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1.
Sandra Stotsky 《Prospects》2007,37(4):489-500
This article recounts the battle in the “math wars” that took place in Massachusetts, United States in 1999–2000 over the scope, content and teaching of the state’s K-12 mathematics curriculum. Harsh controversies arose between the partisans of a “reform-math” movement stressing an undefined “conceptual understanding” and student-created algorithms and those, including the author, advocating an academically stronger mathematics curriculum as well as fluency in students’ computational skills with whole numbers and fractions. While “reform-math” supporters privileged and fought for a radical constructivist view of mathematics learning, the Massachusetts Board of Education decided to implement mathematics standards that linked strong academic content to the development of authentic computational competencies in students. Following the introduction of newly revised mathematic standards in 2000, real progress was reached in terms of student achievement. According to the results of the 2007 tests in reading and in mathematics for Grade 4 and Grade 8, reported by the National Assessment of Educational Progress (NAEP), Massachusetts ranked first nationwide in mathematics and tied for first place in reading, with its students having made significant gains from 2005 to 2007. The article makes a strong case for evidence-based curriculum design and implementation, freed, as much as possible, of mythologies and misconceptions. It explains why it was necessary to reject the theoretical assumptions and pedagogical strategies embedded in the National Council of Teachers of Mathematics’ 1989 and 2000 standards documents. It also highlights the importance of a strong personal life and working “principles” underpinning the mission of curriculum developers: successful reform “strategies” are indeed meaningless in the absence of such durable personal beliefs and values.
Sandra StotskyEmail:
Sandra Stotsky   is Professor of Education Reform and holds the 21st Century Chair in Teacher Quality in the Department of Education Reform at the University of Arkansas in Fayetteville, USA. From 2003 to 2005 she was a Research Scholar at Northeastern University, and from 1999 to 2003 she was Senior Associate Commissioner at the Massachusetts Department of Education. During that period she directed complete revisions of the state’s licensing regulations for teachers, administrators, and teacher training schools, the state’s tests for teacher licensure, and the state’s PreK-12 standards for mathematics, history and social science, English language arts and reading, science and technology/engineering, early childhood (preschool), and instructional technology. She is editor of What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and author of Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). In May 2006 she was appointed to the National Mathematics Advisory Panel and is a co-author of its final report, released in March 2008.  相似文献   

2.
INTRODUCTION The major sources of meat protein for the Nige- rian populace come mainly from livestock in the form of poultry, beef, mutton and pork. These major sources are being decreased by persistent drought, diseases, high cost of feed, primitive animal hus- bandry techniques and low productivity of local animal breeds. The increasing growth of human populations (Oyenuga, 1968) together with the rising standard of living has also placed great pressure on the existing sources of animal…  相似文献   

3.
This article describes a real-life project currently being conducted in Burkina Faso—the bilingual education continuum—and explains its original and innovative aspects with respect to the teaching methods used and the development and process by which it is implemented in the schools. The article focuses on five main points: the status of bilingual education; the minimum factors needed for its success; the implications concerning the role of the teachers; the obstacles encountered; and strategies used to introduce bilingual education, while overcoming various obstacles.
Dieudonné RouambaEmail:
Catherine Traoré (Burkina Faso)   Holder of a postgraduate diploma (DESS) in intercultural psychology and educational practice from the University of Toulouse II—le Mirail, France, she is director-general of the Centre for Research in Educational Innovation and Training. She is an educational psychologist, expert in competency-based curriculum development and the training of trainers, and member of the pool of French-speaking experts in educational sciences. Catherine Kaboré (Burkina Faso)   Holder of a postgraduate diploma (DEA) in languages and humanities, with a specialization in socio-linguistics, she is director-general for literacy and informal education at the Ministry of Basic Education and Literacy in Burkina Faso. An expert in teenage and adult literacy, her research focuses on the impact of literacy in rural areas and on the post-literacy phase. She has carried out numerous experience-sharing consultancies and assignments in the field of basic education and held several high-level positions within the department in charge of basic education in Burkina Faso. Dieudonné Rouamba (Burkina Faso)   Director-general of the National College for Primary School Teachers in Ouahigouya, Burkina Faso, he is a specialist adviser on teachers and the implementation of basic training. He has previously held several high-level posts in his country, including primary education inspector, head of constituency and at the same time provincial director for basic education.  相似文献   

