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1.
《International Journal of Educational Research》1993,19(2):185-195
The central question discussed is whether the use of computers leads to the restructuring of schools or classrooms. Several authors argue that intensive use of computers must lead to new classroom patterns or new forms of schooling. Data from the international comparative study of computers in education, conducted by the International Association for the Evaluation of Educational Achievement (IEA), reveal that in almost all schools in industrialized countries activities with computers are taking place. However, a relatively small number of teachers are involved, and these activities are not indicating real changes in the structure of schools and classrooms. 相似文献
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Anne F. Mattina 《Communication quarterly》2013,61(2):196-205
The following essay provides an analysis of the rhetorical strategies employed by Leonora O'Reilly, a Progressive Era labor reformer. The essay argues that O'Reilly's use of enactment and empowerment are representative of a “feminine style” as defined by Campbell (1989) and extended by Dow and Tonn (1993). As a subject of analysis, O'Reilly's rhetoric provides an opportunity to examine the public voice of a working‐class female reformer. 相似文献
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Michael Tomlinson 《British Journal of Sociology of Education》2017,38(4):450-467
This article first offers a survey of what has become an area of increasing interest in higher education: the rise of the so-called ‘student-consumer’. This has been linked in part to the marketisation of higher education and the increased personal financial contributions individual students make towards their higher education. Drawing upon a qualitative study with students across seven different UK higher education institutions, the article shows that while there is evidence of growing identification with a consumer-orientated approach, this does not fundamentally capture their perspectives and relationships to higher education. The article shows the degree of variability in attitude and approaches towards consumerism of higher education and how students still perceive higher education in ways that do not conform to the ideal student-consumer approach. The implications for university relations and how policy-makers and institutions themselves approach the issue are discussed. 相似文献
4.
有同学问：是否可用as many as 替换“On Sports Day during the relay race,you will use most of all,perhaps as much as 650 calories an hour.（在运动会的接力赛跑中，你消耗的热量最多，每小时可能多达650卡。）”一句中的as much as？ 相似文献
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《湘南学院学报》1996,(1)
<正>Trying to teach English well gives many teachers a headache even though they try very hard.One of the major reasons is that these teachers lack the art of English as a classroom language,which they stillhaven’t realized.Here,the writer would like to discuss the problem with readers from four points of view. 相似文献
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<正>一、as well as 1.用作复合介词,意思是"除了……之外还有",后接名词、代词和动名词,可与besides互换。例如:I have a few English books as well as this.除了这本书之外,我还有一些英语书。 相似文献
8.
Ernest Hemingway is a great talented writer in American literature. The Snows of Kilimanjaro is considered to be one of his best stories.“plane”is a recurring image in this novel. Through analyze symbolism meaning of“plane”,we can find that“plane”as a line run through the whole novel and is a symbol of different redemption meanings when presents in different places,which builts a redemption trajectory from the corruption of body to the rising of spirit. The paper analyze“splane”as symbol of redemption from three parts: the redemption of body; the redemption that protagonist needs; the redemption of soul. 相似文献
9.
Ernest Hemingway is a great talented writer in American literature. The Snows of Kilimanjaro is considered to be one of his best stories.“plane”is a recurring image in this novel. Through analyze symbo... 相似文献
10.
Over the past decade, considerable attention has been devoted to cognitive complexity in the human communication literature. However, the extent to which loquacity, or simple amount of verbal response to stimuli, rather than cognitive processes, has been measured by indices supposed to measure complexity is questionable. One issue that emerges from this controversy concerns whether partialing out the variance in variables, such as social perspective‐taking, due to loquacity would lead to a low amount of shared variance between complexity and such variables. In the present study, cognitive complexity scores based on the Role Category Questionnaire correlated significantly with social perspective‐taking scores. However, the results of a multiple regression analysis indicated that cognitive complexity scores did not contribute significantly to the prediction when loquacity was entered as the first variable in the equation. 相似文献
11.
