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21.
Campbell CD 《American annals of the deaf》1999,144(5):365-372
The Central Asylum for the Instruction of the Deaf and Dumb, Canajoharie, NY, was a public school for the Deaf that existed from 1823 to 1835. Little has been written about it. This study draws upon as much information as appears to be available on the history of this school. The history of the Central Asylum adds to the understanding of the beginnings of public education for the Deaf in the United States. 相似文献
22.
The aims of this study were to examine and compare selected physiological and metabolic responses of wheelchair athletes in two paraplegic racing classes [T3: n = 8 (lesion levels T1-T7; paraplegics); T4: n = 9 (lesion levels below T7; paraplegics)] to prolonged exercise. In addition, we describe the responses of three tetraplegic athletes [T2: n = 3 (lesion levels C6/C7: tetraplegics)]. Twenty athletes completed 90 min of exercise at 75% VO2peak on a motorized treadmill adapted for wheelchairs. The mean (+/- s) heart rates of the T3 and T4 racing classes were 165 +/- 2 and 172 +/- 6 beats.min-1, respectively. For the T4 racing class, heart rate gradually increased during the test (P < 0.05), whereas for the T3 racing class, heart rate reached a plateau after an initial increase. The mean heart rate of the tetraplegics was 114 +/- 3 beats.min-1. The T3 and T4 classes exhibited similar respiratory exchange ratios, plasma lactate and glucose concentrations throughout the test. For both the T3 and T4 racing class, free fatty acid, glycerol, ammonia, urea and potassium concentrations had increased from resting values by the end of the test (P < 0.05). In conclusion, the results of this study suggest that endurance-trained wheelchair athletes are able to maintain velocities equivalent to the same relative exercise intensity (75% VO2peak) for prolonged periods irrespective of lesion level. 相似文献
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A comparison is made of the standards in primary school mathematics in England and Cyprus, drawing upon national curricula, content of textbooks and data from international comparisons of attainment. Standards are conceptualised in three ways: expected, planned and realised. It is demonstrated that high expected and high planned standards, as set in national curricula and textbooks, are not associated with high realised standards. Four possible explanations are explored and policy issues associated with national standard setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised. 相似文献
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In this article, three librarians from Santa Fe College, the community college winner of the 2015 ACRL Excellence in Academic Libraries Award, share their successful work in information literacy instruction. While the ACRL award is given for overall achievement, this article focuses upon their creative and varied approaches to instruction, incorporating a wide blend of strategies to reach students across the college. Beginning with targeted approaches to virtual instruction, including broad use of the flipped classroom model, and building in active learning techniques, the librarians at Santa Fe College have built an instruction program that could serve as a model to community college libraries across the country. 相似文献
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Campbell Todd Longhurst Max L. Wang Shiang-Kwei Hsu Hui-Yin Coster Dan C. 《Journal of Science Education and Technology》2015,24(5):562-579
Journal of Science Education and Technology - While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is... 相似文献
29.
Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture-oriented mathematics instruction to inquiry-based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision-making practices in dialogic classrooms is learning to notice (i.e. becoming aware of learners’ processes). While research has contributed frameworks for understanding how teachers notice individual learners’ mathematical thinking, there is little conceptualization regarding how teachers notice group processes in mathematics classrooms, which is integral to dialogic instruction. We offer a noticing framework termed professional noticing of coordinated mathematical thinking that describes how teachers notice group activity in mathematics classrooms. Professional noticing of coordinated mathematical thinking is conceptualized as a bi-dimensional process: noticing groups’ mathematical activity and noticing groups’ coordinated activity. Teachers must become aware of how groups approach the mathematical and collaborative nature of a task, since both of these aspects inform whether learners develop opportunities to learn in groups. The framework describes noticing practices integral to dialogic instruction and promotes inquiry for future research related to teaching moves in dialogic classrooms. 相似文献
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Öberg Gunilla Campbell Alice Fox Joanne Graves Marcia Ivanochko Tara Matsuchi Linda Mouat Isobel Welsh Ashley 《Science & Education》2022,31(3):787-817
Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education... 相似文献