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151.
Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation 总被引:1,自引:0,他引:1
As part of a larger study regarding the inclusion of children with disabilities in mainstream classroom settings, Ellen Murphy, of the D Clin Psych programme at NUI Galway, with Ian Grey and Rita Honan, from Trinity College, Dublin, reviewed existing literature on co-operative learning in the classroom. In this article, they identify four models of co-operative learning and specify the various components characteristic of each model. They review recent studies on co-operative learning with the aim of determining effectiveness. These studies generally indicate that co-operative learning appears to be more effective when assessed on measures of social engagement rather than academic performance. Finally, Ellen Murphy, Ian Grey and Rita Honan present their account of the factors that contribute to the successful implementation of co-operative learning for students with difficulties in learning. 相似文献
152.
Adult development and adult learning styles: The message for nontraditional graduate programs 总被引:1,自引:0,他引:1
Both the content and process of graduate education promote adult development. As developing people, adults usually enroll in graduate programs at times when they are building or changing the structure of their lives. Graduate programs, particularly nontraditional programs, can address both the growing adult as well as uphold relevant standards of intellectual excellence and professional expertise.Their collaborative research has focused on life cycle adult development and on educational methodologies and environments which support adult development. 相似文献
153.
Lenie Kneppers Marianne Elshout-Mohr Carla van Boxtel Bernadette van Hout-Wolters 《European Journal of Psychology of Education - EJPE》2007,22(2):115-129
In this study we investigated the effects of two treatments supplementing students’ (16 to 18 years of age and in pre-university
education) regular course in economics. One treatment, labelled concept treatment, aimed at the solidification of the students’
knowledge about economic concepts and their interrelations. The other treatment, labeled context treatment, aimed at the solidification
of the connections between economic concepts and practical contexts.
The aim of the study was to find out which treatment was most effective in meeting two demands that have been made by educators
and advisory boards. The first demand is that students should gain competence in analysing practical problems from an economic
perspective. The second demand is that students should be prepared for transfer of what they learned in the lessons to problems
that are new to them. 相似文献
154.
Graziella Bonetti Mariarosa Carta Martina Montagnana Claudia Lo Cascio Anna Rita Bonfigli Andrea Mosca Roberto Testa 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2016,26(1):68-76
Introduction
Glycolysis affects glucose determination in vitro. The placement of sample tubes in ice-water slurry with plasma separation within 30 minutes is recommended, or alternatively the use of a glycolysis inhibitor. The aim of our two-steps study was to evaluate which Terumo tube is best for glucose determination in routine clinical setting.Materials and methods
In the first study, blood from 100 volunteers was collected into lithium heparin (LH), NaF/Na heparin (FH) and NaF/citrate buffer/Na2EDTA (FC-Mixture) tubes. LH sample was treated as recommended and considered as reference, while FH and FC-Mixture samples were aliquoted, maintained at room temperature (RT) for 1, 2 and 4 hours; centrifuged and plasma analysed in triplicate. In the second study, samples from 375 volunteers were collected in LH, FH and FC-Mixture tubes and held at RT before centrifugation from 10 to 340 minutes, depending on each laboratory practice. Samples were analysed in one analytical run.Results
In the first study, FH glucose concentrations were 5.15 ± 0.66 mmol/L, 5.05 ± 0.65 mmol/L and 5.00 ± 0.65 mmol/L (P < 0.001) in tubes stored at RT for 1, 2 and 4 hours, respectively. Mean biases in all time points exceeded the analytical goal for desirable bias based on biological variation criteria. FC-Mixture glucose concentrations were 5.48 ± 0.65 mmol/L, 5.46 ± 0.6 mmol/L and 5.46 ± 0.64 mmol/L in tubes stored at RT for 1, 2 and 4 hours, respectively. Mean biases for FC-Mixture glucose in all time points reached optimal analytical goals. In the second study, the biases for LH and FH glucose compared to reference FC-Mixture glucose exceeded the preset analytical goals, regardless of the blood collection to centrifugation time interval.Conclusions
FC-mixture tubes glucose concentrations were preserved up to 4h storage at RT. We confirmed that NaF alone does not allow immediate glycolysis inhibition in real life pre-centrifugation storage conditions (up to 340 minutes). FC-Mixture should be used exclusively for glucose determination in laboratories unable to implement the recommended blood samples’ treatment.Key words: glucose, pre-analytical phase, sodium fluoride, citrate acidification, stability 相似文献155.
