Problems with error in structural equation models     

Doris McGartland Rubio  David F. Gillespie 《Structural equation modeling》2013,20(4):367-378

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Longfellow Junior High’s Monthly Rotating Art Exhibits     

Doris E. Cox 《Clearing house (Menasha, Wis.)》2013,86(8):483-484

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Beginning teachers' understanding performances of technology integration     

Ping Gao  Angela F.L. Wong  Doris Choy  Jing Wu 《Asia Pacific Journal of Education》2011,31(2):211-223

As part of a two-year, mixed methods study, the focus of this paper reports the qualitative findings that are related to nine beginning teachers' learning to teach with Information and Communication Technology (ICT) during their first year of teaching. It aims to explore how these teachers deepen their understanding performances of technology integration in their first year. They demonstrated consistent, varied perceptions, frequency and ways of using ICT for classroom teaching and learning from their initial teacher education to their first year teaching. They developed diverse understandings of technology integration from their own practice, and chose to play different roles, such as, follower, doer and emerging teacher leader for technology integration. Suggestions to schools on providing beginning teachers with ongoing technical and pedagogical support and capitalizing on their tech-savvy strengths are discussed.  相似文献   

Exploring the tactfulness of implementing play in the classroom: a Hong Kong experience     

Doris Cheng Pui-Wah 《Asia-Pacific Journal of Teacher Education》2010,38(1):69-82

‘Learning through play’ in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. The quality of learning through play has been questioned in various countries, especially when learning outcomes are a global concern. This paper examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. Following this real-life adaptation of the play pedagogy, this paper aims to illuminate the practical theories of linking play with learning in the classroom. The findings support the adoption of ‘play’ in young children's learning and reveal tactful ways in which a teacher can encourage the evolving ‘flow’ of children's play while simultaneously scaffolding their learning. The paper analyses the tact involved in the above process and suggests key dimensions for realizing ‘learning through play’ in the classroom.  相似文献   

A Two-Factor Theory of the Warm-Up Effect in Jumping Performance     

Doris K. Richards 《Research quarterly for exercise and sport》2013,84(3):668-673

Abstract

Eighty girls aged 16 were divided into four subgroups and given 1, 2, 4 or 6 min. of stool stepping as a warm-up exercise preceding a six-trial vertical jump test. A test-retest balanced order design was used to exclude the practice effect. It was found that 1 or 2 min. of warm-up improved performance approximately 20 percent, while 4 min. had no effect, and 6 min. impaired performance 27 percent. The results agreed with the predictions of an a priori mathematical model that postulated a slow but large exponential fatigue effect, and a faster but smaller exponential warm-up effect that improved performance. The difference between these two factors was the net improvement from warm-up.  相似文献   

铅笔盒     

李起 《海外英语》2007,(12):44-45

[1]在办公室里,我正为晚上在商业区对面的一所大学里举办的一堂讲座做着准备,我陷入沉思之中,这时电话铃响了。我从未谋面的一位妇女说,她是一个7岁男孩的母亲,她快去世了。她说治疗专家告诫她,与小男孩谈论自己即将死亡的事,对他而言是很痛苦的,但是她觉得用什么方式都不妥。  相似文献   

How to review and evaluate computer gradebook programs     

Brodeur  Doris R. 《TechTrends》1986,31(1):22-24

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Future science teachers of America: Strengthening professionalism in science education     

Judith Bazler  Doris Simonis 《Journal of Science Teacher Education》1989,1(2):36-37

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Development of a Questionnaire to Measure the Level of Reflective Thinking     

David Kember  Doris Y. P. Leung  Alice Jones  Alice Yuen Loke  Jan McKay  Kit Sinclair 《Assessment & Evaluation in Higher Education》2000,25(4):381-395

Many courses aim to promote reflective thinking or reflection upon practice, but there is a scarcity of readily usable instruments to determine whether students engage in reflective thinking and, if so, to what extent. This paper reports the development and testing of such an instrument. To ensure validity, the constructs measured were derived from the extensive literature on reflective thinking, particularly the writing of Mezirow. A combination of the literature review and initial testing led to the development of a four-scale instrument measuring four constructs; habitual action, understanding, reflection and critical reflection. The final version of the instrument was tested with a sample of 303 students from eight classes of a health science faculty. The reliability of the scales was established by acceptable Cronbach alpha values. Confirmatory factor analysis showed a good fit to the proposed four-factor structure. Comparison of mean scores between the eight classes showed predicted significant differences on each of the four scales between undergraduate and postgraduate students.  相似文献   

What can we do?     

Doris Allen  Angela Collins 《Early Childhood Education Journal》1979,6(3):46-47

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