Seven seasons in Aurukun: my unforgettable time at a remote Aboriginal school     

Greg Vass 《Discourse: Studies in the Cultural Politics of Education》2011,32(1):161-164

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Border Pedagogy Cafés: Grassroots Conversations That Matter     

Juan Necochea  Zulmara Cline 《The Educational forum》2013,77(3):245-259

This exploratory study uses qualitative methods to analyze the impact of conversations in the Border Pedagogy “Cafés” on more than 500 binational educators from the Tijuana/San Diego area on the U.S.–Mexico border. Four important themes emerged from the analysis that describe the impact of the cafés and offer a strong foundation on which to build a pedagogy for borderlands education that is unique and takes the contextual needs of the binational community into account.  相似文献   

Efficacy of a Reading Intervention for Middle School Students Identified with Learning Disabilities     

Wanzek J  Vaughn S  Roberts G  Fletcher JM 《Exceptional children》2011,78(1):73-87

This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15.  相似文献   

A typology of undergraduate students' conceptions of size and scale: Identifying and characterizing conceptual variation     

Su Swarat  Greg Light  Eun Jung Park  Denise Drane 《科学教学研究杂志》2011,48(5):512-533

The importance of “size and scale” in nanoscience and engineering has been recognized by both scientists and science educators. A solid understanding of this concept is key to the learning of nanoscience. Students, however, have been reported to have considerable difficulty grasping this concept; yet little is known regarding their state of understanding. To address this knowledge gap, we conducted a series of studies that were aimed at exploring the different ways students conceive of “size and scale” in the context of undergraduate nanoscience and engineering courses. Informed by Variation Theory of Learning (Marton and Booth, 1997), we identified four major categories (with two sub‐categories within each) of student conception—fragmented, linear, proportional, and logarithmic. These conception categories, together with the aspects of variation that characterize and distinguish them, are summarized in a typology. In addition to serving as a diagnostic tool to describe students' understanding, this typology can also be used to guide the development of instructional interventions that facilitate students to move toward a more sophisticated understanding of “size and scale.” © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 512–533, 2011  相似文献   

Mired in the shadows: quiet students in secondary schools     

Greg Thompson  James Bell 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):399-413

Quiet students are a feature of the organisation of secondary schools. Using qualitative methods and Deleuzean conceptualisations of modern subjectivity, this paper explores the ways that quiet students negotiate the terrain of their school. These negotiations often seem to produce a self that is trapped rather than a subject who seizes opportunities to be inventive, creative and experimental of their self. Understanding the faciality of quiet students provides opportunities to advance debate on how schools could encourage freer selves.  相似文献   

Electronic detection of dielectrophoretic forces exerted on particles flowing over interdigitated electrodes     

Nikolic-Jaric M  Romanuik SF  Ferrier GA  Cabel T  Salimi E  Levin DB  Bridges GE  Thomson DJ 《Biomicrofluidics》2012,6(2):24117-2411715

Dielectric particles flowing through a microfluidic channel over a set of coplanar electrodes can be simultaneously capacitively detected and dielectrophoretically (DEP) actuated when the high (1.45 GHz) and low (100 kHz–20 MHz) frequency electromagnetic fields are concurrently applied through the same set of electrodes. Assuming a simple model in which the only forces acting upon the particles are apparent gravity, hydrodynamic lift, DEP force, and fluid drag, actuated particle trajectories can be obtained as numerical solutions of the equations of motion. Numerically calculated changes of particle elevations resulting from the actuation simulated in this way agree with the corresponding elevation changes estimated from the electronic signatures generated by the experimentally actuated particles. This verifies the model and confirms the correlation between the DEP force and the electronic signature profile. It follows that the electronic signatures can be used to quantify the actuation that the dielectric particle experiences as it traverses the electrode region. Using this principle, particles with different dielectric properties can be effectively identified based exclusively on their signature profile. This approach was used to differentiate viable from non-viable yeast cells (Saccharomyces cerevisiae).  相似文献   

The relative effects of group size on reading progress of older students with reading difficulties   总被引：1，自引：0，他引：1  

Vaughn S  Wanzek J  Wexler J  Barth A  Cirino PT  Fletcher J  Romain M  Denton CA  Roberts G  Francis D 《Reading and writing》2010,23(8):931-956

This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group, and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh- and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis based on specific students’ needs (e.g., increased focus on comprehension or word study).  相似文献   

The Assessment of Special Educational Needs for Bilingual Children     

Tony Cline 《British Journal of Special Education》1998,25(4):159-163

Tony Cline, Professor of Educational Psychology at the University of Luton and Chair of the Editorial Board of NASEN Journals, examines the challenges that face those involved in the assessment of the special educational needs of children for whom English is an additional language. He rejects some notions of the ideal that have stood in the way of achievable good practice and argues for a closer look at the learning environments in which children are placed.  相似文献   

The evolution of Web‐based peer‐review systems     

Greg TANANBAUM  Lyndon HOLMES 《Learned Publishing》2008,21(4):300-306

Web‐based peer‐review systems are ubiquitous within scholarly publishing today, providing valuable efficiencies for authors, editors, and referees. These systems are the result of a general evolution from paper‐based workflows to electronic processes that began in the 1970s. DOS‐based systems paved the way for Windows desktop systems and, in the mid‐1990s, Web‐based peer review. Governmental, academic, and commercial stakeholders all participated in advancing the state of peer review by experimenting with different technologies, workflows, and features. These experiments have coalesced into a new steady state in which Web‐based peer‐review systems are the norm, and in which continued evolution tends to focus on incremental improvements to traditional workflow.  相似文献   

Structure and style in career decision making     

Linda Kortas  Greg J. Neimeyer  Shawn Prichard 《Journal of Career Development》1992,18(3):199-213

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