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901.
Dr. J. R. Kazalunas 《Clearing house (Menasha, Wis.)》2013,86(5):195-198
902.
903.
904.
R. Ben Peyton 《The Journal of environmental education》2013,44(2):46-54
Abstract If formal educators are to play a role in preparing future citizens for making decisions about health and environmental risks, then they must be willing and able to incorporate risk education. This article presents 10 goals for risk education. It also describes current risk education practices, future interests, and perceived barriers to risk education of Michigan, Ohio, and Wisconsin Grades 6–12 science teachers. Data were collected through a mail questionnaire (1,336 surveys were returned, adjusted return rate = 80%) and in-depth telephone interviews (completed with 45 teachers, return rate = 90%). Many teachers had covered some aspect of risk education and were interested in enhancing their efforts. Results also suggest that teachers need to be made aware of risk education resources and provided with training, particularly regarding psychological influences on risk decisions. 相似文献
905.
K. R. Fogelman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):36-40
The author has compared groups of educationally sub‐normal adolescents in special schools with others in special classes in ordinary schools, with regard to their choices of jobs and actual later employment. Among other related findings, it transpired that many ESN pupils made realistic choices of occupation as well as did the normal pupils, and were more stable in their jobs than the normal pupils. 相似文献
906.
Muhammad Farooq Naseer Manasa Patnam Reehana R. Raza 《Economics of Education Review》2010,29(4):669-683
This paper evaluates the impact of teaching innovations, introduced in public primary schools under the Children Resources International (CRI) Program, on student outcomes. We estimate students’ learning based on their scores on standardized tests. We match schools and children within the treatment and comparison group and find that the CRI Program has been effective in raising learning achievement. Moreover, the results are robust to unobserved selection bias. The average gain for a CRI student represents an improvement of 0.40 standard deviations. The results stay unchanged when we use alternative estimators for the treatment effect including the bias-corrected estimator proposed by Abadie and Imbens (2006). 相似文献
907.
We present the process our institution used to create a statistics requirement for almost all incoming first‐year students. From conception and planning, to hiring and acceptance by the university community, we offer lessons learned should you consider making such a shift in your own curriculum. 相似文献
908.
Néstor Herran 《Science & Education》2012,21(3):335-353
This paper provides a first approach to the history of Ibérica, one of the most important popular science magazines published in Spain before the Civil War. Founded in 1914 by members
of the Society of Jesus based at the Ebro Observatory, Ibérica reached a weekly circulation of about 10,000 in the mid 1920s, and was instrumental in extending science education in Jesuit
education facilities and in developing a “reactionary modernist” culture that embraced Catholicism and modernisation. By focusing
on its coverage of radioactivity and the radium industry, the article aims to examine the magazine’s popularising style and
ideology, and to determine its role in the debates regarding the cultural value of science in the first decades of twentieth
century Spain. 相似文献
909.
V. R. Padmawar 《Resonance》2010,15(1):32-44
In this article we first try to answer the question posed in the title in the context of a real life situation. We suggest
sequential methods of selecting a member from a given set of individuals. We show that these methods indeed assign ‘equal
chance’ of being selected to all individuals. 相似文献
910.
Deborah Linebarger Jessica Taylor Piotrowski Charles R. Greenwood 《Journal of Research in Reading》2010,33(2):148-167
Children living in poverty are 1.3 times as likely as non‐poor children to experience reading difficulties and lack key oral experiences that contribute to early literacy development. The purpose of this research was to study the effects of viewing commercially available educational television with closed captions. Seventy second‐ and third‐grade economically disadvantaged children living in urban locations participated in this experimental research design. Children were randomly assigned to view videos with or without closed captions. Captions helped children recognise and read more words, identify the meaning of those words, generate inferences regarding programme content and transfer these skills to a normative code‐related skill task. Risk status moderated word recognition performance: those at risk benefited from captions while those who were not at risk recognised more words when captions were absent. 相似文献