排序方式： 共有58条查询结果，搜索用时 15 毫秒
41.
42.
Marcela Ramos Arellano 《Compare》2017,47(6):925-941
AbstractThis paper sought to shed light on the beliefs, aspirations and values in relation to education that shape parental ways of involvement among Chilean urban lower-middle-class parents. Using the capability approach as the main theoretical framework and a critical epistemology, the discussion focuses on the way in which the pre-eminence of instrumental and positional dimensions of education arguably places limitations on how education is understood and valued; sets boundaries for parental involvement and overloads families. This situation ultimately diminishes the power of education to disrupt intergenerational cycles of disadvantage among Chilean urban lower-middle-class families. 相似文献
43.
44.
Marcela Pozas Verena Letzel Christoph Schneider 《Journal of Research in Special Educational Needs》2020,20(3):217-230
Given the increasing diversity of the student body, teachers are called to appropriately address students’ various learning needs by means of differentiated instruction (DI). However, empirical research has yielded mixed evidence on teachers’ reported use of DI. Using nationally representative data from the National Educational Panel Study in Germany, this article aimed to explore German (as native language) and Mathematics teachers’ use of DI practices. In addition, this study took into consideration contextual factors, such as school track, and investigated the impact of teachers’ constructivist beliefs on their DI implementation. Results from a mixed analysis of covariance indicated that teachers occasionally implement DI practices. Furthermore, between‐subject effects reported differences across school tracks. It appears that advanced secondary school teachers implement less often DI practices. The covariate of teachers’ constructivist beliefs was also positively linked to overall teachers’ implementation of DI. Implications of the results, as well as further lines of research are discussed. 相似文献
45.
Andrea Te&#x;ija Kuna Milena Hanek Ines Vukasovi&#x; Nora Nikolac Gabaj Valentina Vidranski Ivana &#x;elap Marijana Miler Nevenka Stan
in Brankica &#x;imac Marcela
ivkovi&#x; Marko
arak Marta Kmet Marijana Jovanovi&#x; Sanja Tadinac Sandra &#x;upraha Goreta Josipa Peri&#x;a Ivan &#x;amija Mario &#x;tefanovi&#x; 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
IntroductionSevere acute respiratory syndrome coronavirus 2 (SARS-CoV-2) serological tests have been suggested as an additional diagnostic tool in highly suspected cases with a negative molecular test and determination of seroprevalence in population. We compared the diagnostic performance of eight commercial serological assays for IgA, IgM, and IgG antibodies to the SARS-CoV-2 virus.Materials and methodsThe comparison study was performed on a total of 76 serum samples: 30 SARS-CoV-2 polymerase chain reaction (PCR)-negative and 46 SARS-CoV-2 PCR-positive patients with asymptomatic to severe disease and symptoms duration from 3-30 days. The study included: three rapid lateral flow immunochromatographic assays (LFIC), two enzyme-linked immunosorbent assays (ELISA), and three chemiluminescence immunoassays (CLIA).ResultsAgreement between IgM assays were minimal to moderate (kappa 0.26 to 0.63) and for IgG moderate to excellent (kappa 0.72 to 0.92). Sensitivities improved with > 10 days of symptoms and were: 30% to 89% for IgM; 89% to 100% for IgG; 96% for IgA; 100% for IgA/IgM combination; 96% for total antibodies. Overall specificities were: 90% to 100% for IgM; 85% to 100% for IgG; 90% for IgA; 70% for IgA/IgM combination; 100% for total antibodies. Diagnostic accuracy for IgG ELISA and CIA assays were excellent (AUC ≥ 0.90), without significant difference. IgA showed significantly better diagnostic accuracy than IgM (P < 0.001).ConclusionThere is high variability between IgM assays independently of the assay format, while IgG assays showed moderate to perfect agreement. The appropriate time for testing is crucial for the proper immunity investigation. 相似文献
46.
47.
