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J. R. Lakshmana Rao 《Resonance》1998,3(12):55-61
Some commonly held erroneous notions about the terms laws, hypotheses and theories are pointed out with specific examples from different branches of science. 相似文献
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高世明 《中国小学语文教学论坛》1995,(1)
《语文学习》1992年第5期第27页写道:“写作教学的最大失败,是把心灵沟通,情感渲泄的快乐,变成言不由衷、动辄得咎的痛苦。” 《语文教学通讯》1992年第1期第30页写道:“把‘那就是一只蟋蟀’放在每段的段首,反复咏叹,让那悠悠的乡思和绵绵的乡情,得以充分的渲泄。” 相似文献
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Understanding: ‘Knowledge’, ‘Belief’ and ‘Understanding’ 总被引：1，自引：0，他引：1
The following paper is intended as an exercise in friendly criticism of one of Harvey Siegel's and Mike Smith's (Knowing, Believing and Understanding, this volume). I'm in substantial sympathy with the general thrust of their paper and my remarks merely provide some criticism of their discussion's conceptual coherence and clarity and a correspondingly slightly adjusted version of what they have to say. My focus is limited to the conceptions of knowledge, belief and understanding and their inter-relationships in terms of which they offer suggestions to science educators. 相似文献
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‘Like schools’, educational ‘disadvantage’ and ‘thisness’ 总被引：1，自引：0，他引：1
Pat Thomson 《The Australian Educational Researcher》2000,27(3):157-172
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Research on mentorships for gifted adolescents primarily has focused on the role mentors play in students’ academic success. Mentors’ contribution to gifted adolescents’ affective, social, and vocational development rarely has been addressed. This article identifies special needs and characteristics of gifted adolescents in these latter areas, and suggests how mentors can play a significant role in each, including the particular value of mentoring relationships for gifted adolescent females. Finally, educational implications are explored, as well as the need for empirical studies which examine the benefits derived by gifted and nongifted mentees from mentoring relationships. 相似文献
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Vitor Teixeira Ana Correia Elisa Monteiro Angus C.H. Kuok Chris Forlin 《International Journal of Inclusive Education》2018,22(9):1014-1032
In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for its full implementation. The aim of this study is to understand teachers’ perceptions about the proposed amendments in the consultation document for changes in the special education regime. In particular, we focus on teachers’ acceptance of the recommended role of parents, the proposed placement models and expectations for teacher training. A mixed-methods approach with a survey of a sample of 500 teachers in private schools and interviews to a sub-sample of 20 provide the data. While agreeing in principle with the majority of the proposed changes in the Decree Law, there were several reservations made by the teachers, especially regarding the extent of parental choice, placement decisions and teacher training. Recommendations to continue the pathway for a more inclusive education system in Macao and for further research are made. 相似文献
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1996年,无疑是中国交响乐演出市场最为活跃的一年,不仅参加’96中国国际交响音乐年的法国国家交响乐团、美国费城交响乐团、荷兰阿姆斯特丹皇家音乐厅管弦乐团、奥地利维也纳爱乐乐团的音乐会以及德国巴伐利亚广播交响乐团等世界著名的外国乐团的音乐会出现了一票难求的空前盛况,中国交响 相似文献
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We investigated whether teachers’ judgments of students’ aptitude had reciprocal effects on students’ motivation and math grades. We expected that teachers’ judgments of students’ aptitude would predict students’ grades and motivation, and that teachers’ judgments would also be predicted by these two aspects. A sample of N = 519 elementary school students was investigated at four measurement occasions from the end of third until the end of fourth grade. Students reported their self-concepts and intrinsic task values in math. Teachers (N = 27) judged students’ aptitude in math and provided students’ math grades. Cross-lagged panel analyses revealed that students’ prior grades and prior self-concepts (but not intrinsic task values) had positive effects on teachers’ subsequent judgments of student aptitude. Also, teachers’ prior judgments of student aptitude predicted students’ subsequent grades but not motivation. The findings underscore the importance of teachers’ judgments for students’ achievement development and give insights into which students’ motivational variables influence teachers’ perceptions of students’ aptitude. 相似文献
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即将过去的1999年,是不平凡的一年,从年初推进高考招生新一轮改革,到宣传动员组织实施网上录取;从6月全教会到8月科技创新大会;从10月国庆50周年盛典到12月20日澳门回归民族盛事,本刊都与读者相随,与改革同行。送’99,迎千禧,本期继续以改革为招生考试工作的主旋律,重点组编了 相似文献
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讲读完省编小学语文第九册《我的伯父鲁迅先生》一文以后,我对同学们说:“你们还有什么不懂的地方吗?请提出来。”一个同学说:“课文中‘他们把那个拉车的扶上车子,一个蹲着,一个半跪着……’这句中‘蹲着’、‘半跪着’的各是谁呢?我不知道。”他提出这个问题后,我请同学们回答。一个同学说:“这个问题还不好回答?不管是谁‘蹲着’、‘半跪着’都行。”另一个同学说:“本文是作者的回忆。因时间长了,作者记不清楚了,所以就没有交代是谁?”很明显,这两种回答都 相似文献
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Ying-Yan Lu Hsiang-Ting Chen Larry D. Yore 《International Journal of Science Education》2016,38(13):2174-2196
There appears to be a complex network of cognitive and affective factors that influence students’ decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students’ awareness of their science teacher’s learning leadership and how it relates to the students’ attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers’ leadership with idealised influence was the most predictive of students’ attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students’ positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students’ attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers. 相似文献
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Mihyeon Kim 《International journal for the advancement of counseling》2014,36(4):395-407
