Literacy Instruction in Multiple‐Language First‐Grade Classrooms: Linking Student Outcomes to Observed Instructional Practice

This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed.     

美国图书馆协会信息素质研究进展报告简介

198 9年 1月 ,《美国图书馆协会信息素质主席委员会总报告》指出 ,由于社会环境的变化 ,社会应加强对人们的信息素质基础教育。该报告公布至今 ,美国对社会公众的信息素质教育已取得了不小成就     

针刺和静力牵张对大负荷运动后骨骼肌M线变化影响的免疫电镜研究

用胶体金标记技术定位运动后及运动后经针刺或静力牵张处理的人骨骼肌M蛋白,以探讨超过习惯负荷后骨骼肌收缩结构变化以及针刺和静力牵张对促进其恢复的机制。我们发现:大负荷斜蹲后未经针刺的对照腿股外肌M线的M蛋白标记密度低于针刺腿(P<0.05),而对照腿M线两侧及M线两侧以外的M蛋白标记密度高于针刺腿(P<0.05)。对照实验证明运动腿M线以外增加的标记物为物异性标记。静力牵张组在M线及M线两侧的标记结果与针刺组一致。仅在M线两侧以外区域牵张腿与运动对照腿之间标记密度的差异没有统计学意义。我们还观察到运动后对照腿变化M线体密度达42—48％,而针刺或牵张腿为6—9％。上述结果表明大负荷运动加强了负荷后骨骼肌M蛋白的解聚或降解,从而导致M线结构改变;针刺和静力牵张可显著促进M蛋白的合成或抑制其降解,而使M线结构恢复或稳定。本文还探讨了M线变化与肌粗丝结构变化的关系。