Patrick Löffler Marcela Pozas Alexander Kauertz 《International Journal of Science Education》2013,35(16):1935-1956
ABSTRACTIn science education, context-based learning is mostly based on problem-oriented tasks [Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976]. Therefore, a relevant question is, how do students integrate the information given in the task into their problem-solving process? The basic assumption is that there is a transition from the situation described in the task to a science model needed to solve the problem [Mestre, J. (2002). Probing adults’ conceptual understanding and transfer of learning via problem posing. Journal of Applied Developmental Psychology, 23(1), 9–50]. The transition needs to be described by parameters of the situation, the science model and the transition process itself. This investigation focuses on the influence of these three elements on the problem-solving process to understand variations in performance [Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370]) and the interaction with interest. Despite the large body of research on the mutual influence of context-based problem-solving and interest, research attempting to examine their interplay regarding performance is still lacking. We conducted a hierarchical regression analysis with 178 participants from German high-track schools to investigate three parameters with regard to their influence on affective variables and successful problem-solving: contextualisation of the situation described in the task; the complexity of the scientific model underlying the task; and transparency, which assesses whether and how the learner can identify this model [Löffler, P., & Kauertz, A. (2015). Modellanwendung in kontextualisierten Problemlöseaufgaben [Applying models in contextualised problem solving tasks]. In S. Bernholt (Ed.), Heterogenität und Diversität - Vielfalt der Voraussetzungen im naturwissenschaftlichen Unterricht (Vol. 35, pp. 648–650). Kiel: IPN; Durik, A., & Harackiewicz, J. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99(3), 597–610)]. Our findings suggest that these parameters have different effects on how interest is triggered and maintained. Aspects of transparency exhibit small effects on successful problem-solving processes. The results support the assumption that the transition process is the main aspect of context-based problem-solving and can therefore be operationalised as the use of elements of the scientific model in students’ statements. Surprisingly, the usage of such elements cannot be sufficiently explained by pre-knowledge or cognitive abilities. 相似文献
48.
Marcela Batistič Zorec 《欧洲教育》2013,45(2):154-168
This article presents part of the research performed in a project from 2008 to 2013, regarding the introduction of the Reggio Emilia approach to Slovene preschool educators. The study’s aim was to recognize the possible influence of the training—from 2009 to 2011—in this project on educators’ viewpoints and the promotion of children’s participation in practice. We believe that a potential reform of the Slovene national curriculum should establish the participation of children as one of its key principles. It seems that the two-year intensive training of educators, followed by projects in preschool practice, has been a successful step in this direction. 相似文献
49.
Marcela Munera William Bertucci Sebastien Duc Xavier Chiementin 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(4):409-428
Whole body vibration (WBV) is used as a training method but its physical risk is not yet clear. Hence, the aim of this study is to assess the exposure to WBV by a measure of acceleration at the lower limb under dynamic and static postural conditions. The hypothesis of this paper is that this assessment is influenced by the frequency, position, and movement of the body. Fifteen healthy males are exposed to vertical sinusoidal vibration at different frequencies (20–60 Hz), while adopting three different static postures (knee extension angle: 180°, 120° and 90°) or performing a dynamic half-squat exercise. Accelerations at input source and at three joints of the lower limb (ankle, knee, and hip) are measured using skin-mounted accelerometers. Acceleration values (g) in static conditions show a decrease in the vibrational dose when it is measured at a more proximal location in the lower extremity. The results of the performed statistical test show statistically significant differences (p < 0.05) in the transmissibility values caused by the frequency, the position, and to the presence of the movement and its direction at the different conditions. The results confirm the initial hypothesis and justify the importance of a vibration assessment in dynamic conditions. 相似文献
50.
Paul Cobb Terry Wood Erna Yackel Marcela Perlwitz 《Educational Studies in Mathematics》1992,23(5):483-504
Five second-grade classes in two schools participated in a project that was generally compatible with a constructivist theory of knowing. At the end of the school year, the students in these classes and their peers in six non-project classes in the same schools were assigned to ten textbook-based third-grade classes on the basis of reading scores. The two groups of students were compared at the end of the third-grade year on a standardized achievement test and on instruments designed to assess their conceptual development in arithmetic, their personal goals in mathematics, and their beliefs about reasons for success in mathematics. The levels of computation performance on familiar textbook tasks were comparable, but former project students had attained more advanced levels of conceptual understanding. In addition, they held stronger beliefs about the importance of working hard and being interested in mathematics, and about understanding and collaborating. Further, they attributed less importance to conforming to the solution methods of others. 相似文献