和美国官僚们干仗

话说看完春晚才中午十一点多.国内的亲人陆续进入了梦乡,我忽然想起我的驾驶执照快到期了,于是和老公决定一起去"汽车监理委员会"(motor vehick commission简称mvc)去办驾照的延期.我这人办事一向认真,去之前先在mvc的网站上详细了解了要带的文件和要求.网站上要求非美国公民换新驾照时可以出具系列身份证明,每份身份证明有一定的点数,累积点数达到六点就可以办理.     

Formatively assessing prospective teachers’ skills in leading mathematics discussions

Educational Studies in Mathematics - Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years,...     

Why flipping the classroom is not enough: Digital curriculum making after the pandemic

PROSPECTS - To slow down the proliferation of Covid-19, governments virtually shut down public life, temporarily closed schools, and forced teaching to be done exclusively on a remote basis. These...     

Short- and long-term outreach at the zoo: cognitive learning about marine ecological and conservational issues

Although zoos envision themselves as environmental education institutions and governmental policies require that students become environmentally responsible citizens, it is surprising, that little research is done with regard to school field trips to the zoo. Many students are not aware that their everyday life affects marine environments that may enhance through spatially disconnection from marine ecosystems. A zoo field trip may overcome this disconnection. Considering knowledge as prerequisite for environmental attitudes and behavior, our study focused on cognitive learning of high school students at an instructional zoo field trip about marine ecology and conservation, by applying two cooperative learning settings. The study followed a quasi-experimental design, applying multiple-choice pre-post-retention tests. The results show satisfying short- and long-term knowledge achievement. Our cooperative learning settings seems to be a suitable approach for zoo field trips to facilitate a satisfying cognitive outcome concerning marine ecology and conservational issues.     

The “Red Flags” for Child Find under the IDEA: Separating the Law from the Lore

A comprehensive search identified 42 court decisions from late 1996 to early 2014 concerning the primary modern meaning of child find under the Individuals with Disabilities Education Act (IDEA)—whether the district had reasonable suspicion of eligibility and yet did not evaluate the child. The findings from a systematic analysis of these court decisions included (a) an upward trajectory in their frequency; (b) an outcome ratio of 2:1 in favor of the defendant school districts; (c) specific learning disabilities and emotional disabilities as the leading suspected IDEA classifications and attention deficit disorder as the predominant professional diagnosis; (d) wide dispersion across the K–12 grade levels; and (e) hospitalization as the only one of various factors characterized in typical training materials as “red flags” of reasonable suspicion the case law supported to serve this metaphoric role.     

Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools: Critical Race Theory as a Leadership Framework for Creating More Equitable Schools

Educational leaders attempting to enact equity-focused change in their schools are frequently met with fierce opposition by politically powerful parents whose children are well served by the status quo. The purpose of this conceptual article is to: (a) explore the utility of Critical Race Theory as a framework for helping K-12 school leaders anticipate and make sense of resistance to change efforts aimed at creating greater educational equity for underserved students, and (b) suggest ways that school leaders can more effectively engage in equity reforms in their schools. To do this, we examine a highly contested public debate over a recent equity-focused change effort at Berkeley High School (BHS)—a large, racially and socioeconomically diverse public school in Northern California. Using the events at BHS as an example, we argue that change efforts could be undertaken more effectively by: (a) identifying and addressing the underlying property interests up front, (b) anticipating how majoritarian narratives rooted in “colorblindness” and deficit thinking would be employed as a means for obscuring and maintaining unequal access to scarce resources, and (c) focusing on specific areas of interest convergence.     

Hierarchical web resources retrieval by exploiting Fuzzy Formal Concept Analysis

In recent years, knowledge structuring is assuming important roles in several real world applications such as decision support, cooperative problem solving, e-commerce, Semantic Web and, even in planning systems. Ontologies play an important role in supporting automated processes to access information and are at the core of new strategies for the development of knowledge-based systems. Yet, developing an ontology is a time-consuming task which often needs an accurate domain expertise to tackle structural and logical difficulties in the definition of concepts as well as conceivable relationships. This work presents an ontology-based retrieval approach, that supports data organization and visualization and provides a friendly navigation model. It exploits the fuzzy extension of the Formal Concept Analysis theory to elicit conceptualizations from datasets and generate a hierarchy-based representation of extracted knowledge. An intuitive graphical interface provides a multi-facets view of the built ontology. Through a transparent query-based retrieval, final users navigate across concepts, relations and population.     

The Law of Teacher Evaluation: Case Law Update

This article reviews the law of teacher evaluation using recent cases. The purpose is to assist administrators in separating professional lore from legal requirements. Case analysis, with citations, is provided in several topic areas including procedural default, remediation plans, statutory discrimination, and grievance arbitrability.     

Development of morphological priming effects in reading aloud in the biscriptal Bosnian orthography

Reading and Writing - A substantial body of research has noted morphological priming effects in visual word recognition in deep orthographies, but it is still unclear whether similar effects exist...     

The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background

The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pretest, posttest, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pretest to posttest for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students’ SRL. However, differential effects depending on students’ motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socioeconomic or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programs promoting SRL.