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191.
Sharon Raver Robert C. Dwyer 《International Journal of Disability, Development & Education》1986,33(1):65-72
This paper documents the effectiveness of a substitute activity in decreasing the frequency of eye poking in a 3‐year‐old nonretarded visually impaired child who was involved in a highly participatory, full‐day reading program with four sighted classmates. Following 49 days of training, eye poking had been eliminated, and the subject was able to read 25 word cards. Elements to consider when selecting a substitute activity to interrupt an established self‐stimulating behaviour such as eye poking are discussed. 相似文献
192.
Barbara M. Kinach 《Journal of Mathematics Teacher Education》2002,5(2):153-186
Building on the work of Ball and McDiarmid,this study provides an equivalent at thesecondary level to the work of Liping Ma at theelementary level in that it provides a betterunderstanding of the conceptual knowledge ofschool mathematics held by prospectivesecondary teachers, along with examples of thesorts of knowledge needed to teach forunderstanding within the domain of integersubtraction. Part of an eight-yearlongitudinal study of secondary teachercandidates' conceptions of instructionalexplanations, this analysis of interaction inthe author's methods course and its discussionof epistemological obstacles and changescombines subject-matter and interactionistperspectives. The author concludes thatsecondary teacher candidates can deepen theirrelational knowledge of secondary mathematicswithin a methods course by focusing oninstructional explanations. 相似文献
193.
Sylvia Hurtado June C. Han Victor B. Sáenz Lorelle L. Espinosa Nolan L. Cabrera Oscar S. Cerna 《Research in higher education》2007,48(7):841-887
The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority
students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students.
We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal
data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP)
Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora,
Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus
racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year.
This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1
GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor. 相似文献
194.
195.
A new site-specific nutrient management approach was developed to break the apparent attainable yield barrier of 6 t·ha−1 in the double rice cropping system of Zhejiang. On-farm experiments involving 21 rice-growing farmer families and NPK long-term
experiments commenced in 1997 in the central part of Zhejiang Province to assess the status of soil fertility and productivity
under intensive rice-rice cropping. A new site-specific nutrient management (SSNM) approach has been developed for this studied
area. Field-specific fertilizer recommendations are calculated considering indigenous nutrient supply, reasonable grain yield
targets and corresponding nutrient demand, nutrient balance and nutrient use efficiency, as well as socio-economic factors.
The agronomic performance of SSNM was tested against the farmer's fertilizer practice (FFP) in four 1998–1999 cropping seasons.
Across seasons and years, SSNM consistently increased plant nutrient uptake, grain yield and profit by about 10%–15% compared
to the FFP. Yield levels of 7.5 t·ha−1 or more seem achievable and sustainable through introduction of SSNM and improved extension services in Zhejiang Province.
Project supported by the International Fertilizer Industry Association(IFA), the Potash and Phosphate Institute, Canada (PPIC),
and International Potash Institute(IPI). 相似文献
196.
Barbara Johnson Peter Fensham Gail Hildebrand Shirley Sampson 《Research in Science Education》1987,17(1):104-112
Conclusions As the pilot project has only been in operation for one semester there are no profound statements that can be made. What we
have at present is the base information for comparison of all data over the duration of the project. Cross tabulation of the
data to date has begun. However it should be re-iterated here that there appears to be a lack of understanding by the parents'
as to the reason for the all-girls classes at the school and that this situation may be due to the fact that in this school
community we have the typical sex-stereotyping roles and attitudes existing. The big question is, Will this intervention strategy
of single-sex science classes be effective in altering the girls views about what is appropriate for them to study or follow
as a career? 相似文献
197.
198.
Adolescents (n=43) previously diagnosed as dyslexic/reading disabled had markedly lower IQ scores on the newly standardized Wechsler Intelligence Scale for Children (WISC-III) than on the earlier administered WISC-R. The declines for Verbal, Performance, and Full Scale IQs were 10, 12, and 11 points, respectively, which were twice as great as in a subset of the standardization sample given both versions of the WISC. The adolescents did not show a significant decline in standard scores from the Wide Range Achievement Test (Level I to Level II). However, only two subjects had current reading and spelling standard scores above the 25th percentile. The impact of lower WISC-III IQs on guidelines for classification of students as learning disabled is discussed. 相似文献
199.
A learning cycle approach to undergraduate instruction was implemented in a variety of subjects in the liberal arts and sciences. The students in the experimental program were typical representatives of an institution with liberal admissions policies. Significant gains were made in critical thinking and cognitive skill development by the experimental group. Additionally, retention of the experimental group was improved. Gains of this sort have the potential to rekindle hope in college faculties that some of the traditional goals of higher education that center on critical thinking and cognitive skill development need not be abandoned in institutions with liberal admissions policies. 相似文献
200.