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991.
Larry Ludlow Joseph Pedulla Sarah Enterline Marilyn Cochran‐Smith Fran Loftus Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337
In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university. 相似文献
992.
CRABTREE Vincent P. AZORIN-PERIS Vincent ECHIADIS Angelos SMITH Peter R. 《浙江大学学报(A卷英文版)》2007,8(6):916-920
Objective: To study the regulation of blood pulse volume via photoplethysmography (PPG) signal detected from toe, while the lower limb is passively raised in different height positions. Methods: Use a modified non-invasive PPG technique to detect the blood pulse signal on toe with infrared (IR) photo sensor. A protocol consisting of two postures, i.e., supine and 45° reclining, was designed to conduct laboratory trial in this study. During the period of performing the protocol of these postures, the lower limb was passively raised from the heights of 10 cm to 60 cm randomly and individually with sponge blocks underneath the foot. Results: In the supine posture, the higher the foot was passively raised, the more the blood PPG signal decreased. In the 45° reclining posture, the blood PPG signal increased at the beginning and then decreased in the foot height position from 10 cm to 60 cm. In both postures the normalized AC signal changes significantly while the normalized DC signal changes little. Conclusion: The toe PPG signals can obviously indicate the regulated blood volume change with the designated postural procedures due to the heart level position. 相似文献
993.
Paul Gibbs 《Educational Philosophy and Theory》2018,50(14):1392-1393
994.
Paul Kelley 《Learning, Media and Technology》1993,19(2):61-71
This paper analyses the use of a television film, David Leland's Flying into the Wind, in O Level English Literature examinations in 1986. This is the first use of television material in an examination of this kind. After studying the video as part of a two‐year course, candidates were shown part of the television film during the examination and asked to comment upon it. An analysis of candidates' responses suggests television is a suitable medium for use in public examinations, as well as a popular choice with the candidates themselves. Certain aspects of the candidates' responses suggest the importance of visual imagery, and this in turn may have implications for theories concerning how we understand television. Finally, the subsequent use of Flying into the Wind and the current use of Gregory's Girl in GCSE examinations, and the place of television in the new National Curriculum orders are briefly considered. 相似文献
995.
Two Web-based breastfeeding programs were developed to provide new parents with necessary information on proper breastfeeding techniques. One version was plain text and the other version combined text with graphics. The computer was viewed as a valuable learning tool. The breastfeeding program that contained graphics was preferred over the text-only program. Educators are encouraged to use Web-based graphic programs to provide breastfeeding education to new parents. 相似文献
996.
Eric?D.?DeemerEmail authorView authors OrcID profile Jessi?L.?Smith 《Learning Environments Research》2018,21(2):245-266
The current research examined the psychometric properties and utility of a measure of college classroom environment in predicting goal-related outcomes rooted in goal contents and achievement goal theories. Exploratory and confirmatory factor analyses in Studies 1 and 2, respectively, yielded support for two distinct and gender-invariant classroom environment constructs—professorial concern and affiliation. Results of multilevel regression analyses in Study 3 indicated that both constructs were positive predictors of intrinsic and self-approach goals. Additionally, professorial concern was a significant positive predictor of extrinsic goal adoption. Contrary to expectation, perceptions of affiliation in the science classroom were unrelated to task-approach goals. These findings illustrate the important role that socially dynamic classroom contexts play in fostering motivation and satisfying basic needs for autonomy, competence, and relatedness. 相似文献
997.
998.
OBJECTIVE: The prevalence of childhood sexual abuse among Latino adult men who have sex with men who live in the US was estimated because a history of childhood sexual abuse increases HIV sexual risk behaviors and other negative health outcomes in adulthood. METHOD: The Urban Men's Health Study is a random-digit telephone probability survey of 2881 adult men who have sex with men (MSM) aged 18 years or older residing in San Francisco, New York, Los Angeles, and Chicago. Self-reported history of childhood sexual abuse was the main outcome measure gathered from 2692 MSM. RESULTS: A significantly higher proportion of Latino MSM reported sexual abuse before age 13 (22%) than did non-Latino MSM (11%). CONCLUSIONS: Latino MSM are twice as likely to report a history of childhood sexual abuse than are non-Latino MSM. Given the association between childhood sexual abuse and increased risk for HIV and other negative health outcomes, health providers must remain vigilant to the possibility of childhood sexual abuse histories among their Latino patients. 相似文献
999.
Cindy Ann Smith Lara Willox Courtney Olds 《Mentoring & Tutoring: Partnership in Learning》2017,25(3):369-390
The field of mentoring includes a broad base of stakeholders, such as researchers and practitioners who implement mentoring programs. The research-to-practice gap is an ongoing area of concern in many fields of social science including mentoring. One reason for this is that researchers and practitioners often operate in isolation. Technology is playing an ever-increasing role in the professional lives of practitioners and researchers, therefore, this study explored the engagement of both groups through the YOUTHMENTORING list serve; a resource provided by the University of Illinois-Chicago. Through a comprehensive qualitative study of list serve content, connections, and engagement it was found that the YOUTHMENTORING list serve promoted collaboration among stakeholders. Members found the resource to be valuable to their practice. Implications for the field and future research are discussed. 相似文献
1000.
In the twenty-first century, the Gothic has experienced a cultural resurgence in literature, film, and television for young adult audiences. Young adult readers, poised between childhood and adulthood, have proven especially receptive to the Gothic’s themes of liminality, monstrosity, transgression, romance, and sexuality (James, 2009, p. 116). As part of the Gothic’s incorporation into a broad range of texts for young people, the school story—a conventionally realist genre—has begun to include supernatural gothic characters including vampires, witches, angels, and zombies, and has once again become a popular genre for young readers. In the past decade, in particular, a large number of Gothic young adult series with female protagonists set in boarding schools have been published (These include Shadow Falls (2011–2013) by C.C. Hunter, Covenant (2011–2013) by Jennifer L. Armentrout, House of Night (2007–2014) by P.C. Cast, Mythos Academy (2011–2014) by Jennifer Estep, The Dragonian (2013–2015) by Adrienne Woods, The Morganville Vampires (2006–2014) by Rachel Caine, Blue Bloods (2006–2013) by Melissa de la Cruz, and Fallen (2009–2012) by Lauren Kate). In this article, we will consider the first books in three such supernatural Gothic series that feature vampires and witches: Richelle Mead’s Vampire Academy (2007), Claudia Gray’s vampire romance Evernight (2008) and Rachel Hawkins’ Hex Hall (2010). These books are significant for the ways in which the traditional school story is adapted and transformed by the Gothic to define models of contemporary girlhood. Although Diane Long Hoeveler suggests that “the ‘body’ that emerges from female gothic textuality is a highly gendered one” (1998, p. 18), what we see in these texts is how the school story setting enables Gothic female protagonists who are unique, disruptive, and potentially transformative, despite the limitations enforced by the heterosexual romance plot. We argue that these novels, while conservative in some respects, rework the school story genre in that they foreground the sexual and romantic desires of girl protagonists regardless of the threat they constitute to the institution and the safety of others. 相似文献