paradox. In this paper, a total of 25 empirical quantitative studies, whose sample sizes range from 132 to 8815, published between 1987 and 2014, are reviewed. Three aspects are explored: students’ science learning strategies, attitudes towards learning science and their scientific epistemological views. In addition to summarising the results reported in these studies, efforts are made to link them with the paradox of the Chinese learners, and to generate some hypotheses to resolve it. Finally, directions for further research are suggested. 相似文献
95.
96.
May Cheng May Hung Winnie So Wing Mui Wong Yu Lai Wah Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98
Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.
97.
May Al-Fartousi 《课程研究杂志》2016,48(2):192-225
This research explored 10 young female Shi’i Muslim Arabic-Canadian students’ experiences associated with wearing the Hijab (headscarf) within their home, community, and predominantly White Canadian public elementary school environments. The in-depth case study sought to address the dearth of information about Shi’is’ experiences in schools through methodological strategies comprising 10 semi-structured interviews, two focus-group meetings and field notes. This qualitative study provides a transdisciplinary approach based on Phelan, Davidson, and Cao Yu’s social-world model encompassing religious, gendered, social, cultural and political differences that create social boundaries in study participants’ home, community and school environments. Specifically, this article focuses on participants’ school experiences and their strategies for preserving their religious identities. Research findings shed light on the interrelatedness of internal and external diversity within participants’ social worlds, the moral values of religious ritual stories, and the important role of contextualized curriculum in fostering equity and social justice. 相似文献
98.
99.
Peter R. Jones Jodi Levine Laufgraben Nancy Morris 《Assessment & Evaluation in Higher Education》2006,31(3):249-265
Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities. 相似文献
100.