共查询到20条相似文献，搜索用时 15 毫秒
1.
This article probes ways in which the school-choice marketplace as it developed via chartering has not worked as well in practice as many had hoped. It includes reflection on the profoundly different operating principles and theories of action that separate the district and charter sectors in their pure forms. It also offers market-strengthening suggestions that blend the 2 approaches, organizing them under 10 categories. 相似文献
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Through this mixed-method evaluation study the authors investigated a pilot implementation of an open-source productivity suite for teachers in a K–12 public school district. The authors evaluated OpenOffice version 3.0 using measures identified by the technology acceptance model as predictors of acceptance and use of technology systems. During a four-week trial period, teachers rated the usefulness and usability of OpenOffice 3.0 and Microsoft Office. Results from quantitative measures and participant interviews revealed common perceptions of the software applications as well as common problems encountered by users. Based on these findings, implications and recommendations for larger scale implementations within a K–12 educational institution are discussed. 相似文献
3.
Jeff C. Marshall Robert Horton Brent L. Igo Deborah M. Switzer 《International Journal of Science and Mathematics Education》2009,7(3):575-596
A survey instrument was developed and administered to 1,222 K-12 mathematics and science teachers to measure their beliefs
about and use of inquiry in the classroom. Four variables (grade level taught, content area taught, level of support received,
and self-efficacy for teaching inquiry) were significantly correlated to two dependent variables, percentage of time that
students are engaged in inquiry during a typical lesson and the perceived ideal percentage of instructional time that should
be devoted to inquiry. Specifically, elementary school teachers reported using inquiry-based practices more than either middle-school
or high-school teachers; similarly, elementary-school teachers believed such practices should be used more often. All groups,
however, reported believing in an ideal percentage of time devoted to inquiry instruction that was significantly greater than
their reported percentage of time actually spent on inquiry instruction. A disordinal effect was found between grade level
taught and content area taught; at the elementary level, science teachers reported both an ideal and actual percentage of
time on inquiry higher than those reported by the math teachers, while at the high school level math teachers reported both
an ideal and actual percentage of time on inquiry higher than those reported by the science teachers. No correlations were
found between typical and ideal percentage of time devoted to inquiry and subject matter content knowledge training, gender,
years of teaching experience, or maximum degree earned. 相似文献
4.
Min Wook Ok 《Exceptionality》2017,25(1):54-75
New technology devices such as iPads and iPods have become very popular and widely used in special education settings to teach students with disabilities. The 20 selected single-case design studies published by November 2015 were comprehensively reviewed to examine the effects of using iPads and iPods on academic performance and engagement of students with disabilities. This study also examined the approaches of using the devices during instruction. Results of the review indicated that using the devices was effective for enhancing both academic performance and engagement of students with disabilities. The results also indicated that the devices could be used for instruction in various ways, including use of a variety of types of applications and delivery of videos. Directions for future research and implications for practice are discussed. 相似文献
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Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service
This article explores aspects of science and mathematics faculty identities and biographies that mediated their involvement
in K-12 service. Faculty expressed five motivations for participating in K-12 service—advancing their research agenda, advocating
environmental consciousness, desiring to be involved in their children’s schools, aspiring to improve their pedagogical practices
and promoting equity and social justice. 相似文献
7.
This paper studies the micro-cutting characteristics of aluminum alloy (2A12) based on a series of orthogonal experiments and finite element method (FEM) simulations. An energy-based ductile failure law was proposed in the FEM simulation. The simulated cutting forces and chip morphology were compared with experimental results. The simulation result indicates that there is a close relationship between the cutting force and cutting heat. The micro-cutting force decreases as the heat flux vector increases. Both the cutting heat and the micro-cutting force need a finite time to achieve a steady state. It is observed that with the cutting speed of 169.95 m/min and uncut chip thickness of 6 μm, the heat flux vector in the workpiece increases to a stable value after 0.06 ms; meanwhile, the principal cutting force decreases to a steady state correspondingly, i.e., the micro-cutting process achieves the steady state. It is concluded that the steady state micro-cutting simulation can reflect the cutting process accurately. 相似文献
8.
Enja Osman Saouma BouJaoude Hiba Hamdan 《International Journal of Science and Mathematics Education》2017,15(7):1257-1280
Lebanese educators claim that middle and secondary school students exhibit poor understanding of genetics due to misconceptions and difficulties that hinder progression in conceptual understanding of major genetics concepts and phenomena across different grade levels. They attributed these problems to Lebanon’s ill-structured genetics curriculum which needs a thorough revision in light of curricular reform models that take into account student misconceptions, cognitive abilities, and past experiences. Despite these claims, no empirical tests were done. Consequently, this study aimed to investigate G7-12 Lebanese students’ misconceptions and difficulties in genetics in an attempt to design a curriculum that would enhance student understanding of genetics. Using quantitative and qualitative data collection methods, we obtained an in-depth understanding of the nature of the misconceptions and difficulties encountered by students in grades 7–12, determined the level of students’ genetics literacy, and explored the progression of their level of conceptual understanding of major genetics concepts across grade levels. A questionnaire was administered to 729 students (G7-12) in 6 schools and was followed by semi-structured interviews with 62 students to validate the questionnaire results, gain further understanding of students’ misconceptions, and assess their level of genetics literacy. Findings showed that patterns of inheritance, the deterministic nature of genes, and the nature of genetic information were found to be among the most difficult concepts learned. Students also showed inadequate understanding of many basic genetics concepts which persist across grade levels. Furthermore, results indicated that students across all grade levels exhibited a low level of genetics literacy. Implications for practice and research are discussed. 相似文献
9.
