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Academic libraries are one of the most important sources of “on the job” training for future library instructors. Librarians who supervise and assess these future library instructors (often in graduate assistant positions) often choose to provide observations and feedback each semester to these instructors in training. Scholarly literature, however, provides little information on whether this system helps graduate assistants to develop as teachers. The authors of this article assessed graduate assistants’ performance as teachers over three semesters using a system of observation and self-assessment. They analyzed both patterns and areas of growth and discuss the strengths and weaknesses of this system. 相似文献
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网络虚拟实验中二进制数据的XML传输方法 总被引：1，自引：0，他引：1
网络虚拟实验中二进制数据的XML直接传输方法存在节点数目多,解析困难,不利于网络传输等问题.针对上述情况,采用XML的CDATA域封装的方法对二进制数据进行传输.为了解决由ASCII字符引起的语法错误以及CDATA域的异常结束问题,通过Base 64编码技术对二进制数据进行处理.通过一个虚实结合的球杆系统网络虚拟实验对上述方法进行了验证. 相似文献
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Two studies investigated 4- to 7-year-olds’ knowledge about pretending. In Study 1, children (N = 66) defined pretending and described examples of own and others’ pretending. In Study 2, children (N = 52) defined pretending and then completed a battery of measures that examined their understanding that pretending involved mental states. In Study 1, older children articulated more defining features of pretending than younger children. When describing how they or others pretended, children focused on action or appearance, regardless of whether they had included more defining features in their definitions of pretending. In Study 2, the more defining features children articulated, the better their performance on the battery. We discuss the implications of these data for the role of pretending in children's developing theory of mind. 相似文献
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The hypothesis that children develop an understanding of causal mechanisms was tested across 3 experiments. In Experiment 1 (N = 48), preschoolers had to choose as efficacious either a cause that had worked in the past, but was now disconnected from its effect, or a cause that had failed to work previously, but was now connected. Four-year-olds chose the now-connected cause more often than 3-year-olds. Experiment 2 (N = 16) showed 4-year-olds responded appropriately to an irrelevant modification in the same causal system. Experiment 3 (N = 24) demonstrated when the mechanism was batteries rather than connection, 3-year-olds could properly distinguish between relevant and irrelevant modifications. Together, these data suggest that understanding of specific causal mechanisms develops at different ages. 相似文献
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Teacher candidates train in an educational world that has changed dramatically. The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. After implementing a program‐wide support plan protocol and professional action plan tool, we examined the issues that signaled the need for intervention, the types of supports provided, and the resulting program decision. We captured staff perspectives regarding the effectiveness of the support plan protocol and conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today’s classrooms. 相似文献
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Sobel DM 《Child development》2004,75(3):704-729
This study investigated 3- and 4-year-old's understanding of the relationship between pretense and mental awareness. In Experiments 1 and 2, only a subset of 4-year-olds recognized that sleeping characters and characters ignorant of their appearance were not pretending. However, these experiments had certain linguistic demands, which potentially influenced performance. In Experiments 3, these demand characteristics were reduced; under these circumstances, 3- and 4-year-olds recognized that pretenders were aware of their actions or appearance. However, Experiment 4 showed that even using this modified procedure, 3- and 4-year-olds do not completely understand the relationship between pretense and awareness. These data support the hypotheses that by the age of 4, children have some, but not a complete, understanding of the relationship between pretense and mental awareness. 相似文献
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Robert Sobel's The Manipulators: America in the Media Age (New York: Doubleday, 1976---$9.95) Sidney Kraus and Dennis Davis's The Effects of Mass Communication on Political Behavior (University Park, Pa.: Pennsylvania State University Press, 1976---$16.50/7.95) 相似文献
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Detailed succession planning helps libraries pass information from one employee to the next. This is crucial in preparing for hiring, turnover, retirements, training of graduate teaching assistants in academic libraries, and other common situations. The authors of this article discuss succession planning for instruction programs in academic libraries. They provide strategies and tools for use and adaptation. 相似文献
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Because entrepreneurial activity is a key source of economic growth, promoting youth entrepreneurship has become a priority for policymakers. School choice programs force administrators and teachers to be more entrepreneurial in their jobs by encouraging innovation and by creating competition and a more business-like environment in K-12 education. Does going to school in this climate make students more likely to become entrepreneurs? In this paper we test whether youth entrepreneurship rates are higher in counties with school choice programs. We find that voucher programs create higher rates of youth entrepreneurship, while charter schools do not, relative to traditional public schools. 相似文献