School Context and Charter School Achievement: A Framework for Understanding the Performance “Black Box”   总被引：1，自引：1，他引：0  

Janelle Scott  Adriana Villavicencio 《Peabody Journal of Education》2013,88(2):227-243

This article explores the relationship between charter school racial composition, school environments, and student achievement. We offer an original framework for understanding school context and its influence on schooling outcomes. We conclude that policymakers could better attend to the persistent educational inequality that has shaped U.S. schooling if when designing school choice plans they took account of student racial composition even in a postdesegregation environment.  相似文献   

ASEM – the modern Silk Road: travelling ideas for education reforms and partnerships between Asia and Europe     

Que Anh Dang 《比较教育学》2013,49(1):107-119

Today the modern Silk Road between Asia and Europe is increasingly well-travelled in both directions by students, academics and policy makers. Over the last decade the European Union (EU) and the Association of South East Asian Nations (ASEAN) have been making more attempts to shape this route by creating an educational partnership through an inter-regional forum for regional cooperation and policy development: the Asia–Europe Meeting (ASEM). Beside economic and diplomatic relations, education has been receiving increasing attention since the 2000s and has become an important and strategic act of cooperation by ASEM education ministers. Higher education and lifelong learning are the main topics for the multi-level dialogues and exchanges of ideas between the two regions. This paper describes the emergence of this new inter-regional educational phenomenon and examines its characteristics by analysing the case of the 10-year-old ASEM Lifelong Learning Initiative. Furthermore, the paper argues that ASEM education cooperation carries characteristics of a cultural and associational process, an agenda-setting process, a policy transfer process, an instrument for intra-regional integration and building regional identity.  相似文献   

有机化学教学与环境保护     

阙邦骝 《昆明师范高等专科学校学报》2000,22(4):88-90

从提高环保意识的角度出发,对《有机化学》教学内容提出若干改进意见,并指出《有机化学》教材内容的取舍,应重视环保因素。  相似文献   

Best Practices for Journalistic Balance: Gatekeeping,Imbalance and the Fake News Era     

Janelle Benham 《Journalism Practice》2020,14(7):791-811

ABSTRACT

The concepts of balance and fairness are considered pillars for ethical journalism. However, balance is not clearly defined within the working profession, and more importantly, the construction of a balanced news story is often subjective to its creator and institution, leading to calls of imbalance by both the public and political figures. This study examines the construct of balance and if there is a connection between imbalance and fake news from the perspective of news journalists within the United States. Interviews with television journalists across the U.S. show the definition of balance is widely varied, with a need to expand beyond the traditional two-sides-of-the-story model; a recognition that the expanse of the Internet has created a force of un-vetted gatekeepers allowing for imbalanced reporting, and that the threat of fake news could seriously harm balanced journalism.  相似文献   

独立学院契约的合理设计与完善   总被引：1，自引：0，他引：1  

阙海宝 《中国高教研究》2006,(10):52-54

从根本上讲,独立学院的发展都是借助契约进行协调和激励的,其契约签订的过程,也是投资方与母体学校多次博弈的结果。为促进独立学院的可持续发展,必须对原有契约进行必要的修改与完善,规避法律、经济等各种风险,建立与现有社会经济制度环境相适应的契约制度。  相似文献   

Project Flip: A Project Management Case/Exercise Experience     

Janelle Heineke  Larry Meile  Linda Boardman Liu  Jane Davies 《Decision Sciences Journal of Innovative Education》2010,8(1):113-127

  相似文献   

闽台大学英语差异性与互补性研究     

阙诗涛 《鸡西大学学报》2015,(2):109-112

闽台大学英语教育的差异性体现在对学术英语教学的重视程度不同。目前,大陆高校大学英语课程仍然沿袭着以通用英语教学为主的传统教学模式,而台湾高校近年来则倡导以学术英语与通用英语相结合的新的教学模式。随着闽台联合培养项目的推广,两地的英语教育资源相互补充,教学模式相互借鉴,把英语教学与专业知识进行了有机结合,使学生在巩固英语基础的同时,增强了学术英语能力,做到学以致用,为大陆大学英语教改探试出一条新路。  相似文献   

基于公用电话网络的单片机控制家电系统设计     

吴却 《南宁师范高等专科学校学报》2010,(5):46-49

基于公用电话网络的远程控制系统以51系列单片机和MT8870双音多频解码集成电路为核心,通过电话实现对远程设备智能化控制,模拟主人在家场景及用户留言功能。使用该装置,客户在世界各地随时都能实现对家电开关远程控制,且设备成本低,具有较高的实用价值。  相似文献   

Influence of emotion on the control of low-level force production     

Naugle KM  Coombes SA  Cauraugh JH  Janelle CM 《Research quarterly for exercise and sport》2012,83(2):353-358

The accuracy and variability of a sustained low-level force contraction (2% of maximum voluntary contraction) was measured while participants viewed unpleasant, pleasant, and neutral images during a feedback occluded force control task. Exposure to pleasant and unpleasant images led to a relative increase in force production but did not alter the variability of force production compared to conditions in which participants viewed neutral images. Findings are discussed with respect to prior work, emphasizing arousal specific changes that emerge at low target force levels.  相似文献   

Implicit overcompensation: the influence of negative self-instructions on performance of a self-paced motor task   总被引：1，自引：0，他引：1  

de la Peña D  Murray NP  Janelle CM 《Journal of sports sciences》2008,26(12):1323-1331

According to Wegner's (1994) theory of ironic processes of mental control, self-instructions not to perform in a certain way, together with mental loads, can induce thoughts, emotions, and behaviours that are precisely the opposite of intention. Wegner's theory was tested against the implicit overcompensation hypothesis, which states that movement direction and magnitude are implicitly dictated by self-instruction, irrespective of load, promoting overcompensation of action. Two experiments were conducted using a golf-putting task. In Experiment 1, 48 participants were randomly assigned to one of four load conditions: cognitive, visual, auditory, and self-presentation/incentive. In the experimental trials, participants were instructed to make the putt, but it was emphasized that the putt should not be left short of the target. Following the instructional strategy, putts landed significantly longer than at baseline, irrespective of load. In Experiment 2, 36 participants were divided into one of three groups, without load, in which different instructional sets (control, not putting long, and not putting short) were emphasized. A significant interaction emerged, as participants putted significantly longer or shorter than controls depending on the instructional set given. Overall, our findings support the implicit overcompensation hypothesis. Theoretical and practical considerations are discussed.  相似文献