Effect of foster care on young children's language learning     

Windsor J  Benigno JP  Wing CA  Carroll PJ  Koga SF  Nelson CA  Fox NA  Zeanah CH 《Child development》2011,82(4):1040-1046

This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill.  相似文献   

The views of Pasifika students in New Zealand about communicating mathematically     

Sashi Sharma  Jenny Young-Loveridge  Merilyn Taylor  Ngärewa Häwera 《Asia Pacific Journal of Education》2011,31(4):503-519

This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century.  相似文献   

少数民族科普工作运行模式及其效果评价——基于延边朝鲜族自治州四县(市)科普工作调查   总被引：1，自引：0，他引：1  

卢敏  朱秀哲  梁顺  李云方  李玉 《科技管理研究》2011,31(7)

从延边朝鲜族自治州的8个县(市)中抽选4个作为调研点,采用关键人物访谈法、参与式观察法对四个县市的科普工作运行状况进行研究,总结该州科普工作运行的主要模式,并对其运行效果进行评价.提出自上而下开展的科普工作,科普培训者与科普对象具有不同的知识体系和认知能力,二者在缺乏有效沟通前提下,在科普信息传递过程,存在信息编码和信息解码困难等现象,影响科普工作的成效.而构建以科普对象需求为导向的科普工作运作体系,能够在资源短缺的条件下,提高科普工作的成效.  相似文献   

基于社会复杂网络的学科交叉研究     

张洪磊  魏建香  杜振东  刘向  严顺  冯泽  李晓迪  冯学风 《情报杂志》2011,(10)

利用社会网络分析方法和Ucinet工具,对情报学与计算机科学两个学科近10年来国内核心期刊文献进行学科交叉实证研究。构建基于引用关系的作者网络与文献网络并深入探讨两个学科研究的交叉关系。  相似文献   

数字化实验与高中物理教学的关系简介     

孙顺 《科教文汇》2011,(27):115-115

现行《普通高中·物理课程标准》明确指出：“重视将信息技术应用到物理实验室．加快中学物理实验软件的开发和应用,诸如通过计算机实时测量、处理实验数据、分析实验结果等。”本文简单地介绍数字化实验系统及其在中学物理教学中的应用,希望能够与广大同仁共同学习。  相似文献   

顶管工程润滑泥浆性质研究     

许四法  娄可栋  蔡舜  张海涛  许鸿基  江思涵  李彧 《科技通报》2021,37(9):64-68

顶管机在顶进过程中受到管节与土之间的摩擦力,泥浆性质直接影响管节表面的摩擦力.本文通过调整泥浆液中膨润土及增稠剂的掺量,采用流变仪分析计算了宾汉方程与幂律方程的4个参数及漏斗粘度.结果 表明:当膨润土的掺量在8％～12％时,泥浆的流变性能较为适合;膨润土和CMC含量增加,泥浆变浓稠内摩擦增大,易形成网状结构,因此动切力增大,尤其当膨润土和CMC掺量在较高水平时,这一现象更为显著;流性指数随膨润土含量增高而降低;稠度系数会随膨润土含量提升而增大;膨润土及CMC掺量增加会使漏斗粘度上升.  相似文献   

额外补充蛋白营养对小白鼠力竭运动的影响     

徐丹  李顺  唐立刚 《德州学院学报》2014,(6):59-62

目的:研究牛奶和鸡蛋对运动能力的影响,探讨牛奶和鸡蛋对运动疲劳恢复影响的可能机制.方法:将普通成体雄性ICR小白鼠(18只)随机均分对照组(CG)、额外补充牛奶组(MG),额外补充鸡蛋组(EG);采用10d递增负荷的游泳运动方式使小白鼠力竭.分析牛奶与鸡蛋对小白鼠力竭运动后血糖、血红蛋白(Hb)、血肌酐(CRE)含量影响及体重变化,记录力竭时间、观察行为状态.结果:与实验前比较,各组小鼠实验后血糖、血红蛋白(Hb)浓度下降,血肌酐(CRE)浓度上升;两实验组小鼠体重增加均显著高于CG组;两实验组与CG相比,运动时间显著延长.结论:小鼠运动疲劳后,机体出现各种疲劳指标的变化,额外补充牛奶和鸡蛋可以减少这些疲劳指标的改变.可能是通过增加糖储备来提高运动能力,保证机体在长时间运动时的能量来源;减缓运动过程中对蛋白质的过度利用;增加体内磷酸肌酸的贮备,提高磷酸肌酸的代谢能力等方面缓解运动疲劳的,尚待进一步研究.  相似文献   

职业需求视角下的成人英语教材探析     

王星河  李顺清  倪芳 《连云港职业技术学院学报》2014,(2):83-87

依据职业需求分析的理论,探讨了目前成人英语教材中存在的问题：难易度不适宜;无成教特色;缺乏实用性;教材配套资源缺乏;练习设计不合理等.这些问题导致了成人英语教学质量无法满足学员的职业需求.针对这些问题,提出了有关成人英语教材改革的建议,希望对成人英语教材的开发与建设有所帮助.  相似文献   

Student learning performance in online collaborative learning     

Ng  Peggy M. L.  Chan  Jason K. Y.  Lit  Kam Kong 《Education and Information Technologies》2022,27(6):8129-8145

Education and Information Technologies - Online collaborative learning (OCL) has received significant attention, but the ultimate goal of adopting OCL is neglected, especially in higher education...  相似文献   

The Home Literacy Environment and Preschool Children's Reading Skills and Interest     

Lay See Yeo  Winston W. Ong  Charis M. Ng 《Early education and development》2014,25(6):791-814

Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed.  相似文献