共查询到20条相似文献，搜索用时 109 毫秒
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单词and和with都有“和”的意思,同学们知道它们的用法区别吗？首先,and是连词,表示并列关系,其前后成分一起构成主语时,谓语动词常用复数形式;with是介词,表示随从,其后面的结构位于主语之后时,不影响动词的形式,也就是说,谓语动词要与前面的主语保持一致。 相似文献
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廖丹 《中学生英语读写(高考版)》2002,(11)
1.It is said that the first Emperor Zhu Yuanzhang of the Empire Ming had all the official documents(公文)read over by himself. 相似文献
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INTRODUCTION The convenience of wireless communications has led to increasing use of wireless networks for civilian and critical applications. With the advent of Internet technology and the increasing popularity of wireless data devices, the wireless industry is evolv- ing its core networks toward IP-based networks. It will be necessary to integrate the wireless networks and the existing wired networks into the Internet. TCP has been the predominant transport protocol used in the wired … 相似文献
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Elizabeth A. Hasson 《Early Childhood Education Journal》1991,19(1):35-37
It is never too early to begin reading with infants. Early childhood professionals have known the importance of reading to preschool children, but sometimes we wait until after infancy to begin reading picture books. Reading with infants and toddlers contributes to the development of language and prereading skills. But more important, it encourages the interaction of the early childhood professional and the child.Elizabeth A. Hasson is an Associate Professor in the Department of Childhood Studies and Reading at West Chester University, West Chester, Pa.The photo above shows a college student reading with the field experience baby, who is fourteen months old. 相似文献
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Pauliina Rautio Joseph Winston 《Discourse: Studies in the Cultural Politics of Education》2015,36(1):15-26
Based on the authors' studies of material-discursively approached lives of children, this paper addresses the educational relevance of playing, through re-entangling and complicating divided, purpose-directed and individualistic conceptualisations of play. The unhelpful binary of conceiving playing as an end (‘free play’) as distinct from playing as means (‘guided play’) is argued to render children as subjects of education who do not yet know, rather than ones who are capable of also producing knowledge and challenging ways of knowing and being. The empirical anchoring of this paper is a study in which 12 Finnish children, aged four to seven, gathered once a week for a total of 11 times to assist an adult researcher in studying ‘things, objects and beings’. Based on insights from this study, an approach to playing as intra-active and comprising improvisation with language and matter, is suggested to provide spaces for producing and contesting as well as acquiring knowledge. 相似文献
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This study reflects Estonian preschool teachers’ perceptions about and experience related to children in need in the context of neglect and abuse. Using quantitative and qualitative data, it was determined that, in general, teachers understand the meaning of “child in need” and abuse, and they have had experience with such children in their classes. However, emotional neglect and abuse are more difficult to identify than, for example, physical abuse. The study indicates the need to find ways to support teachers’ competence and confidence in identifying and reporting cases of children in need. Practice implications are discussed and recommendations for future research are outlined. 相似文献
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Teachers' motivational beliefs—i.e., teachers' self-efficacy and felt responsibility for educational outcomes—can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. In a multi-level analysis with 96 Swiss vocational teachers and their 1300 students, we examined the interrelations between teachers' self-efficacy, responsibility, teacher- and student-reported autonomy-supportive versus psychologically controlling teaching, and student motivation (emotional, behavioral, and cognitive engagement). Teachers' motivational beliefs predicted their endorsement of autonomy-supportive teaching, which in turn predicted student-reported autonomy support. Student-reported autonomy support was a powerful predictor of student engagement. Teachers’ motivational beliefs did not predict student-reported instructional practices and engagement directly, and indirect effects via teacher- and student-reported autonomy support were small. Teacher- and student-reported controlling practices were not significantly correlated. The degree of (mis)alignment of teacher- and student-reported instructional practices is a key ingredient in understanding the often missing link between teacher motivation and student outcomes. 相似文献
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K. Andrew R. Richards Michael A. Hemphill Thomas J. Templin 《Teachers and Teaching》2018,24(7):768-787
Teaching has been characterised as a stressful profession that is prone to burnout. Less is known about the specific ways in which teachers experience and navigate stressors associated with their work. This study aimed to qualitatively understand how teachers who perceive high and low levels of burnout characterise their lived experiences in school environments. Data were collected through interviews with 28 inservice teachers (11 male, 17 female) from the US Midwest who reported high- or low-burnout on a psychometric survey. Data were analysed by two experienced qualitative researchers. Results indicated that (a) low-burnout teachers perceived nurturing teaching environments, (b) high-burnout teachers perceived combative and constraining teaching environments, and (c) all teachers had to manage workplace stress. Building from these findings, we present a model for understanding how the school environment influences teacher burnout. This model highlights the importance of developing optimal working conditions that nurture teacher development.
