In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central Ohio. In addition to their participation in the PD program, they completed surveys, interviews, and self-reflections in this mixed-method study. The results revealed that teachers’ perceived TPACK increased over time throughout the PD program, suggesting that training teachers to evaluate digital contents can be an effective PD model to improve teachers’ capacity in learning technology integration. The PD program was especially effective for teachers with less prior experience in technology integration or related training. Mathematics teachers, in comparison to teachers from other disciplines, began with low TPACK; however, these initial differences gradually diminished over the course of the PD program. In terms of their motivation in digital content evaluation, teachers’ expectancy for success increased significantly while their task values remained medium high. The qualitative analyses provided additional insights and revealed design suggestions for success in future PDs. 相似文献
Some cognitive processes may be shared between reading comprehension and reading fluency, while others may be independent. In this longitudinal study, 127 Chinese children in grades 1–2 were tested three times (T1–T3) to explore the contributions of early morphological awareness and rapid automatized naming (RAN) to subsequent reading comprehension and reading fluency. The results demonstrated that both T1 morphological awareness and RAN directly and significantly explained a similar amount of variance in T3 reading comprehension and reading fluency. T1 Morphological awareness predicted T3 reading comprehension via T2 word-reading accuracy but not word-reading fluency, whereas the indirect influence of T1 RAN on T3 reading comprehension was not significant. In contrast, morphological awareness predicted reading fluency via word-reading accuracy and fluency, while RAN predicted it only via word-reading fluency not accuracy. The findings add to the growing literature by providing evidence of the similarities and differences in the cognitive underpinnings of reading comprehension versus reading fluency in Chinese children.
Saline soil stabilization is being increasingly applied in foundation treatment engineering. Chloride saline soil obtained from sites and laboratory-made chloride soil (ZS) with various NaCl concentrations prepared artificially were stabilized using alkali-activated slag (AS). A series of unconfined compressive strength (UCS) tests, X-ray diffraction (XRD), energy-dispersive X-ray analysis (EDXA), thermal gravity-differential thermal gravity (TG-DTG), and ion concentration tests were conducted to investigate the strength variation and mechanism of the AS-stabilized chloride saline soils. The results showed that NaCl has a significant influence on the strength of AS-stabilized chloride saline soil and the strength of AS-stabilized ZS (GZS) increases with increase of chloride content in soil samples. Friedel’s salt (Fs) and NaOH are generated by the reaction of NaCl and CaO·Al2O3 (CA) in the slag in the GZS. Fs can fill the pores in stabilized soil, and NaOH can promote calcium silicate hydrate (CSH) generation. These two effects combine to enhance the strength of GZS. The relationship between the rate of increase of 28-d UCS of AS-stabilized chloride saline soil and the chloride content in soil was obtained through regression analysis of the increase of UCS of GZS. 相似文献