Studying reading during writing: new perspectives in research     

?sa Wengelin  Mari?lle Leijten  Luuk Van Waes 《Reading and writing》2010,23(7):735-742

  相似文献   

交相辉映的明信片式门券     

尕丁 《收藏》2008,(3):138-140

大陆的明信片式门券 20世纪90年代企业金卡（广告邮资明信片）的必起,刺激并拓展了邮资明信片服务于广告宣传的巨大市场。国家邮政局90年代后期发行了“玫瑰”“牡丹”邮资图普通邮资明信片（邮资60分）。根据邮电部1998年123号文件精神,可以利用其代企业发布广告。下是大陆许多地方邮电部门纷纷以这些邮资片为母体,在片上加印图案,使之成为一种特殊的广告邮资“加印片”。  相似文献   

悟入石径 真趣绵长——灵璧奇石赏藏     

尕丁 《收藏》2007,(9):136-137

水无石不澈，山无石不雄，城无石不古，殿无石不华，园无石不秀，庙无石不灵，斋无石不雅，人无石不安。  相似文献   

The Effect of Differential Motivation on IRT Linking          下载免费PDF全文

Marie‐Anne Mittelhaëuser  Anton A. Béguin  Klaas Sijtsma 《Journal of Educational Measurement》2015,52(3):339-358

The purpose of this study was to investigate whether simulated differential motivation between the stakes for operational tests and anchor items produces an invalid linking result if the Rasch model is used to link the operational tests. This was done for an external anchor design and a variation of a pretest design. The study also investigated whether a constrained mixture Rasch model could identify latent classes in such a way that one latent class represented high‐stakes responding while the other represented low‐stakes responding. The results indicated that for an external anchor design, the Rasch linking result was only biased when the motivation level differed between the subpopulations to which the anchor items were administered. However, the mixture Rasch model did not identify the classes representing low‐stakes and high‐stakes responding. When a pretest design was used to link the operational tests by means of a Rasch model, the linking result was found to be biased in each condition. Bias increased as percentage of students showing low‐stakes responding to the anchor items increased. The mixture Rasch model only identified the classes representing low‐stakes and high‐stakes responding under a limited number of conditions.  相似文献   

Supporting the professional development of teacher educators in a productive way     

Fer Boei  Jurriën Dengerink  Janneke Geursen  Quinta Kools  Bob Koster  Mieke Lunenberg 《师资教育杂志》2015,41(4):351-368

This study reports on what 13 teacher educators going through a procedure to become registered as a teacher educator in 2011–2012 learned, what goals they formulated for their further professional development and what activities they planned to achieve these goals. The methods used in this study are mainly the same as were used at the time the first cohort went through the registration procedure in 2002. The 2012 cohort participated in a supportive programme, whereas the 2002 cohort did not. This enables a comparison of the results of both studies and thus some insight into the possible benefits of integrating a registration procedure with a supportive programme for the professional development of teacher educators.  相似文献   

Neural Correlates of Self and Its Interaction With Memory in Healthy Adolescents          下载免费PDF全文

Fanny Dégeilh  Bérengère Guillery‐Girard  Jacques Dayan  Malo Gaubert  Gaël Chételat  Pierre‐Jean Egler  Jean‐Marc Baleyte  Francis Eustache  Armelle Viard 《Child development》2015,86(6):1966-1983

Adolescence is marked by the development of personal identity and is associated with structural and functional changes in brain regions associated with Self processing. Yet, little is known about the neural correlates of self‐reference processing and self‐reference effect in adolescents. This functional magnetic resonance imaging study consists of a self‐reference paradigm followed by a recognition test proposed to 30 healthy adolescents aged 13–18 years old. Results showed that the rostral anterior cingulate cortex is specifically involved in self‐reference processing and that this specialization develops gradually from 13 to 18 years old. The self‐reference effect is associated with increased brain activation changes during encoding, suggesting that the beneficial effect of Self on memory may occur at encoding of self‐referential information, rather than at retrieval.  相似文献   

The Joinville School and the Institutionalization of a French-Style Physical Education, 1852–1939     