In this article, we consider how colorist ideologies and practices unsettle arguments that celebrate racial gains in education, particularly as related to divides that have narrowed since the Civil Rights Movement of the 1950s and 1960s. Although outcomes based on race may document some general paths of improvement, progress and success can be appreciably uneven across people who are the same race. Even though skin tone is a linchpin of intraracial disparities, connections between colorism and educational outcomes are underappreciated. A brief consideration of how color-based advantages and disadvantages may affect African-, Latino/a-, and Asian-descended groups is provided to heighten educators' awareness of the problem. 相似文献
156.
Maaike E. Prangsma Carla A. M. Van Boxtel Gellof Kanselaar 《Instructional Science》2008,36(2):117-136
Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value
of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning
outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual-textual representations
integrated in a timeline. 85 pupils in pre-vocational secondary education, aged 12–13, worked in dyads on a series of four
history tasks. All pupils took a pre-test, post-test and retention test. Results show that working on visual-textual representations
integrated in a timeline leads to higher short-term results than co-constructing textual representations. Dialogue analyses
for two dyads working in the condition with visual-textual representations integrated in a timeline indicate that the extent
to which pupils verbally integrate textual and visual information differs for the four different tasks. 相似文献
157.
Falomo Bernarduzzi Lidia Bernardi Ester Maria Ferrari Alberto Garbarino Maria Carla Vai Andrea 《Science & Education》2021,30(3):755-773
Science & Education - The Pavia University History Museum, which houses historic items mainly connected to the physics and medicine fields, has focused in the past years on new ways to involve... 相似文献
158.
Miguel Portela Nelson Areal Carla Sá Fernando Alexandre João Cerejeira Ana Carvalho Artur Rodrigues 《Higher Education》2008,56(2):185-203
This paper characterizes and evaluates the student allocation in the Portuguese public higher education system. It describes
the supply and demand sides of the system by looking at the numerus clausus across areas of study and institutions, institutions’ degree of diversity, and performance and adjustment indicators based
on students’ revealed preferences. Performance indicators quantify the adequacy between demand and supply, across institutions
and fields of study, and gauge the performance of public higher education institutions in the competition for candidates.
Adjustment indicators allow us to predict the potential impact of changes in higher education regulations on student allocation
and its stability. According to these indicators, such changes could result in an expansion for some institutions and fields
of study, whereas other institutions might face a reduction.
相似文献
Carla SáEmail: |
159.
Carla Chinga-Ramirez 《欧洲教育》2017,49(2-3):151-165
This article explores how some minority pupils’ self-definition as “foreigners” leads to their inability to also consider themselves diligent and talented pupils in the Norwegian school. The minority pupils’ self-definition as “foreigners” creates binary understandings of being a diligent and conscientious pupil, a definition that is often interpreted as being “Norwegian.” Through observations and conversations with young minority pupils in upper secondary school about their everyday lives, this article shows how the bodies and behavior of some minority pupils are excluded in a firm and often instinctive understanding of equality conceived as sameness. It is argued that even if the concepts of diversity and tolerance are important foundations in the Norwegian education policy, this principle creates a specific notion of a “normal pupil.” This tacit normality has different consequences for different minority pupils, creating complex intersected identities along the categories of gender, social class, and ethnicity. While the notion of a normal pupil creates social exclusion for some pupils with a minority background, this article argues that the entanglement of other categories provides opportunities for success for other minority pupils in the same educational system. 相似文献
160.