She Dreams of Nadia Comaneci November Afternoon     

Stratton Caldwell 《Quest (Human Kinetics)》2013,65(1)

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Ten Years’ Chinese-Canadian Collaboration in Undergraduate Education in Fujian Agriculture and Forestry University of China: Curriculum Development     

Songliang Wang  Claude Caldwell  Liqing Wei  Haiyan Su 《Frontiers of Education in China》2015,10(3):427-438

The Fujian Agriculture and Forestry University-Nova Scotia Agricultural College (FAFU-NSAC) 2 + 2 undergraduate program initiated in 2003 is a model for creative collaboration between China and Canada in undergraduate education. This paper addresses the achievements of the program development and highlights the process for successful curriculum development in the joint program. The authors also discuss some issues and challenges related to the Chinese-Canadian experience in undergraduate education, and propose some recommendations for further collaborations including: enlarging the scale of qualified programs; proposing a systematic baseline to control the program at a macro-level; simplifying coordination procedures with foreign partners; and adjusting the emphasis of courses introduced by the cooperative partner from quantity to quality.  相似文献   

Closed-captioned television: educational and sociological implications for hearing-impaired learners     

D C Caldwell 《American annals of the deaf》1981,126(6):627-630

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Getting Ready to Learn—And Learning     

Bettye M. Caldwell 《Early education and development》1992,3(2):188-195

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暗能量   总被引：1，自引：0，他引：1  

罗卡威  宁晓玉 《科学文化评论》2004,1(5):72-82

造化真是弄人，宇宙中最丰富的能量形式竟然也是最神秘的。自从宇宙加速膨胀这一突破性的发现以来，一幅自洽的图像业已出现在我们面前：宇宙中三分之二的能量是“暗能量”(dark energy)——某种斥力物质的能量。但证据是否足以表明存在新的奇异的自然法则?是否还有其他更简单的天体物理学解释?  相似文献   

Racial identity and academic attainment among African American adolescents   总被引：2，自引：0，他引：2  

Chavous TM  Bernat DH  Schmeelk-Cone K  Caldwell CH  Kohn-Wood L  Zimmerman MA 《Child development》2003,74(4):1076-1090

In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.  相似文献   

On Not Gelling Too Soon!     

Elizabeth F. Caldwell 《Religious education (Chicago, Ill.)》2018,113(2):123-129

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Improving the reading comprehension of children with dysphonetic and dyseidetic dyslexia using story grammar     

R F Newby  J A Caldwell  D R Recht 《Journal of learning disabilities》1989,22(6):373-380

Five 8- to 10-year-old children with dysphonetic and dyseidetic dyslexia were given instruction in reading comprehension using a story grammar strategy in which story instruction was differentially designed to match the simultaneous or sequential mental processing strengths of each dyslexia subtype. A multiple baseline, single subject experimental design and statistical analyses indicated that the experimental treatments yielded statistically and clinically significant improvements in the proportion of qualitatively important story elements recalled by the subjects, when compared to baseline traditional remedial instruction. The results suggested that students with dyslexia can increase their reading comprehension with training in metacognitive strategies. The question of whether the results were attributable to the subtype-matched methods per se or to strategy training in general, as well as a number of methodological issues, is being explored in subsequent research.  相似文献   

Popular Culture (Frank Oglesbee)     

Randall P. Harrison  John Caldwell  Jan Harold Brunvand  Richard Lipsky  Alan Gowans 《Communication Booknotes Quarterly》2013,44(4)

Randall P. Harrison, The Cartoon: Communication to the Quick (Beverly Hills: SAGE Publications, SAGE ComnText series, 1982, 14.00 cloth, 6.95 pb)

John Caldwell Mug Shots (21 Central Ave., Albany, NY 12210: Fantaco enterprises, 1980, 2.95 pb, unpaginated),

Jan Harold Brunvand The Vanishing_Hitchhiker: American Urban Legends and Their Meanings (NY: W.W. Norton, 1981, 208 pp., 14.95 cloth)

Richard Lipsky How We Play the Game: Why Sports Dominate American Life (Boston: Beacon Press, 1981, 189 pp., 7.25, pb)

Alan Gowans Learning to See: Historical Perspectives on Modern Popular Commercial Arts (Bowling Green, OH: Bowling Green University Popular Press, 1981, 22.95 cloth, 13.95 pb, 514 pp.)  相似文献   

Integrating Video Documentary Into the Classroom: A Community Assessment Assignment     

Samantha G. Levinson  Keith Caldwell  Helen E. Petracchi  Sandra Wexler  Rafael Engel 《Journal of Teaching in Social Work》2013,33(2):160-175

Community assessment is a strategy commonly taught to social work students to identify a community’s strengths and challenges. This article describes the value of using video documentary as part of a community assessment assignment. We identify the advantages of using video documentary in the assessment process and the reporting of findings. We discuss the preproduction, production, and postproduction steps necessary to produce a video documentary and illustrate how such assignments can be incorporated into a social work course. We conclude by identifying the educational benefits accrued to students.  相似文献