4.
The purpose of this study is to analyze variations in how the gene concept is used and conceived in different sub-disciplines in biology. An examination of the development of subject matter and the use of the gene concept in a common college biology textbook shows that the gene concept is far from presented in a consistent way. The study describes and categorizes five different gene concepts used in the textbook; the gene as a trait, an information-structure, an actor, a regulator and a marker. These conceptual differences are not dealt with in an explicit manner. This constitutes one of the sources for confusion when learning about genes and genetics.
Veronica S. FlodinEmail:
Veronica S. Flodin    is currently a Ph D student in science education at Stockholm University, Sweden .She received her BS in Biology 1986 complemented with studies in science of philosophy, language, and PhD-studies in microbiology. She has been involved in teaching university courses in microbiology both at undergraduate and graduate level, worked as course leader and also project leader of a problem based learning education in Biology. Her research interest include different aspects of scientific knowledge in general and in particular the transformation of knowledge from research to education.  相似文献   

5.
Objective: The purpose of this work was to investigate the distribution pattern of fibrinolytic factors and their inhibitors in rabbit tissues. Methods: The components of the fibrinolytic system in extracts from a variety of rabbit tissues, including tissue plasminogen activator (tPA), plasminogen activator inhibitor-1 (PAI-1), plasminogen (Plg), plasmin (Pl) and α2 plasmin inhibitor (α2PI), were determined by colorimetric assay. Results: The tissue extracts in renal, small intestine, lung, brain and spleen demonstrated strong fibrinolytic function, in which high activity of tPA, Plg and Pl was manifested; whereas in skeletal muscle, tongue and stomach, higher activity of PAI-1 and α2PI showed obviously. Also excellent linear correlations were found between levels of tPA and PAI-1, Pl and α2PI, Plg and Pl. In related tissues, renal cortex and renal marrow showed distinctly higher activity of tPA and lower activity of PAI-1, with the levels of Plg and Pl in renal cortex being higher than those in renal marrow, where the α2PI level was higher than that in renal cortex. Similarly, the levels of tPA, Plg and Pl in small intestine were higher than those in large intestine, but with respect to PAI-1 and α2PI, the matter was reverse. In addition, the fibrinolytic activity in muscle tissue was lower, however, the levels of tPA, Plg, and Pl in cardiac muscle were obviously higher than those in skeletal muscles, and the levels of PAI-1 and α2PI were significantly lower than those in skeletal muscle. Conclusion: Our data demonstrate that a remarkable difference of the fibrinolytic patterns exists in rabbit tissues, which has probable profound significance in understanding the relationship between the function of haemostasis or thrombosis and the physiologic function in tissues.  相似文献   

6.
The socialization of girls in secondary schools in England and the two Germanies points to the eventual role conflicts that face women in each of these countries. Girls theoretically have the same options as boys although in practice they may have less science or vocational education in England and West Germany. East German girls are made aware that they can expect to work while married and, like boys, they are asked to prepare for an occupation. Males predominate in decision-making roles in government, industry, and schools. This article is based on a research study conducted in the United Kingdom, the Federal Republic of Germany, and the German Democratic Republic 1972/73; presented at the World Congress of Comparative Education Societies 1974.
Zusammenfassung Die Sozialisierung der Schülerinnen in Sekundärschulen in England, der Bundesrepublik und der DDR lässt erkennen, inwieweit die Frauen in jedem dieser Länder einem Rollenkonflikt gegenüberstehen. Theoretisch haben zwar die Mädchen dieselben Wahlmöglichkeiten wie die Jungen, in der Praxis erhalten sie aber in England und Westdeutschland oft weniger naturwissenschaftlichen und beruflichen Unterricht. In der DDR werden die Schülerinnen darauf hingewiesen, dass sie auch nach der Heirat einen Beruf ausüben können und sich ebenso wie die Knaben darauf vorbereiten sollen. Die führenden Rollen in Regierung, Industrie und Schulen sind vorwiegend mit Männern besetzt. Dieser Artikel beruht auf einer Forschungsstudie, die 1972/73 in Grossbritannnien, der Bundesrepublik Deutschland und der Deutschen Demokratischen Republik durchgeführt und 1974 dem Weltkongress für Vergleichende Erziehungswissenschaft vorgelegt wurde.
Résumé La socialisation des filles dans les écoles secondaires en Angleterre et dans les deux Allemagnes fait ressortir l'éventuel conflit de rôle que les femmes rencontrent dans chacun de ces pays. Les filles ont, en théorie, les mêmes choix que les garçons, bien qu'en pratique, il se peut qu'elles reçoivent moins d'éducation scientifique ou professionnelle en Angleterre et en Allemagne occidentale. Les filles d'Allemagne orientale, par contre, sont conscientes due fait qu'elles peuvent espérer travailler une fois mariées et, de même que les garçons, on leur demande de se préparer en vue d'un emploi. Les hommes prédominent dans les rôles où des décisions doivent être prises, au gouvernement, dans l'industrie, dans les écoles. Cet article se base sur une recherche faite en 1972/73 au Royaume Uni, dans la République fédérale d'Allemagne et dans la République démocratique allemande; il fut présenté en 1974 lors du Congrès mondial des Sociétés d'Education comparée.
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7.
This article presents research and narratives on the integration of course-based peer learning assistants into seven courses. A new curricular peer mentoring program was piloted in the 2005–2006 academic year in an interdisciplinary liberal arts college at a large Canadian research university. Undergraduate students enrolled in a practicum course which supported their learning while they collaborated with the “host instructor” of the course in which they served as peer mentor. Assistants’ roles varied and included individual tutoring, help via email, online discussion facilitation, small group facilitation, in-class presentation and discussion facilitation, and extracurricular study groups. Their integration into scheduled class activities resulted in participating students’ perception of enhanced learning. Data included peer mentors’ assignments, host instructor feedback, and student surveys.
Tania SmithEmail:
Tania Smith   is an Assistant Professor of Communications Studies in the Faculty of Communication at the University of Calgary, Canada. She received her Ph.D. in English in the Rhetoric and Composition program from Ohio State University and teaches rhetoric and professional communication. She researches the development of communities and individuals in advanced informal or experiential education, inquiry based learning, community service learning, collaborative learning and mentoring, and the rhetorical formation of eighteenth-century British women writers. She can be contacted at smit@ucalgary.ca Faculty of Communication and Culture, University of Calgary, 2500 University Dr NW, Calgary, AB T2N 1N4, Canada.  相似文献   

