Flappy48火速蹿红:融合FlappyBird与2048两大“神作”

正【阅读难度:】科技改变生活,你无法忽视的潮流革命。几乎在每个阶段,你的iPhone或安卓手机里都会有一两款让人爱不释手的游戏,无论在公交车上、马桶上,还是在睡觉前、吃饭前,总有让你拿出手机打开它killing time的欲望。当你被"反人类"的Flappy Bird虐得无地自容时,又有2048紧随其后挑战你的神经。但你是否想过,当Flappy Bird遇上2048会激发出怎样的火花?近日,丹?莫兰就将这个     

Examination of Critical Features and Lessons Learned for Implementation of a Tier 2 Intervention System for Social Behavior

This article reviews Check-In, Check-Out (CICO; Hawken & Horner, 2003 Hawken, L., & Horner, R. (2003). Evaluation of targeted intervention within a schoolwide system of behavior support. Journal of Behavioral Education, 12, 225–240.[Crossref] , [Google Scholar]) as an intervention within a multitiered system of support. Although literature has emerged demonstrating successful intervention outcomes for a wide range of students (e.g., Campbell & Anderson, 2011 Campbell, A., & Anderson, C. M. (2011). Check-In/Check-Out: A systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 4, 315–326.[Crossref], [Web of Science ®] , [Google Scholar]; Hawken & Horner, 2003 Hawken, L., & Horner, R. (2003). Evaluation of targeted intervention within a schoolwide system of behavior support. Journal of Behavioral Education, 12, 225–240.[Crossref] , [Google Scholar]), insufficient attention has focused on the administrative and organizational systems needed for high-fidelity, sustained adoption of these practices to maximize student outcomes. We address this need by demonstrating how to explicitly and systematically embed CICO into the multitiered system of supports by reviewing data, systems, and practices needed to sustain high-quality Tier 2 interventions such as CICO. One school district's systems implementation data and student outcome data are shared highlighting lessons learned during training, initial implementation, and follow-up related to CICO systems in schools. The article emphasizes the roles of school psychologists as well as the importance of collaboration with other educators in CICO implementation.     

School Administrators and Educational Technologies: narrowing the divide

ABSTRACT

Technologies that enhance classroom instruction and school administration are widespread. The majority of schools, however, have yet to implement technologies beyond a basic level. Reasons for this reluctance include a lack of funds, teacher beliefs about the role of technology in education, methods of technology allocation and distribution in schools, a lack of understanding of how technologies can accentuate learning and administration, and most importantly, a lack of vision and support from school administrators. To help solve the problem of administrative support, we propose the creation of university courses designed to nourish school technology leaders. Included in this paper is a basic outline for such a course.     

African American students’ college choice processes in a post 209 era

Abstract

High-achieving African American students in California are not attending University of California (UC) campuses. Due to hyper-implementations of Proposition 209, which limited UC campuses’ ability to use race as a significant admission criteria, the UC system and individual UC campus policies have scaled back their efforts to recruit high-achieving African American students from California. This article presents findings from the qualitative portion (n?=?74) of a convergent mixed-method study of over 700 African American college-going students. Findings convey the critical role that access, outreach, diversity, and climate plays in the college choice process of African American high achievers. Drawing upon higher education and critical race literature, the findings further reveal the challenges and opportunities for states and elite universities in retaining its brightest students from diverse backgrounds. This research also conveys the potential of research to inform state, systemic, and institutional policies to increase access to selective public universities.     

Who Gets Vocal About Hyperlocal

This study examined the characteristics of readers who share hyperlocal news in person, over email, and through social media. A reader survey of 10 hyperlocal news websites that operate in a variety of communities in the United States was conducted (n?=?2289). More readers indicated sharing hyperlocal news in person than through email or social media. Higher neighborhood involvement and higher education tended to characterize readers who shared hyperlocal news via each of the three channels. Education moderated the association between neighborhood involvement and sharing news in person and via social media. These results suggested that highly involved readers with little education used social media more than their highly educated neighbors to share news from hyperlocal websites. The study extends the precepts of channel complementarity theory into the domain of online news sharing.     

Promoting Equity,Diversity and Social Justice Through Faculty-Led Transformative Projects

Innovative Higher Education - We present a transformative professional development project with a focus on equity, diversity and social justice (EDSJ) to raise cultural awareness among faculty,...     

Prelinguistic sign mixity and flexibility in interaction

Based upon a reflection on the social origins of human psychological functions the authors propose an analysis of the transmission-appropriation of object uses by the 7 to 13 month old child through interaction with the adult termed baby-object-adult triadic interaction. The analysis is based on Peirce’s semiotics. Semiotic processes involved in the interaction are analysed with categories of icons, indexes and symbols. The authors show the great variety and flexibility of the signs used by the adult but also by the prelinguistic child. They also evidence different types of sign mixity. Peirce described a sign mixity which implies that the uses of signs is never pure but that a given sign may comprise elements of other signs and thus may belong to different sign classes. Here a second type of mixity is demonstrated which can be specified by the simultaneous occurence of sign configurations or estellas belonging to different semiotic repertoires. These may be implemented by the child or the adult or by both within the interaction.