Abbreviation: MBI-ES = Maslach Burnout Iventory-Educators Survey; IEP = Individualized Education Plan 相似文献
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Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey.
The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main
dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while
Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed ‘at risk’ for
the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both
word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated
that children ‘at risk’ for depression made more spelling errors in dictation of words in comparison to the control group.
No differences emerged in reading tasks or with reference to the group of children ‘at risk’ for anxiety.
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| Paola BonifacciEmail: |
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Florence Chiew 《Critical Studies in Education》2018,59(3):297-312
In recent years, conversations about posthumanism have been gradually moving into the field of education. This article contributes to the growing efforts to develop a posthumanist theory of education. The theoretical inspiration for the article comes from the writings of Jacques Rancière and Gregory Bateson. In both thinkers, the figure of the liberal humanist subject gives way to a deeper and more provocative sense of inter-subjectivity, indeed, intra-subjectivity. Taken together, Rancière’s and Bateson’s ideas hit a blind spot in contemporary educational discourse, particularly in relation to the rise of personalisation as a popular concept in practice and policy. This article juxtaposes the personalised learning movement with the increasingly common image of the vulnerable self/student to highlight the complexity of defining and locating the source of subjectivity, or one’s ‘will to learn’. Rancière’s and Bateson’s ideas are put into conversation to generate alternative approaches to the current conceptions of student-centred pedagogy. 相似文献
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Anna J. Egalite 《Educational studies》2019,45(2):182-208
In the United States, the federal Individuals with Disabilities Education Act (IDEA) specifies that students with disabilities should be educated in the “least restrictive environment,” yet little is known about how successfully schools have been able to apply appropriate supports, practices and resources so that all students benefit from inclusion. Using a quasi-experimental method and a longitudinal data-set provided by the Florida Department of Education that spans an eight-year panel from 2001 through 2009, this paper analyses the relationship between the density and diversity of peers with special educational needs and general education students’ absence rates in grades three through eight. Results show that a one standard deviation increase in the measure of special education peers is associated with an increase in general education students’ absences of .03 to .43 more days per year, depending on the empirical specification chosen. This represents as much as a five percent increase in the average student’s annual absences. Implications are discussed. 相似文献
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This research examined how students in foundation English classes perceive their Thai and native‐speaking teachers. The researchers surveyed students at five universities and compared a group of 600 students studying with native‐speaking teachers with another group of 600 students studying with Thai teachers in order to investigate three areas: (1) students’ previous background in English‐language learning, (2) students’ general opinions and preferences for studying English with Thai or native‐speaking teachers, and (3) student perceptions of studying with their current English teachers. Overall, most students had similar backgrounds and thought positively about their classroom teachers. However, there were differences in students’ teacher preferences for studying English; students more commonly preferred the type of teacher that was presently teaching them. This suggests that the type of teacher in the classroom does have some effect on students’ preferences and should be considered a factor when analysing research related to native‐speaking and nonnative‐speaking English teachers. 相似文献
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The biggest difference between Star and Trados and DéjàVu is that Star has no translation memory.When working with Trados or DéjàVu,the user will always build up the translation memory.During the translation,user can click"Set/Close Next Open/Get"in Trados translation workbench or"Add Pair to Translation Memory"in DéjàVu to send the translated sentence pair to the translation memory.In that case,translation memory is like a big storage,the more translation work the user does,the more translation units the memory has and large memory usually requires large storage space.However,Star develops a distinct function of alignment.With alignment,users can match source text and its corresponding target text as reference language pairs.This is a flexible solution of translation assistance,but it may not be as systematic as translation memory is. 相似文献