8.
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9.
Spatial context supports memory retrieval in adults. To understand the development of these effects, context effects on object recognition were tested in neurotypical children ages 3 years to adulthood (n 3–6 years = 34, n 10–16 years = 32, n college age = 22) and individuals with Down syndrome (DS) ages 10–29 years (n = 21). Participants engaged in an object recognition task; objects were presented in scenes and either remained in that same scene or were removed at test. In some groups (< 4.5 years and with DS) context effects were present even though object recognition was poor. After 4.5 years, children demonstrated memory flexibility, while later in adolescence context effects reemerged, showing nonlinearity in the development of these effects.  相似文献   

10.
In this information age, the capacity to perceive structure in data, model that structure, and make decisions regarding its implications is rapidly becoming the most important of the quantitative literacy skills. We build on Kaput’s belief in a Science of Need to motivate and direct the development of tasks and tools for engaging students in reasoning about data. A Science of Need embodies the utility value of mathematics, and engages students in seeing the importance of mathematics in both their current and their future lives. An extended example of the design of tasks that require students to generate, test, and revise models of complex data is used to illustrate the ways in which attention to the contributions of students can aid in the development of both useful and theoretically coherent models of mathematical understanding by researchers. Tools such as Fathom are shown as democratizing agents in making data modeling more expressive and intimate, aiding in the development of deeper and more applicable mathematical understanding.
James A. MiddletonEmail:
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11.
This study investigated emotion transmission among peers during middle childhood. Participants included 202 children (111 males; race: 58% African American, 20% European American, 16% Mixed race, 1% Asian American, and 5% Other; ethnicity: 23% Latino(a) and 77% Not Latino(a); Mincome = $42,183, SDincome = $43,889; Mage = 9.49; English-speaking; from urban and suburban areas of a mid-Atlantic state in the United States). Groups of four same-sex children interacted in round-robin dyads in 5-min tasks during 2015–2017. Emotions (happy, sad, angry, anxious, and neutral) were coded and represented as percentages of 30-s intervals. Analyses assessed whether children's emotion expression in one interval predicted change in partners' emotion expression in the next interval. Findings suggested: (a) escalation of positive and negative emotion [children's positive (negative) emotion predicts an increase in partners' positive (negative) emotion], and (b) de-escalation of positive and negative emotion (children's neutral emotion predicts a decrease in partners' positive or negative emotion). Importantly, de-escalation involved children's display of neutral emotion and not oppositely valenced emotion.  相似文献   

