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[1]虽然还不到开车的年龄,迈克尔·吉普森已经在心中梦想着自己的汽车。但斯托高级中学的学生并不是在思考一辆保时捷汽车或宝马汽车是否能够更好地在佛蒙特州那使人愉悦弯曲迂回的道路以不宜说出口的速度行驶。不,他漂亮的车轮设计只有一个目的:帮助减轻全球气候变化问题。[2]公平地说,迈克尔有些额外动机。他与三位合伙人一起——一位来自美国,另外两个来自中国——已经进入了全球挑战竞赛,这是本地创立的一个提高美国学生数学和科学能力的竞赛活动。[3]在过去一学年的课程中,这个小组提出了一份长达30页的商业报告,设计了一辆在每个轮子… 相似文献
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Christine Bieri Buschor Christa Kappler Andrea Keck Frei Simone Berweger 《Gender and education》2014,26(7):743-758
The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'. 相似文献
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Anne Milatz Michael Glüer Elena Harwardt-Heinecke Gregor Kappler Lieselotte Ahnert 《Early childhood research quarterly》2014
The Student–Teacher Relationship Scale (STRS) is widely used for research in kindergarten and school. The increasing number of applications inside and outside of the U.S. stresses the need to investigate STRS properties, accordingly. The present study used the STRS in German-speaking countries, examining whether (a) the original factor structure is appropriate for a German version, (b) whether applications of a German STRS are invariant across contexts (kindergarten, first and second grade) as well as gender, and (c) whether construct and criterion validity are met. The original STRS was translated into German and filled out by 368 kindergarten and 503 elementary school teachers in Germany and Austria. Observations in kindergartens, student reports in schools, and teacher reports of students’ characteristics served as validity criteria. Results of confirmatory factor analyses (CFAs) did not confirm the original STRS factor structure. Subsequent exploratory factor analyses on training samples resulted in significant item reductions, followed by further CFAs on validation samples. The bootstrapped results yielded an adjusted three-factor model with subscales indicating satisfying alphas and invariance across context and gender. Construct and criterion validity were met for all subscales of the German STRS based on various criteria from both, observations and reports. 相似文献
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Christa E. Poparad 《The Reference Librarian》2013,54(2):83-92
Once widely accepted as a librarian-staffed research hub in academic libraries, the reference desk has become a source of wide-ranging debate. Desks have been reconfigured, combined, and in some cases eliminated. In many libraries, the traditional Reference Desk has evolved into the Information Desk to provide immediate answers to preliminary research and computing questions at a visible service point. In its new incarnation, some have questioned the necessity of librarian service at the desk. However, although transaction content has changed over the years, librarians continue to be indispensable at the desk, providing instruction and ensuring consistent, patron-centered service to meet users’ immediate needs. 相似文献