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We use the 2003 National Survey of College Graduates to provide the first estimates of the effect on earnings of having a double major. Overall, double majoring increases earnings by 2.3% relative to having a single major among college graduates without graduate degrees. Most of the gains from having a double major come from choosing fields across two different major categories. Graduates who combine an arts, humanities or social science major with a major in business, engineering, science or math have returns 7–50% higher than graduates with a single major in arts, humanities or social science. But such double major combinations have returns no higher than single majors in business, engineering, science or math. Majors combining business and science or math have returns more than 50% greater than the returns to having a single major in these fields. 相似文献
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This study describes teachers’ experiences in a preschool professional learning community (PLC) in order to gain understanding of the role of documentation in group learning. A central underlying assumption of PLCs is that teacher learning involves talking with colleagues about teaching and grappling with the issues embodied in everyday classroom life. We utilized a qualitative case study design in order to emphasize the situated and contextual nature of teachers’ professional learning in context. Data sources included the following: observations of PLC sessions, interviews with participating teachers, and the classroom documentation teachers shared during the sessions. We found that the incorporation of documentation in the PLC made implicit assumptions about children visible in order to be scrutinized. In addition, the teachers’ reflections on the documentation highlighted conflicting notions about teaching as either technical practice or inquiry. In contrast to traditional delivery approaches to teacher learning, we argue that PLCs focused on documentation encourage teachers to problematize practice rather than simplify it. The process of reflecting on children’s work made shifts in thinking about the nature of teaching possible. 相似文献
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Jolyn Hersch 《Scientific Studies of Reading》2013,17(3):240-262
This research investigated whether spelling ability, an index of precise lexical representations, predicts the balance between bottom-up and top-down processing in online sentence processing among skilled readers, over and above contributions of reading ability, vocabulary, and working memory. The results showed that the combination of superior reading and spelling was associated with more accurate report of rapidly presented sentences and that spelling uniquely predicted reduced reliance on context to identify words. These findings support the lexical quality hypothesis by demonstrating that individual differences in the reading strategies used by skilled readers reflect differences in the precision of their lexical representations. 相似文献
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Jolyn Blank 《Early Childhood Education Journal》2009,36(4):373-380
This article presents findings from a qualitative case study of a public early childhood education center whose motto, the
familiar African proverb “It takes a village to raise a child,” reflects the emphasis given to teacher community in the official
school discourse. The meanings teachers gave to professional community were investigated. Interviews and observations were
conducted at the school over a period of 12 months. Data analysis revealed an inherent tension between community ethos and
personal autonomy. These findings suggest that professional teaching community is complex and contradictory, and that explicitly
addressing the tension between community and autonomy would enhance teacher education and professional development. 相似文献