12.
Phrenologists believed that specific brain regions corresponded to certain character traits. In addition, the size of each brain region was believed to determine the strength of the respective trait. Phrenology originated in Austria with Franz Josef Gall and was popularized and commercialized in America at the end of the 19th century by Orson Squire Fowler. In this project, we conducted a replication of Fowler’s phrenology in order to better understand the specificity of the manualized methodology, the extent to which the methodology allowed for positive versus negative analyses, and the implications for the scientific rejection and public acceptance of phrenology. The results of our replication revealed that the subjective judgments and biases of the examiner strongly influence the results of phrenological analyses. This project originated as a class assignment in the Spring of 2003 (Tweney, this issue). See Tweney (2004) for general information on historical replication.
Kelly M. TrevinoEmail:
Kelly Trevino   received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad   is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders.  相似文献   

13.
Age‐related increases of speaking rate are not fully understood, but have been attributed to gains in biologic factors and learned skills that support speech production. This study investigated developmental changes in speaking rate and articulatory kinematics of participants aged 4 (N = 7), 7 (N = 10), 10 (N = 9), 13 (N = 7), 16 (N = 9) years, and young adults (N = 11) in speaking tasks varying in task demands. Speaking rate increased with age, with decreases in pauses and articulator displacements but not increases in articulator movement speed. Movement speed did not appear to constrain the speaking. Rather, age‐related increases in speaking rate are due to gains in cognitive and linguistic processing and speech motor control.  相似文献   

14.
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15.
There is thus nothing paradoxical about the inclusion of alchemy in the ensemble of the physical sciences nor in the preoccupation with it on the part of learned men engaged in scientific study. In the context of the Medieval model, where discourse on the physical world was ambiguous, often unclear, and lacking the support of experimental verification, the transmutation of matter, which was the subject of alchemy, even if not attended by a host of occult features, was a process that was thought to have a probable basis in reality. What is interesting in this connection is the utilization of the scientific categories of the day for discussion of transmutation of matter and the attempt to avoid, in most instances in the texts that survive, of methods reminiscent of magic.
Gianna KatsiampouraEmail:
Gianna Katsiampoura   is researcher of History and History of Science in the Byzantine Era and she has taught at the University of Crete, Greece. Her Ph.D. Dissertation is about Perception, Transmission and Function of Science in Middle Byzantine Era and the Quadrivium of 1008, Department of Sociology, Panteion University of Social and Political Science, Athens 2004. She has published papers in referred journals on History and Philosophy of Science in Byzantium. Her research interests include history and philosophy of science, history of education and the relation between history of science and political and economic history of Byzantium.  相似文献   

16.

Objective

To investigate the distribution and differentiation of myeloid-derived suppressor cells (MDSCs) in hemorrhagic shock mice, which are resuscitated with normal saline (NS), hypertonic saline (HTS), and hydroxyethyl starch (HES).

Methods

BALB/c mice were randomly divided into control, NS, HTS, and HES resuscitation groups. Three subgroups (n=8) in each resuscitation group were marked as 2, 24, and 72 h. Flow cytometry was used to detect the MDSCs, monocytic MDSCs (M-MDSCs), and granulocytic/neutrophilic MDSCs (G-MDSCs) in peripheral blood nucleated cells (PBNCs), spleen single-cell suspension, and bone marrow nucleated cells (BMNCs).

Results

The MDSCs in BMNCs among three resuscitation groups were lower 2 h after shock, in PBNCs of the HTS group were higher, and in spleen of the NS group were lower (all P<0.05 vs. control). The M-MDSC/G-MDSC ratios in PBNCs of the HTS and HES groups were lower (both P<0.05 vs. control). At 24 h, the MDSCs in PBNCs of the NS and HTS groups were higher, while the spleen MDSCs in the HTS group were higher (all P<0.05 vs. control). The M-MDSC/G-MDSC ratios were all less in PBNCs, spleen, and BMNCs of the NS and HTS groups, and were lower in BMNCs of the HES group (all P<0.05 vs. control). At 72 h, the elevated MDSCs in PBNCs were presented in the HTS and HES groups, and in spleen the augment turned up in three resuscitation groups (all P<0.05 vs. control). The inclined ratios to M-MDSC were exhibited in spleen of the NS and HTS groups, and in PBNCs of the NS group; the inclination to G-MDSC in BMNCs was shown in the HES group (all P<0.05 vs. control).

