Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge

Reading and Writing - This study examined the relationship between knowledge of academic vocabulary and reading comprehension in data contributed by 5855 middle school students. Each student...     

Actovegin,a non-prohibited drug increases oxidative capacity in human skeletal muscle

Actovegin, a deproteinized haemodialysate of calf blood, is suggested to have ergogenic properties, but this potential effect has never been investigated in human skeletal muscle. To investigate this purported ergogenic effect, we measured the mitochondrial respiratory capacity in permeabilized human skeletal muscle fibres acutely exposed to Actovegin in a low and in a high dose. We found that Actovegin, in the presence of complex I-linked substrates increased the oxidative phosphorylation (OXPHOS) capacity significantly in a concentration-dependent manner (19?±?3, 31?±?4 and 45?±?4?pmol/mg/s). Maximal OXPHOS capacity with complex I and II-linked substrate was increased when the fibres were exposed to the high dose of Actovegin (62?±?6 and 77?±?6?pmol/mg/s) (p?V_max and Km were also increased in a concentration-dependent manner after Actovegin exposure (70?±?6, 79?±?6 and 88?±?7?pmol/mg/s; 13?±?2, 25?±?3 and 37?±?4?pmol/mg/s; 0.08?±?0.02, 0.21?±?0.03 and 0.36?±?0.03?mM, respectively) (p?相似文献   

The continuity of learning in a translanguaging science classroom

Cultural Studies of Science Education - This article aims to explore and clarify how students’ use of first and second languages in a translanguaging science classroom (TSC) may affect the...     

Dewey and mathematical practice: revisiting the distinction between procedural and conceptual knowledge

We identify a recent trend in school mathematics as well as in some of the research literature in mathematics education: an emphasis on the practical uses of mathematics and an increased emphasis on verbalizations as opposed to numerical and computational skills. With tools provided by John Dewey, an early advocate of contextual and practical knowledge, we analyse the common research framework for discussing mathematical knowledge in terms of the procedural and the conceptual. We argue that procedural and conceptual knowledge should not be seen as opposites, and that the tendency to treat them as such might be avoided by emphasising the notion of operational skill. We argue that this is important in order for the students to gain both the contextual knowledge and the computational skill entailed in mathematical knowledge.     

Structured teaching and classroom management – the solution for the decline of Swedish school results? Conclusions drawn from a comparative meta-synthesis of teaching and learning

With a basis in conclusions from a comparative meta-synthesis of teaching and learning, the question of structured and teacher-led teaching in Swedish comprehensive schools is discussed and analysed. The aim is to illustrate the development of results and changes in teaching patterns in Swedish comprehensive schools in relation to new regulations in the curriculum concerning structured teaching. The result shows that in current research there is some support for structured teaching but, at the same time, a gradual and parallel development of the pupil’s personal discovery and learning is emphasised. Regardless of the grade of structure, the quality of interaction and communication in teaching seems to be conclusive. One superior teaching dimension consists of structure and interaction.     

The importance of geography and culture in mergers: A Norwegian institutional case study

Internationally the mainintention of merging higher educationinstitutions has often been that theestablishment of larger units should result inacademic and administrative economies of scale.This was also the case in the Norwegian StateCollege Reform. This article focuses on howgeographical distance, as well as culturaldifferences between sub-units at TelemarkCollege, influence the degree of attainment ofacademic and administrative goals. By usingnetwork theory and a cultural approach, we havestudied the merger processes as well as theoutcomes of the amalgamation. In theconclusion, lessons to be learned from thiscase study are highlighted.     

Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?

This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.

     

Placement schools as professional learning communities in teacher education

This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts.