共查询到20条相似文献，搜索用时 15 毫秒
1.
《欧洲教育》2013,45(3-4):21-33
Anyone entering college or university today is immediately confronted with a number of new terms. Studentenwerk [student organization] is one of them. Although the Studentenwerke have had an established place in college and university life for a long time and without them a policy of equality of opportunity and an opening up of higher education are inconceivable, only here and there have they so far been able to penetrate public consciousness with their services. 相似文献
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It happened about one hundred years ago.Mr Gaul,a____artist(画家),drew very well and the people in thesmall country____him.He often helped the poor but____the men who were had to the people.So the peopleliked him too. Once the king wanted Mr Gaul to draw a portrait(画像)for his____.He said to him,"You're the____artist in our country.I'm sure you're able to do it.Workhard,and I____you much." Of course the artist knew it was____for him torefuse(拒绝)and began to work.A few days later he____his work and gave the portrait to the king.____ 相似文献
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下列左边的单词都是动物的名称,它们的幼仔都列在右边。小朋友,你能在五分钟内把它们连系起来吗? 相似文献
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This study examined the instructional focuses and practices of three Korean heritage language (HL) teachers in community-based HL schools related not only to their constructed identities as HL teachers, but also to their students. Constant-comparative analyses of interviews and classroom observations across the three teacher cases showed that each teacher’s identity as an HL teacher was shaped by her earlier immigration experiences and through her relationships within and across a particular historical and social context. Moreover, the three HL teachers’ identities informed how they identified the imagined communities in which their students would eventually participate. The teachers’ different identifications and visions became significant in shaping their instructional focuses and practices related to teaching language and culture in a manner that would enable their students to learn and, therefore, gain access to their communities. 相似文献
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The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents' autonomy support and control. Information about multiple dimensions of adolescents' academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents' disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent–child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined. 相似文献
8.
廖丹 《中学生英语读写(高中版)》2003,(1)
1.An old overseas Chinese came back to China from abroad for a visit. He hired two white people as his suites. 老侨胞回国观光，雇了两个白种人作随从。2.The plane landed at the airport in a certain city.客机在某城机场上降落了。3.The two suites were invited to the reserved lounge for honoured guests. But the old overseas Chinese was stopped. 两位随员被请进了贵宾休息室，老侨胞却被拦住了。4.The old overseas Chinese said,“We three came here together. Why not let me in?”老侨胞说：“我们三个是一… 相似文献
9.
Like m any lovers of books, M ary and her husband, R ichardG oldm an,seldom walked pasta bookstore withoutstopping to look inside.They often talked ofopening their own store one day.W hen M ary was hospitalized with heart trouble in 1989, theydecided itw as tim e to get serious. R ichard, w ho w orked for a businesscom pany,w as eager to w ork for him self,and M ary needed to slow downfrom her dem anding job.They started by talking to bookstore owners and researching theindustry. “W e knew… 相似文献
10.
Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students’ knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students’ learning. This seems to be due to the inability to differentiate the beliefs about their students’ learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers’ beliefs about their own learning are identical to those about their students’ learning. Using a sample of pre-service teachers, we measured general beliefs about “constructivist” and “transmissive” learning and science-specific beliefs about “connectivity” and “taking pre-concepts into account”. We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students’ science learning remain closely tied to their own. 相似文献
13.
Elizabeth Bettini Yujeong Park Amber Benedict Jenna Kimerling Walter Leite 《Exceptionality》2016,24(3):176-193
This investigation examined relationships among special education teachers’ working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities’ reading achievement and behavioral outcomes. Data from the 2004–2005 administration of the Special Education Elementary Longitudinal Study were used. Confirmatory factor analysis was used to test the fit of models for five latent factors. Hybrid structural models were applied to test the hypothesis that working conditions would be positively associated with special education teachers’ self-efficacy and their instructional quality, which would, in turn, be positively associated with their students’ reading achievement and behavioral outcomes. Although the initial structural equation model tested failed to support the hypotheses, several significant relationships with theoretical and practical significance were discovered. Directions for future research and practical implications are discussed. 相似文献
14.