Conclusions

HTS induces the earlier elevation of MDSCs in peripheral blood and spleen, and influences its distribution and differentiation, while HES has a less effect on the distribution but a stronger impact on the differentiation of MDSCs, especially in bone marrow.
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17.
Inter- and intraindividual differences in Finnish adolescents’ developmental trajectories of school engagement and burnout (exhaustion, inadequacy, and cynicism) and their associations with students’ concurrent progression in mathematics performance and educational aspirations were investigated in an accelerated longitudinal study design spanning ages 13–17 (N = 1131, 50.9% girls). Growth mixture modeling analyses identified four distinct trajectory profiles: Positive academic well-being (high and stable engagement, low and stable burnout), Negative academic well-being (low U-shaped engagement, increased burnout), Disengaged (low U-shaped engagement, but also low and stable burnout), and Declining academic well-being (declining but U-shaped engagement, increasing burnout). Most students experienced a positive change in their trajectories after entering upper secondary education. Furthermore, students in the Positive academic well-being group performed better and progressed faster in mathematics and reported higher educational aspirations. Students in the Declining academic well-being group started out with high performance and aspirations, but they progressed at a slower rate in mathematics and lowered their aspirations over time. The Disengaged students’ performance progressed at the slowest rate of all groups, and they had one of the lowest educational aspirations overall. Lastly, students in the Negative academic well-being group performed the lowest in mathematics, and had one of the lowest aspirations for future educational degrees.  相似文献   

18.
This study used a large-scale cluster randomized longitudinal experiment (N = 719; 35 schools) to investigate the effects of online mathematics mini-games on primary school students’ multiplicative reasoning ability. The experiment included four conditions: playing at school, integrated in a lesson (Eschool), playing at home without attention at school (Ehome), playing at home with debriefing at school (Ehome-school) and, in the control group, playing at school mini-games on other mathematics topics (C). The mini-games were played in Grade 2 and Grade 3 (32 mini-games in total). Using tests at the end of each grade, effects on three aspects of multiplicative reasoning ability were measured: knowledge of multiplicative number facts, skills in multiplicative operations, and insight in multiplicative number relations and properties of multiplicative operations. Through path analyses it was found that the mini-games were most effective in the Ehome-school condition, where both students’ skills and their insight were positively affected as compared to the control group (significant ds ranging from 0.22 to 0.29). In the Eschool condition, an effect was only found for insight in Grade 2 (d = 0.35), while in the Ehome condition no significant effects were found. Students’ gameplay behavior (time and effort put in the games) was in some cases, but not always, related to their learning outcomes.  相似文献   

19.
The present research explored how mothers’ own childhood experiences are linked to their perceptions of their children's sleep regulation. It focused on collective sleeping; a practice used in the past in the Israeli kibbutz, and used a quasi-experimental research design to examine whether mothers who were raised in collective sleeping arrangements differed from mothers who were raised in home sleeping. Two typically developing cohorts: infants (n = 68; ages 9–15 months; M = 12.2, SD = 2.2) and preschool children (n = 113; ages 48–55 months; M = 51.5, SD = 1.85) participated in this investigation. Sleep regulation and temperament were reported for infants and children, whereas for mothers data were collected on separation anxiety and appraisal of the ecology in which they were raised. Collectively raised mothers evaluated their upbringing significantly more negatively than home-raised mothers, expressed higher separation anxiety with regard to an alternative caregiver, but were not different in their views of their child's sleep difficulties. For infants, it was maternal separation anxiety that contributed uniquely to the explained variance in maternal view of sleep regulation difficulties. For preschool children, it was maternal evaluation of own childhood ecology and child's temperament that contributed uniquely to the explained variance in maternal view of sleep regulation difficulties. These findings suggest that mothers’ representations of their sleep-related early experiences, rather than their childhood ecology in and of itself, influenced their perceptions about their child's sleep, which, in turn, affect child's sleep patterns. Implications to caregiving are discussed.  相似文献   

20.
研究目的：建立2000-2020年中国氮氧化物排放清单,了解中国主要行业和省份氮氧化物的排放情况,为评估氮氧化物的环境影响和制定相关减排政策提供依据。创新要点：分析了中国主要省份产业结构对氮氧化物排放量的影响;根据不同情景分析,预测2020年中国氮氧化物的排放量。研究方法：1．基于自底向上法,根据不同类型化石燃料的氮氧化物排放因子,结合化石燃料消耗量,建立中国2000-2010年氮氧化物排放清单;2．基于IPAT方程,并以中国2000--2010年的国内生产总值增长数据和氮氧化物排放量为依据,分三种情景,分析2011-2020年中国能源消耗和氮氧化物排放趋势。重要结论：2010年中国氮氧化物的排放量约是2000年的两倍：自2009年起,中国氮氧化物总排放量超过,二氧化硫总排放量;主要由于产业结构和地区生产总值的不同,中国东部和西部氮氧化物排放量有明显差异;制造业、电力行业和交通运输业是中国氮氧化物的主要排放源,其中交通运输业氮氧化物排放量呈现逐年增长趋势;预计2020年中国氮氧化物排放量为19．7Mt。  相似文献   

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