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Sophia M. Ndethiu Marguerite K. Miheso-O’Connor David W. Khatete Katie L. Heath 《Africa Education Review》2017,14(1):58-86
The reality that teachers in developing countries teach large, and even overcrowded classes, is daunting and one that may not go away any time soon. Class size in Kenyan public secondary schools is generally 40–59 students per class. This article reports initial findings on teachers’ and principals’ perspectives related to large classes. We used questionnaires, interviews and classroom observation data to examine teachers’ and principals’ perspectives regarding their capacities to teach and manage large classes; what challenges large class sizes present; and what additional supports teachers and principals perceive to be necessary. Both teachers and principals reported that the current class size has a negative impact on teaching and learning. Additionally, both teachers and principals cited a need for more support in the form of (a) professional development; (b) workload reduction; and (c) increased resources. These areas of support could help to mediate the effects of large class size, including an almost sole reliance on lecturing with little teacher-to-student and studentto-student interaction. 相似文献
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In the past 50 years research on attitudes toward people with disabilities has repeatedly revealed negative attitudes by predominantly using self-report measures. The main aim of the present contribution was to develop an Implicit Association Test (IAT) to assess implicit attitudes toward people with disabilities. For this purpose 47 university students majoring in special education (11 male, 36 female) were asked to complete the IAT in addition to self-reported explicit attitudes (affective, cognitive, and behavioural component). Moreover, the students were asked about the amount and perceived quality of their contact experience with people with disabilities. Results showed that participants reported on average most negative explicit attitudes in the affective, followed by the cognitive and the behavioural component. On average, students were more likely to associate the category ‘disabled’ with the attribute ‘unpleasant’ on the IAT. Overall, explicit and implicit attitudes were only weakly correlated. The amount of contact significantly predicted the three components of explicit attitudes, but not implicit attitudes. The results and limitations of this study will be discussed with respect to their implications for the educational context. 相似文献
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Teniell L. Trolian Elizabeth A. Jach Christine A. Ogren Jana M. Hanson 《Research in higher education》2018,59(4):461-488
This study considers how institutional histories of admitting women are associated with present college experiences, and uses data from the Wabash National Study of Liberal Arts Education to compare the experiences of women at women’s colleges or former women’s colleges to those of women at former men’s colleges and colleges that have always been coeducational. Results indicate that women attending former men’s colleges and colleges that have always been coeducational seem to experience similar or greater frequency and quality of student–faculty interaction and exposure to good teaching practices, compared to women attending women’s or former women’s colleges. Results also suggest that considering the gender enrollment histories of colleges and universities may provide valuable context for evaluating the experiences of women at women’s colleges and coeducational institutions. 相似文献
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First-Year College Students’ Conflict with Religion and Science 总被引：1，自引：1，他引：0
Lisa Michelle Martin-Hansen 《Science & Education》2008,17(4):317-357
This study took place during a First Year Seminar course where 20 incoming college freshmen studied the central topic of the
nature of science within the context of biological evolution. The instructor researched students’ understandings in the nature
of science as they progressed through the course by examining a variety of qualitative and quantitative data including class
writings, pre- and post-test selected items from the VOSTS (Views on Science-Technology-Society), and interviews. The intended
outcomes of the course were to reduce the number of student misconceptions in the nature of science and to ease student apprehension
when learning about evolution. Data were analyzed to determine whether students were moving toward a more generally accepted
idea of the nature of science or toward another type of misconception. 相似文献