Experiments on the strength of yellow pine     

R.H. Thurston 《Journal of The Franklin Institute》1880,110(3):157-163

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Efficiency of furnaces burning wet fuel: As determined by experiments on a large scale     

R.H. Thurston 《Journal of The Franklin Institute》1875,99(2):120-131

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Efficiency of furnaces burning wet fuel: As determined by experiments on a large scale     

R.H. Thurston 《Journal of The Franklin Institute》1875,99(1):49-59

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Book reviews     

Edelman  Hendrik  Hurst  Kenneth Thurston  Nugent  S. Georgia  Hitchcock  Joanna 《Publishing Research Quarterly》1986,2(2):88-91

Publishing Research Quarterly -  相似文献   

Philosophy of the multi-cylinder,or compound,engine; its theory and its limitations     

Robert H. Thurston 《Journal of The Franklin Institute》1890,129(1):59-68

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New Visuality in Art/Science: A Pedagogy of Connection for Cognitive Growth and Creativity     

Kathryn Grushka  Alice Hope  Neville Clement  Miranda Lawry  Andy Devine 《Peabody Journal of Education》2018,93(3):320-331

New visuality in art/science pedagogies challenges teachers to rethink their curriculum and the role of digital new media in facilitating conceptual thinking and the role of the creative representation of knowledge. Recent neuroscientific research on cognition, perception, memory, and emotion inform and provoke implications for 21st-century learning. Analysis of student artwork uncovers pedagogical challenges for teachers. Teachers use visual learning and its forms of higher process thinking to allow students to make cognitive connections with images, giving them the capacity to integrate concepts for the communication of art/science learning. Examples of student learning from years 3–5 and 15–17 illustrate these ideas.  相似文献   

The Networked Wilderness: Communicating in Early New England,by Cohen,M.     

Miranda J. Brady 《The Communication Review》2013,16(2):145-148

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Specific Learning Disabilities and the Portuguese Educational System     

Luís de Miranda Correia  Ana Paula Louo Martins 《Learning disabilities research & practice》2007,22(3):189-195

Although the Portuguese educational system advocates the accommodation of all students in regular schools, it has not adopted a coherent discourse that would contribute to meeting effectively the needs of students with specific learning disabilities (SLD). As such, the successive reorganizations of special education have resulted in uninformed decisions that have caused the education of students with SLD in Portugal to be, in many instances, detrimental to their academic and social growth. We describe the reality of SLD in Portugal, considering four main topics: (1) the establishment of the SLD concept, (2) the birth of a Portuguese definition of SLD, (3) the context of educational policy, and (4) the provision for students with SLD.  相似文献   

The contribution of school-related parental monitoring,self-determination,and self-efficacy to academic achievement     

Gaetana Affuso  Dario Bacchini  Maria Concetta Miranda 《The Journal of educational research》2017,110(5):565-574

The aim of this study was to examine the contribution of school-related parental monitoring (SR-PM), self-determined motivation, and academic self-efficacy to academic achievement across time. The authors hypothesized that SR-PM would affect academic achievement indirectly via its effects on self-determined motivation and academic self-efficacy beliefs. The participants were 501 adolescents (220 boys; 281 girls) in Grades 6 and 9 as well as their mothers and fathers. We carried out a 2-year, multi-informant study in which the authors assessed SR-PM (maternal and paternal reports), self-determined motivation and academic self-efficacy (self-report), and academic achievement (school records). The authors used structural equation model analysis to test the hypotheses. The analysis shows that SR-PM was positively associated with self-determined motivation and academic self-efficacy and that self-determined motivation and academic self-efficacy affected academic achievement. Furthermore, analyses of indirect effects showed that SR-PM influences academic achievement via its effects on self-determined motivation and academic self-efficacy.  相似文献   

The Temporality of Participation in School Science: Coordination of Teacher Control and the Pace of Students’ Participation     

Miranda Rocksén 《Scandinavian Journal of Educational Research》2017,61(4):377-393

This study investigates classroom organisation and interaction focusing on phases of activity. The detailed in-depth case study is based on video recordings of 1 science unit consisting of 11 lessons about biological evolution in a Swedish ninth-grade class (aged 15). The study illuminates the temporality of student participation as a fundamental and practical concern for the science teaching profession. Through multiple scale analysis an activity pattern and students' contrasting positions are identified. Movements of control and agency between teacher and students in small-groups provide opportunities for the teacher to coordinate the teaching and the pace of students' participation. The implications point to challenges involved in providing all students with the learning opportunities that participation in the school science discourse affords.  相似文献