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91.
92.
Deborah L. Schussler Inge R. Poole Tracy W. Whitlock Carolyn M. Evertson 《Teaching and Teacher Education》2007
This paper presents a model—hypertextual function—to consider teachers’ thinking, practice, and development in the use of technology. Hypertextual function is a multi-dimensional model linking a teacher's knowledge about students (familiarity) and technology (facility), with a teacher's teaching practice of integrating technology with content (transparency) and across disciplines and experiences (connectivity), and a teacher's sense of support (collegiality). Additionally, a teacher's context affects each of these. Such a model is important as technology becomes more pervasive and integrating technology into classrooms adds another layer of complexity to teaching. Case studies and graphic representations of the proposed model are presented. 相似文献
93.
The paper focuses on the need to evaluate responses to educational television despite the difficulties involved. Case‐study and survey methods were used in one Local Education Authority and responses to a documentary schools' broadcast by 129 pupils in four schools examined in detail. Pupils who engaged in spoken or written follow‐up activities to the programme were more prone to change attitudes as a result when compared with a control group who experienced no follow‐up. Greater tentativeness was shown by the group engaging in extensive follow‐up (talking and writing) and this group also achieved higher essay marks than pupils who had not engaged in discussion follow‐up. Implications for classroom practice in relation to ETV are considered. 相似文献
94.
Michael Poole 《Science & Education》1996,5(2):165-174
Mahner and Bunge argue that (1) science and religion are incompatible, in order to develop their thesis, that (2) a religious education ... is an obstacle to the development of a scientific mentality, and that therefore we should only teach our children (3) how science explains the existence of religion in historical, biological, psychological and sociological terms, and that (4) religious education should be kept away from public schools ... I offer brief comments on each of these strands of their argument. Religionists, to use Mahner and Bunge's term, generally come from a specific stance so I shall make it clear, from the outset, that these remarks come from a Christian standpoint, even though many of them are much more widely applicable. Although I agree with some of the observations which Mahner and Bunge make, my conclusions are generally opposite to theirs on each of the four points. 相似文献
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答百洋 《西安欧亚学院学报》2008,6(4)
民办本科院校如何针对自身实际,突出专业特色,培养应用型人才,是目前民办院校着力探讨的问题。从国际经济与贸易人才培养的角度出发,通过市场调研,提出培养应用型本科国际经济与贸易人才应更新教育观念、改革教学方法、加强师资队伍建设、走产学研结合道路等措施。 相似文献
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Katarina Pantic Jody Clarke-Midura Frederick Poole Jared Roller Vicki Allan 《Computer Science Education》2013,23(3):232-254
ABSTRACTStereotypes people hold about computer scientists contribute to underrepresentation in computer science. Perceptions of computer scientists have historically been linked to males and a “nerd” culture, which can lead to lack of interest, particularly for girls. This article presents two studies conducted with two groups of middle schoolers: those who attended our programming camp (Study One) and those who did not (Study Two). After analyzing participants’ drawings and two survey questions we found that perceptions youth holds about computer scientists may be improving. Additionally, we found that males (versus females) and those youth who did not attend our camp (versus those who did) tended to have more stereotypical perceptions of computer scientists. With this article, we contribute to the literature on CS stereotypes by examining both positive and negative representations youth had about computer scientists. We also cast light on the lack of awareness about this profession among the youth of this age. 相似文献
99.
Social Studies for the Young Child Science for the Young Child Creative Movement for the Developing Child Telling Stories Through Movement by Dorian and Gulland Fearon Pitman Publishers, Inc. 6 Davis Drive Belmont, CA 94002 Friendly Dragons, From the Best In Children's Literature — Level 3, Edited by Dr. Walter Loban and Lillian M. Watklns, Bowmar/Noble Publications Inc., 4563 Colorado, Los Angeles, CA 90039 “Discovering Nature” “Earth Science” Published by Educational Insights. Inc., 20435 S. Tillman Ave., Carson, California 90746 Nutrition: Food and Health, Science and Mankind, Inc., Communications Park, Box 200, White Plains, New York, 10802 相似文献
100.
We tested the hypothesis that exercise-induced muscle damage would increase the ventilatory (V(E)) response to incremental/ramp cycle exercise (lower the gas exchange threshold) without altering the blood lactate profile, thereby dissociating the gas exchange and lactate thresholds. Ten physically active men completed maximal incremental cycle tests before (pre) and 48 h after (post) performing eccentric exercise comprising 100 squats. Pulmonary gas exchange was measured breath-by-breath and fingertip blood sampled at 1-min intervals for determination of blood lactate concentration. The gas exchange threshold occurred at a lower work rate (pre: 136 ± 27 W; post: 105 ± 19 W; P < 0.05) and oxygen uptake (VO(2)) (pre: 1.58 ± 0.26 litres · min(-1); post: 1.41 ± 0.14 litres · min(-1); P < 0.05) after eccentric exercise. However, the lactate threshold occurred at a similar work rate (pre: 161 ± 19 W; post: 158 ± 22 W; P > 0.05) and VO(2) (pre: 1.90 ± 0.20 litres · min(-1); post: 1.88 ± 0.15 litres · min(-1); P > 0.05) after eccentric exercise. These findings demonstrate that exercise-induced muscle damage dissociates the V(E) response to incremental/ramp exercise from the blood lactate response, indicating that V(E) may be controlled by additional or altered neurogenic stimuli following eccentric exercise. Thus, due consideration of prior eccentric exercise should be made when using the gas exchange threshold to provide a non-invasive estimation of the lactate threshold. 相似文献