The purpose of this study was to examine what kinds of conceptions of entrepreneurial learning engineering students expressed in an entrepreneurship course integrated in their study programme. The data were collected during an entrepreneurship course in Estonia that was organised for fourth-year engineering students, using video-recorded group interviews (N?=?48) and individual in-depth interviews (N?=?16). As a result of the phenomenographic analysis, four qualitatively distinctive conceptions of entrepreneurial learning were discerned. Entrepreneurial learning was seen to involve (1) applying entrepreneurial ideas to engineering, (2) understanding entrepreneurial issues in a new way, (3) action-oriented personal development, and (4) self-realising through collective effort. These qualitatively distinct categories differed from each other in four dimensions of variation: nature of learning, response to pedagogy, relation to teamwork, and learning outcomes. 相似文献
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The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum. 相似文献
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张利平 《内蒙古师范大学学报(哲学社会科学版)》2001,(Z1)
Ｔｈｅｗｏｒｄ“ｉｒｏｎｙ”ｉｓｏｒｉｇｉｎａｔｅｄｆｒｏｍＧｒｅｅｋ“ｅｉｒｏｎｉａ” .ＩｎＧｒｅｅｋｃｏｍｅｄｉｅｓ,ｅｉｒｏｎ (ａｆｏｏｌ)ａｎｄａｌａｚｏｎ (ａｐｅｒｓｏｎｗｈｏｔａｌｋｓｂｉｇ )ａｒｅｔｈｅｍａｉｎｒｏｌｅｓ.Ｔｈｅｓｏ ｃａｌｌｅｄｅｉｒｏｎｕｓｕａｌｌｙｐｒｅｔｅｎｄｓｔｏｋｎｏｗｎ ｏｔｈｉｎｇａｂｏｕｔｗｈａｔｉｓｈａｐｐｅｎｉｎｇａｎｄｓａｙｓｓｏｍｅ“ｓｉｌｌｙ”ｗｏｒｄｓｂｅｆｏｒｅｔｈｅａｌａｚｏｎｗｈｏａｌｗａｙｓｔｈｉｎｋｓｈｉｍｓｅｌｆａｗｉｓｅｒｐｅ… 相似文献
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This study examines physical education pre-service teachers’ (PTs) self-efficacy and practicum experiences as self-efficacy sources through a mixed-method approach. For the quantitative phase, a self-efficacy questionnaire was applied to 141 PTs. Results showed a stronger self-efficacy in the relationship with students and discipline promotion. Lower self-efficacy was linked to instructional strategies. Concerning the qualitative phase, eight PTs were interviewed. PTs with higher self-efficacy reported professional experiences before practicum as mastery experiences. During the practicum they highlighted as mastery experiences: classes’ characteristics, planning and teaching practice; lesson observation as vicarious experiences; and post-lesson conversations as verbal persuasion. PTs with lower self-efficacy reported classes’ characteristics and teaching practice as failure experiences. Lesson observation was linked to negative vicarious experiences and post-lesson conversations were associated to negative emotions and the absence of verbal persuasion. This study’s results have implications inasmuch as they confirm the role of the practicum in teacher education programmes and the importance of training supervisors in the implementation and management of the training experience, thus contributing to PTs’ self-efficacy development. 相似文献
17.
Donna Tangen 《International Journal of Inclusive Education》2017,21(1):63-72
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators. 相似文献
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Protoporphyrinogen oxidase inhibitor has become the focus research field as herbicides.Seven novel N-benzoxazolonyluracils were obtained by cyclization of 6-aminobenzoxazolone derivatives with ethyl 3-dimethylcarbamoylamido-4,4,4-trifluorocrotonate and then methylation or amination, and the reaction yields were between 59%-86%. The chemical structures of the compounds were identified by Elemental Analysis, MS and ^1H NMR. Biological results indicate that some compounds exhibit excellent control of broadleaf weeds at post-emergence by low dosage 18.75 ga.i/ha, but are not effective for grass weeds below dosage 37.5 ga. i/ha. In addition, these compounds show no damage at high-dosage 150 ga. i/ha to wheat and corn, but are unsafe to dicotyledonous plants such as cole, soybean and sorghum even at lower dosage 18.75 ga. i/ha. 相似文献
19.
Oliver F. Jenkins 《Journal of Mathematics Teacher Education》2010,13(2):141-154
A structured interview process is proffered as an effective means to advance prospective teachers’ understandings of students
as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three
phases with the primary objective of developing listening skills for accessing students’ mathematical thinking. The interviews
adhere to clinical interview procedures for discovering cognitive activities and, accordingly, are initiated by presenting
an open-ended mathematics task. Three rounds of interviews were completed by undergraduates enrolled in a middle school mathematics
methods course. Anecdotal data generated by their interview reports suggest that the structured interview process engenders
an interpretive orientation to listening to students and furthers awareness of how students make sense of mathematics. Features
of the interview process that may limit its potential benefits are discussed; recommendations for further study are proposed. 相似文献
20.
Undergraduate students’ perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators’ attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students’ relationship with feedback may alter depending on their year of study. To address this, a survey measuring students’ views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students’ perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course. 相似文献