Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-service Teachers

This case study examined three pre-service teachers’ reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers’ teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated reflection on their teaching. As a result, they were able to frame and reframe their understanding and implement that understanding in their next lessons. Each pre-service teacher, however, went through an individual developmental process in learning to reflect. In their developmental path, turning points were identified that were important for transition into a deeper level of reflection. Our results show that it is important for teacher educators and mentors to recognize the process of development from the very first teaching practicum.     

The role of first person perspective and vivid imagery in memory for written narratives

The use of visualisation techniques in teaching has enabled students to improve their memory and comprehension of written narratives. Psychological research reveals how various factors can influence visualisation and learning, including; adopting a character’s perspective; constructing self-related images; multi-sensory text representing episodic events; and imagery ability. These factors were explored using narratives that represented real events, which contained subjective and objective information. University students (age range 18–25 years) recalled the narratives in a first person, third person and neutral perspective. In the first person perspective, information was connected to their sense of ‘self’, which improved memory. Additionally, the first person perspective improved memory for subjective and objective information for high imagery ability individuals and subjective information for low imagery ability individuals. Overall, the findings suggest that visualisation, first person perspective and narratives representing real experiences improve memory and comprehension. Implications for practice are also discussed.     

图书催还——小服务中有大文章

指出了目前图书馆存在两种形式的催还服务,总结了图书馆发布催还信息的各种方式,并对其优缺点进行了论述。最后分析了催还服务与图书馆人性化服务、共享服务和高效流通服务之间的关系,说明了做好催还服务的重要性。     

Teachers’ Implicit Meaning Systems and Their Implications for Pedagogical Thinking and Practice: A Case Study from Finland

This qualitative case study examines teachers’ implicit meaning systems built around their core beliefs on the malleability of human qualities. Previous research has demonstrated the influence of students’ implicit theories on motivation and achievement and has presented successful interventions for students. However, research on teachers’ implicit theories and, in particular, their actualization in natural environments is lacking. The data for this study include observations and stimulated recall interviews with two Finnish teachers whose opposing implicit theories were first indicated in 2000 by Carol Dweck . The results depict how these teachers’ implicit meaning systems influence their ways of interpreting students’ behavior, learning, and achievements, which in turn guide teachers’ pedagogical thinking as well as their practices for motivating the students. However, these Finnish teachers’ implicit theories also appear to be intertwined with culture-bound assumptions, and the classroom implementation of these theories was observed to vary situationally.     

A Multidimensional Investigation of Deep-level and Surface-level Processing

This study examines the moderating effects of a situational factor (i.e., text type) and an individual factor (i.e., subject-matter knowledge) on the relation between depth of processing and performance. One-hundred and fifty-one undergraduates completed measures of subject-matter knowledge, read either an expository or persuasive text about the existence of extraterrestrials while thinking aloud, and then completed a passage recall task and an open-ended task. Results indicated that the relation between depth of processing and the open-ended tasks was moderated by the type of text participants read (i.e., expository or persuasive). Moreover, there was a significant interaction between the passage recall measure and open-ended task for depth of processing and type of text.     

美国食品召回制度及其特点

介绍了美国召回制度的法律依据、召回程序和步骤以及召回制度的执行现状,认为美国食品召回制度的法律依据充分,法规细致完善,具有法律威慑作用;同时政府的监督和服务作用良好,企业诚信自律,值得我们借鉴。     

基于位示图的存储管理机制的探讨与分析

主要研究了操作系统中利用位示图进行存储分配和回收的基本理论。详细介绍了用位示图实现存储资源分配的算法流程和二级位示图目录的有关概念,并推广到多级位示图目录法。对位示图分配方式的管理开销进行了分析与探讨。     

How the relationship between text and headings influences readers’ memory

Two questions regarding signals’ influence on memory were examined. First, the relationship between headings and text was manipulated to determine whether headings serve as visual cues, directing readers to recall all subsequent information, or content-specific cues, directing readers to recall only to certain information. Second, distance between headings and signaled information was manipulated to determine the extent to which headings focus readers’ recall. College students read a multiple-topic expository text. Free recall for main topics was facilitated by being related to headings and being close to headings and inhibited by being unrelated to headings and distant from headings. Conditional recall (recall of subordinate information pertaining to a main topic) was not affected by either relatedness of heading or distance. Results are consistent with research showing signals’ mixed influence on recall and suggest relation and distance as factors to consider when writing and reading exposition.