《The Journal of educational research》2012,105(6):267-271
AbstractA ten-item, five-interval rating scale was administered to 647 rural school children in grades 7, 9, and 11, who used the scales to rate their parents individually. The data were factor analyzed, producing 12 factor structures—one analysis for each concept by age and by sex. The results were examined for attitudes which might be specific to various ages and concepts, or to sex. They were also examined for possible attitudinal permanence. The strongest overall tendencies were in terms of evaluating the parents in the Pleasant-Unpleasant and Interesting-Uninteresting dimensions. 相似文献
15.
《Reading and Writing(初中版)》2007,(12)
Today people are more concerned about their health. Why? The reason is that at the present time people are making more money, so they can afford to buy more comforts1 to enjoy life. Another reason is that there is more pressure2 from work and life. 相似文献
16.
Kirsten Nielsen 《The Journal of environmental education》2013,44(1):33-36
Abstract Drawing chiefly from Paul Shepard's (1982) Nature and Madness and David Abram's (1996) The Spell of the Sensuous, this essay draws attention to two underlying foundations of educational thought: the process of human social development and the emergence of language and literacy. A reading of Shepard and Abram implies that the meaning of human social development and the meaning of literacy must be recovered from our shared human heritage in which human beings developed a sense of interconnection with nonhuman others. This perspective suggests many challenges to environmental educators including (a) the need to take a more philosophical (and less instrumental) approach to our work, (b) the need for a working theory of development and literacy in education that takes nonhuman otherness seriously, (c) the need to advocate for more regular and extended experiences in the natural world in order to nurture relationship with otherness, (d) the need to reinvent “accountability” in education, (e) and the need to develop in all learners, including ourselves, a sense of at-homeness. 相似文献
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(1)Adam' and Eve are being pul out of the beautiful garden of Eden.(2)It is because they did something God told them not to do. God told them they could eat food from the trees of the garden. But from one tree God said not to eat, or else they would die. He kept that tree as his own.(3}One day when Eve was alone in the garden, a snake spoke to her. It told Eve to eat fruit from the tree from which God told them not to eat . Now, when Jehovah made snakes he did not make them so they could talk. So this 相似文献
18.
每个人有很多个第一次,第一次接吻,第一次恋爱,第一次失恋……,第一次总是久远而又难忘的,第一次总是飘在最纯真的年代,第一次也是大家都想知道的……明星们的第一次,很简单也很神秘,到底他们的“第一次”是怎么样的呢? 相似文献
19.
张素英 《邢台职业技术学院学报》2001,18(3):25-26
Ａｓａｃｏｌｌｅｇｅｓｔｕｄｅｎｔ,ｙｏｕｈａｖｅｔｏｒｅａｄａｂｒｏａｄｖａｒｉｅｔｙｏｆｍａｔｅｒｉａｌ.ＹｏｕｒｓｕｃｃｅｓｓｏｆｃｏｌｌｅｇｅＥｎ ｇｌｉｓｈｒｅａｄｉｎｇｄｅｐｅｎｄｓ ,ｉｎｐａｒｔ ,ｏｎｈｏｗｗｅｌｌｙｏｕｃａｎｒｅａｄａｎｄｅｖｅｎｗｒｉｔｅａｎｄｈｏｗｗｅｌｌｙｏｕｃａｎｃｏｎ ｎｅｃｔｔｈｅｓｅｔｗｏｐｒｏｃｅｓｓｅｓ .Ｒｅａｄｉｎｇｗｉｔｈｕｎｄｅｒｓｔａｎｄｉｎｇｄｅｐｅｎｄｓｏｎｔｈｅｉｎｔｅｒｐｌａｙｏｆｆｏｕｒｆａｃｔｏｒｓ:ｖｏｃａｂｕｌａｒｙ ,ｓｔｒｕ… 相似文献
20.
Jackie A. Nelson Nicole B. Perry Marion O’Brien Susan D. Calkins Susan P. Keane Lilly Shanahan 《Parenting, science and practice》2016,16(1):56-62
Objective. Parents’ emotion socialization practices are thought to be moderately stable over time; however, a partner’s socialization practices could initiate change. Design. We examined mothers’ and fathers’ reports of their supportive responses to their children’s negative emotions when the target child was 7 years old and again at age 10. We tested a dyadic, longitudinal path model with 111 mother–father pairs. Results. Significant actor and partner effects emerged: Parents’ age 7 responses predicted their own age 10 responses and their partners’ later responses. Conclusions. Parents’ reported responses to children’s negative emotions during middle childhood are predicted by their own earlier responses and by their partners’ responses. 相似文献