Visual Attention to Global and Local Stimulus Properties in 6‐Month‐Old Infants: Individual Differences and Event‐Related Potentials     

Maggie W. Guy  Greg D. Reynolds  Dantong Zhang 《Child development》2013,84(4):1392-1406

Event‐related potentials (ERPs) were utilized in an investigation of 21 six‐month‐olds’ attention to and processing of global and local properties of hierarchical patterns. Overall, infants demonstrated an advantage for processing the overall configuration (i.e., global properties) of local features of hierarchical patterns; however, processing advantages were found to vary based on individual differences in look duration. Short‐looking infants showed differences in the negative central ERP component and the late slow wave (LSW) indicating greater attention to and discrimination of changes in global properties. Analysis of the LSW revealed that long‐looking infants discriminated changes in local features, but did not discriminate changes in global properties of visual stimuli. These findings indicate that short‐ and long‐looking infants utilize different approaches when processing hierarchical patterns.  相似文献   

A Mothers Thoughts on Bullying,Failure and One Special Needs Child     

Barri Wade  Maggie Moore 《Pastoral Care in Education》2013,31(2):23-27

In Hong Kong the secondary school curriculum has long been criticized for its heavy emphasis on academic performance and examination-oriented approaches to subject learning. As a consequence, pupils in Hong Kong only possess knowledge and skills that could carry them through examinations. They lack qualities and dispositions as well as related skills and understandings which will help them to make sense of this complicated society. It is noted that time has come for a reflection of the secondary curriculum and this article argues for the introduction of Personal and Social Education in secondary schools in Hong Kong which can bring relevance, breath, and balance to the curriculum from three aspects – aims of education, change in society, and nature of work.  相似文献   

Towards good teaching by correspondence   总被引：2，自引：2，他引：0  

Sue Cole  Maggie Coats  Helen Lentell 《Open Learning》2013,28(1):16-22

The work of tutors, in receiving, considering, teaching, assessing and returning the written work of students is exceptionally important in the Open University. Teaching by correspondence is central and personal in Open University teaching. Haifa million assignments are exchanged between students and tutors every year. Apart from a small number of introductory training documents, the latest of which is Teaching for the Open University, little has been written and made nationally available on this essential element of Open University pedagogy. This paper is drafted by two Tutors and a Staff Tutor in the East Midlands, Sue Cole, Maggie Coats and Helen Lentell respectively..  相似文献   

生活惯用语(一)     

Maggie 《初中生》2001,(13)

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Archival Arrangement and Description     

Maggie Shapley 《档案与原稿》2013,41(3):216-217

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Happy Birthday(生日快乐)     

Maggie 《初中生》2001,(25)

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Measuring Thinking Skills Through Classroom Assessment     

Richard J. Stiggins  Maggie Miller Griswold  Karen Reed Wikelund 《Journal of Educational Measurement》1989,26(3):233-246

The classroom assessment procedures o f 36 teachers in grades 2 to 12 were studied in depth to determine the extent to which they measure students" higher order thinking skills in mathematics, science, social studies, and language arts. A wide variety o f assessment documents were analyzed, teachers were observed asking oral questions in their classrooms, and each teacher was interviewed. The results revealed that paper-and-pencil assessment documents were dominated by recall questions across all grade levels. However, inference was assessed also, especially in mathematics. Oral questions tended to tap recall too, with analysis and inference reflected to some extent. Across grades, subjects, and forms o f assessment, comparison and evaluation questions were rare. Although these teachers had been trained to teach thinking skills to some extent, they were less often trained to assess such skills. Those who were trained tended to ask a higher proportion o f thinking skills questions than those who were not. The training implications o f the results are discussed.  相似文献   

Editorial introduction: BJET special issue on best practice or situated action: the organization of technology enhanced learning     

Maggie McPherson  Andrew Whitworth 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(3):411-421

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Carnival in the Curriculum     

Steve Herne  Celia Burgess‐Macey  Maggie Rogers 《The International Journal of Art & Design Education》2008,27(3):264-278

This article focuses on a carnival in the curriculum project designed to revitalise the arts in the experience of students in Higher Education preparing to become primary school teachers. It argues the relevance of a combined arts or trans‐disciplinary artform in the remit of a visual arts education journal and explores carnival as a complex, inclusive, multifaceted and multidimensional cultural practice with deep historical and social roots. It locates carnival within theory and the debate about the arts in schools in the UK from the early 1980s. Drawing on the analysis of interviews with students and teachers in carnival project schools, issues and themes such as student involvement, creativity, artists in schools, and cross‐curricular learning are explored, concluding that carnival in the curriculum provides an opportunity for agency within the regulated official curriculum.  相似文献   

Malcolm Fraser: Guide to Archives of Australia’s Prime Ministers     

Maggie Shapley 《档案与原稿》2014,42(1):105-107

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