This study examined the relationship of family background on students’ academic self-efficacy and the impact of students’ self-efficacy on their career and life success expectations. The study used the national dataset of the Educational Longitudinal Study of 2002 (ELS: 2002), funded by the U.S. Department of Education. Based on a path model, results demonstrated that family background predicted academic self-efficacy positively and students’ career and life success expectations negatively. However, with the mediating influence of academic self-efficacy, family background positively influenced students’ career and life success expectations. School counselors should consider interventions to enhance interactions between parents and students and seek to develop positive perceptions about students’ capabilities and futures. In addition, school counselors need to be knowledgeable about curricula, enrichment classes, summer opportunities, various educational options, and students’ academic and career aspirations for providing better guidance. 相似文献
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ABSTRACTThis study investigated the associations among students’ attitudes towards science, students’ perceived difficulty of learning science, gender, parents’ occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students’ general interest of science, their parents’ occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies. 相似文献
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Tiina Onatsu-Arvilommi Jari-Erik Nurmi Kaisa Aunola 《European Journal of Psychology of Education - EJPE》1998,13(4):543-556
One-hundred and five 6- to 7-year-old children were given a test measuring their helplessness, failure expectations, task-irrelevant behaviour, lack of persistence and search for social support in a classroom setting in order to examine the impact of parental well-being and parenting styles on the children’s cognitive and behavioural strategies at school. Both parents were also asked to fill in scales measuring their depression, parenting stress and parenting styles. The results revealed that maternal depressive symptomatology was associated with their children’s use of maladaptive strategies, whereas paternal depression was not. Moreover, maternal authoritative parenting styles and authoritarian control, seemed to decrease their children’s use of maladaptive strategies. On the other hand, the more parenting stress reported by the fathers, the more their children showed the use of maladaptive strategies. 相似文献
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Basil R. Singh 《Educational studies》1998,24(2):165-182
Liberals, from Mill to Rawls see personal autonomy as paramount in civil society. They see human dignity to consist essentially in personal autonomy, that is, ‘in the ability of each person to determine for himself or herself a view of the good life’ (Taylor, C. (1992) p. 27). Multiculturalism and “The Politics of Recognition” p. 57 (Princeton, Princeton University Press). This emphasis on personal autonomy underlies much of liberal emphasis on freedom of conscience, justice, rights and fairness. Its core thesis is that a just society seeks not to promote any particular view of the good life, but enables its citizens to pursue their own ends consistent with a similar liberty for all others. Yet, when some citizens in America attempted to pursue their own view of the good life, they came up against head‐on conflict with the liberal state. These groups saw civic education with its emphasis on individual choice, on reflecting and weighing of alternative viewpoints and on personal autonomy, as threatening to their way of life and to their fundamental religious beliefs, and consequently they challenged the state in the courts. What ensued raised profound educational problems for educating children, parental rights, and the right of the State in a liberal democratic society, which are discussed in this paper. 相似文献
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This paper arose amongst the making and showing of a film and questions whether there are possibilities for interrupting powerful discursive frames that work at producing ‘the normal child’. Traditionally there has been a lack of interest in the use and critique of visual culture in educational research. Perhaps this lack of interest provides fertile opportunities to know something of the structure of education as a discipline, the rules that structure it and its deep grammar; it may also open up opportunities for disciplinary boundary-crossings where fields that embrace visual culture, such as photography and filmmaking, can bring their playfulness across binaries, including notions of certainty/ambivalence, to qualitative research in education. By turning to art theory, our aims are to interfere with our utopian longings that steadfastly cling to educational notions of the child. 相似文献
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Cost-Benefit Evaluation: Students’, Faculty’s,and Staff’s Willingness to Pay for a Campus Safety App
Manako Yabe 《Journal of Criminal Justice Education》2017,28(2):207-221
Many universities began to explore possibilities of launching campus safety apps beyond blue light emergency towers to improve campus security. However, no previous studies exist regarding whether the apps have more benefits beyond their annual fees, compared to their annual fees of blue light emergency towers. This study conducted a choice experiment to measure students’, faculty’s, and staff’s marginal willingness to pay for a campus safety app at a large public university in the United States. As a result, a total of these groups’ values of the app was shown to be at least $30,205 per year. This result indicated that their values were three times larger than the actual annual fee of the campus safety app, and cost-effectiveness compared to blue light emergency towers. 相似文献