Jean Saint-Martin  Michaël Attali 《国际体育史杂志》2015,32(6):740-753

Since the mid-nineteenth century, the Joinville School in France has worked to promote an innovative method of physical education, the French method, which was strongly marked by ideological and geopolitical challenges. Most of the French actors, whether they be military, doctors, scientists, or teachers, fought to defend France on the move. Physical education and its scholastic responsibility thus represented an original means to serve the national community and to give the country the necessary influence it required on the political and cultural international scene. If during the Second Empire, the Joinville School participated in the development of the physical instruction of French troops, during the third Republic, this officers' training school expanded the promotion of its method for physical education in schools. Among the challenges of this strategy, the actors for French physical education were faced with the organization of a common national teaching method as additional support for the promotion of a method that bore the mark of an eclectic philosophy. Until World War II, the Joinville School was a center for innovation that would spread practical physical education throughout France and Europe.  相似文献   

Current Developments in Community College Performance Funding     

Mark M. D'Amico  Janice N. Friedel  Stephen G. Katsinas  Zoë M. Thornton 《Community College Journal of Research & Practice》2014,38(2-3):231-241

Since the initiation of performance funding in Tennessee in the late 1970s, approximately 30 states have, at some point, attempted a funding model that includes performance on a set of indicators. The purpose of the present study was to capture the current status of performance funding in public statewide community college systems and to assess which performance indicators were collected at the state level. Data were obtained through the 2012 Survey of Finance and Access Issues conducted by the Education Policy Center at the University of Alabama. The survey was administered to the National Council of State Directors of Community Colleges, and 50 responses were obtained from 49 states. Not every survey respondent answered each survey item. Findings showed that 19 states used performance funding for community colleges, with six of those states allocating at least 10% of state funds based on performance. An analysis of indicators captured at the state level (not exclusively for performance funding) showed a decline of emphasis on process indicators and greater emphasis on outputs. The performance-based distribution of base funding and the inclusion of output measures that capture intermediate indicators of success are consistent with the principles of Performance Funding 2.0, a new form of performance funding recently discussed in the literature. Future research should include tracking the current findings over time and expanding the existing literature on whether performance funding influences outcomes.  相似文献   

Separation of platelets from other blood cells in continuous-flow by dielectrophoresis field-flow-fractionation     

Piacentini N  Mernier G  Tornay R  Renaud P 《Biomicrofluidics》2011,5(3):34122-341228

We present a microfluidic device capable of separating platelets from other blood cells in continuous flow using dielectrophoresis field-flow-fractionation. The use of hydrodynamic focusing in combination with the application of a dielectrophoretic force allows the separation of platelets from red blood cells due to their size difference. The theoretical cell trajectory has been calculated by numerical simulations of the electrical field and flow speed, and is in agreement with the experimental results. The proposed device uses the so-called "liquid electrodes" design and can be used with low applied voltages, as low as 10 V(pp). The obtained separation is very efficient, the device being able to achieve a very high purity of platelets of 98.8% with less than 2% cell loss. Its low-voltage operation makes it particularly suitable for point-of-care applications. It could further be used for the separation of other cell types based on their size difference, as well as in combination with other sorting techniques to separate multiple cell populations from each other.  相似文献   

The harmful aspect of teacher conditional support on students’ self-perception of school competence     

Marine Hascoët  Pascal Pansu  Thèrèse Bouffard  Nadia Leroy 《European Journal of Psychology of Education - EJPE》2018,33(4):615-628

When children perceive a conditional support, they only feel loved and encouraged for their ability to meet others’ standards. This may lead them to develop high sensitivity to errors and anxiety and low perception of competence. In this study, we examined the relationship between the perceived conditional support from teacher and children’s self-perception of school competence. We tested the mediating effect of sensitivity to errors and test anxiety in the relationship between teacher conditional support and children’s perception of school competence. Participants were 524 elementary school students (aged 9–10 years). The results showed that the greater the extent to which the children perceived conditional support from their teacher, the lower their self-perceived scholastic competence. They also confirm that this relationship was mediated by sensitivity to errors and test anxiety.  相似文献