Surgical Intervention: Critiquing the Representation of Breast Cancer Surgery in US Women's Magazines     

Julia M. Mason 《Journal of American culture (Malden, Mass. : 2003)》2013,36(4):312-322

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查尔斯·达尔文对我一生的影响     

Roger Mason 《中国地质教育》2009,(2):16-17

在庆祝查尔斯·达尔文诞辰200周年之际，笔者回忆了人生道路上达尔文先生的思想对自己职业生涯的影响，以此来纪念这位伟大的人物。  相似文献   

Electron scattering from complex nuclei,parts A and B : by Herbert Überall. Part A, 467 pages,diagrams, 6 × 9 in. Part B, 869 pages,diagrams, 6 × 9 in. New York,Academic Press, 1971. Price Part A, $24.00, Part B, $21.00 (approx. £9·25 and £8·10).     

Mason R. Yearian 《Journal of The Franklin Institute》1973,295(4):348-350

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Applying a connectionist description of feedback timing     

Roy B. Clariana  Daren Wagner  Lucia C. Roher Murphy 《Educational technology research and development : ETR & D》2000,48(3):5-22

This investigation considers the effects of feedback on memory with an emphasis on retention of initial error responses. Based on a connectionist model (Clariana, 1999a), this study hypothesized that delayed-retention memory of initial lesson responses would be greater for delayed feedback compared to immediate feedback, that feedback effects will be greatest with difficult items, and that there would be a disordinal interaction of feedback timing and item difficulty. High school students (n = 52) completed a computer-based lesson with either delayed feedback, single-try immediate feedback, or multiple-try immediate feedback. There was a significant difference for type of feedback, with retention test memory of initial lesson responses greater under delayed feedback than under immediate feedback. Also, instructional feedback effects varied depending on lesson item difficulty. The findings indicate that a connectionist model can explain instructional feedback effects.  相似文献   

Letter from Editor     

Linda H. Mason  Kalin Stewart  D. Paul Haspel 《Learning disabilities research & practice》2017,32(4):205-206

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Rootless Reforms? State Takeovers and School Governance in Detroit and Memphis     

Mary L. Mason 《Peabody Journal of Education》2017,92(1):64-75

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Navigating across academic contexts: Campo and Angolan students in a Brazilian university     

Maria Lucia Castanheira  Brian V. Street  Gilcinei Teodoro Carvalho 《Pedagogies: An International Journal》2015,10(1):70-85

This paper draws on the Academic Literacies approach to examine tutor/student relations in the production of academic texts. We address issues associated with learning to write in such contexts, through exploring the perspectives of two groups of non-traditional students as they reflect on their experiences in navigating educational contexts in a Brazilian public university. The term non-traditional is used here to refer to students from social groups whose previous generation had no, or very limited, access to university. In order to explore the “hidden features” of the contextualized nature of academic writing, we present two cases: students from Angola and from Campo, both groups not traditionally represented in Brazilian universities. We explored the development of writing in academic contexts by examining tensions identified by these students and their tutors/teachers as they engaged with academic literacies.  相似文献   

Disability Equality in the Classroom‐a human rights issue     

Micheline Mason 《Gender and education》1990,2(3):363-366

The author argues that disabled women are kept out of the mainstream of education by the design and lack of representation on decision‐making bodies. A project in Surrey, a model of good practice, is described, where resources were attracted to disabled women's needs.  相似文献   

New threats to blacks: brain surgery to control behavior     

Mason BJ 《Ebony》1973,28(4):62+

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Analogical encoding with and without instructions for case comparison of scientific phenomena     

Lucia Mason  Maria Caterina Tornatora 《教育心理学》2016,36(2):391-412

The study aimed to extend current research on conditions that better support analogical encoding through mutual alignment. We focused on two variables that have not been examined independently in previous studies: the joint presentations of two cases of a scientific phenomenon and the explicit instructions for comparison. One hundred and sixty-five 5th graders and one hundred and sixty-eight 7th graders were presented with two pairs of scenarios, one about heat flow and the other about the state change of matter. Participants were randomly assigned to three conditions: sequential presentation of scenarios, joint presentation of scenarios and joint presentation of scenarios with explicit instructions to compare analogically. Results show that for both pairs of scenarios, analogical encoding was promoted more in the condition of joint presentation of scenarios with instructions for comparison. In addition, 7th graders benefited more from this condition than 5th graders.  相似文献