Arnault-Quentin Vermillet Katrine Tølbøll Samouil Litsis Mizan Joshua C. Skewes Christine E. Parsons 《Child development》2022,93(4):1201-1222
Crying is an ubiquitous communicative signal in infancy. This meta-analysis synthesizes data on parent-reported infant cry durations from 17 countries and 57 studies until infant age 12 months (N = 7580, 54% female from k = 44; majority White samples, where reported, k = 18), from studies before the end Sept. 2020. Most studies were conducted in the United States, the United Kingdom, and Canada (k = 32), and at the traditional cry “peak” (age 5–6 weeks), where the pooled estimate for cry and fuss duration was 126 mins (SD = 61), with high heterogeneity. Formal modeling of the meta-analytic data suggests that the duration of crying remains substantial in the first year of life, after an initial decline. 相似文献
10.
一、词汇过关1.habit【用法】用作名词1)(常与of和动名词连用)习惯;习性It is not easy to break away from a badhabit.要改掉一个坏习惯不容易。I got into the habit of studying at theschool library.我养成了在学校图书馆读书的习惯。2)心境;体质a cheerful habit of m ind心情愉快She was of lean habit.她体质很瘦。【辨析】habit指个人的“习惯”,通常用于表示做事、思考问题或行为举止的不自觉的方式方法;custom表示长期而广泛采用的行为或方法,即风俗习惯,属于某地区人们共同的生活及行为的准则或规范,它不仅有指导意义,而且具有必须遵循的意义。试比较:H abit is second nature.〔谚〕习惯成自然。D on’t be a slave to custom.不要做风俗习惯的奴隶。In N aples,the custom prevails of eatingeels on C hristm as.在那不勒斯盛行圣诞节吃鳗鱼的风俗。2.w hisper【... 相似文献
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一、词汇过关1.treat【用法】用作动词,意为“对待;看待”。例如:The engineer felt that he hadn’t been treated fairly.这位工程师觉得自己没有受到公平对待。 相似文献
12.
Su Liang Sarah Glaz Thomas DeFranco Charles Vinsonhaler Robin Grenier Fabiana Cardetti 《Journal of Mathematics Teacher Education》2013,16(2):149-160
This paper presents the findings of a study that examined the preparation and teaching practice of ten teachers of grades 7–12 from the Shandong province in China. This study revealed that a multi-dimensional training system has been developed to help the teachers gradually build up their knowledge base for teaching. The findings of this study indicated that the prospective teacher education emphasized a deep understanding of advanced mathematics, while the teacher professional development provided meaningful and effective ongoing activities for the enhancement of teaching skills. The teacher professional development appears to be an essential supplement to the prospective teacher education for improving teachers’ performance and developing teaching expertise. 相似文献
13.
ABSTRACTGeneralizability Theory (GT) offers several advantages relevant to educational contexts, including the fact that it can be used to estimate multiple sources of variance (e.g., raters, forms) simultaneously and to derive coefficients for the purposes of both relative and absolute decision making. Although GT has been increasingly applied in recent years to assessment data in K–12 school settings, analysis and critique of its application has not yet taken place. The goals of the current article were therefore to (1) undertake a systematic review of the school-based assessment literature in order to identify relevant applications of this statistical framework and (2) assess the degree of consistency between methodological recommendations for use of GT and reporting practices within this literature. In addition to describing the current state of this literature, suggestions for strengthening future applications are provided. 相似文献
14.
This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K–12 education and how makerspaces support school curriculum. Using interviews with twelve K–12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders described purposes for makerspaces including increasing student-centeredness, relevancy, career-readiness, and inclusion, showcasing the campus, and helping students become creators instead of consumers. Makerspaces supported school curriculum through dedicated making classes, as curricular projects, or as extracurricular activities. The discussion examines future challenges facing K–12 makerspaces in terms of curriculum, tools, sustainability, and equitable practices. 相似文献
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WILLIAMS R.A. SELOMULYA C. JIA X. 《浙江大学学报(A卷英文版)》2005,6(12):1367-1373
INTRODUCTION Separation of solids from suspending liquid plays a crucial role in a variety of processes, from nanomaterials synthesis to bio-processing. It often involves colloidal particles that need to be aggregated into more manageable sizes. Characteristics of these aggregates influence downstream solids recovery. For instance, aggregates with open configurations may settle slower than those with denser structures due to increasing fluid drag, although considerable flow- through could… 相似文献
17.
Yu-Chun Kuo Brian R. Belland Kerstin E. E. Schroder Andrew E. Walker 《Distance Education》2014,35(3):360-381
Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level course. Results indicate that students (a) perceived interaction as important to their learning experiences and (b) were moderately satisfied in their blended learning course. The predictive model of student satisfaction including three types of interaction was reliable. Of the three types of interaction, learner–content interaction was the strongest predictor of student satisfaction when the course design involved a low amount of collaborative activities. Additionally, student personality was found to be a vital factor for interaction and satisfaction in this type of course design. Students who reported having an extroverted personality noted more interaction and a higher level of student satisfaction than those who self-reported as introverted. 相似文献
18.
Alan Paisey Head of Administrative Studies Keith Alan‐Smith Pro‐Rector 《School Leadership & Management》2013,33(4):333-340
Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership. 相似文献
19.
《铜仁师专学报》2001,3(1):29-33,66
Teh Purpose of the teaching and the learning of English is to develop communicative competence.Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language.This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students‘awareness to improve their pragmatic ability and communicative competence。 相似文献
20.
The purposeof the teaching and the learning of English is to develop communicative competence. Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language. This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students' awareness to improve their pragmatic ability and communicative competence. 相似文献