排序方式： 共有33条查询结果，搜索用时 15 毫秒
21.
Andrea M. Liceaga Tameshia S. Ballard Levon T. Esters 《Journal of Food Science Education》2014,13(2):28-32
Purdue Univ.'s College of Agriculture developed an Advanced Life Sciences (ALS) program in partnership with several high schools across Indiana. As part of ALS, secondary educators take an introductory food science (FS) course (ALS‐Foods) and teach it at their high school. High school students taking the ALS‐Foods receive dual credit for an introductory course required for all FS majors at Purdue. The goal of this project was to develop an online course to improve content knowledge and self‐efficacy of secondary educators in the field of FS. The course was offered over a 3‐wk period and consisted of 3 learning modules focused on food chemistry, food microbiology, and food processing. Modules included class activities, videos, study questions, and teaching tools. Participants were assessed on content knowledge through written assignments, quizzes, and a final examination. Twenty secondary educators from several states were enrolled. Overall, content knowledge increased significantly (P < 0.05) across all 3 modules after completing the course. Highest scores were in food microbiology/safety (84%), followed by food processing (76%) and food chemistry (70%). A precourse survey indicated that the majority (>80%) of participants felt they had “no‐confidence” to “little‐confidence” in teaching FS concepts related to the 3 modules. Upon completing the course, the confidence level of all participants increased to “some‐confidence” or “complete confidence.” By strengthening the knowledge level of secondary educators, they will be better prepared to teach FS and subsequently, more high school students could be exposed to FS and consider it as a career. 相似文献
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Blue FaeBaby 《海外英语》2007,(10)
My days are growing long My nights are growing shortMy life is growing strongMy death is growing closeMaybe I’ll forget Maybe I’ll remember Maybe I’ll loveMaybe I’ll hateI thought I knewI thought I forgotI thought I would Lose my memory of you逝去的爱 相似文献
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Twenty-first century technology has changed the way tools are used to support and enhance learning and instruction. Cloud
computing and interactive white boards, make it possible for learners to interact, simulate, collaborate, and document learning
experiences and real world problem-solving. This article discusses how various technologies (blogs, wikis, GoogleDocs, and
interactive white boards) have been used at one private university in teacher preparation courses. Authors discuss the benefits
and drawbacks of each tool for students and faculty and how technologies are made user-friendly for learners of different
technology ability. Authors highlight tool usage and issues encountered by students and faculty and how the use of these tools
can be useful for the students in their careers. 相似文献
24.
Diane Schwartz Elfreda V. Blue Mary E. McDonald Darra Pace 《美中教育评论》2010,7(8):108-114,120
From the Salamanca Statement in 1994 to the Dakar Framework in 2000, UNESCO （United Nations Educational, Scientific and Cultural Organization） has spearheaded an international movement for acceptance, equity and access in the education of students with disabilities. Inclusion, mandated in Salamanca, is considered the first step. Today, the focus is upon the identification and implementation of educational models that ensure access. This article discusses paradigm shifts taking place in special education in schools of the United States that respond to the ideals set forth in these statements： cultural competency, universal design for learning and collaborative models of assessment and instruction. Practices discussed here can provide guidance for educators worldwide as they strive toward the goals of Salamanca and Dakar. 相似文献
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Christine R. Lotter Stephen Thompson Tammiee S. Dickenson Whitney F. Smiley Genine Blue Mary Rea 《International Journal of Science and Mathematics Education》2018,16(2):255-273
This study examined changes in middle school teachers’ beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura’s (1986) social cognitive theory of learning and literature on effective professional development. Using the Electronic Quality of Inquiry Protocol (EQUIP) before and after the program (Marshall, Smart & Horton, 2010), teachers’ quality of inquiry instruction significantly increased across all 4 EQUIP factors. To assess teachers’ inquiry teaching efficacy, the Teaching Science as Inquiry (TSI; Dira-Smolleck, 2004) instrument was administered 3 times to the teacher participants. Changes between time points of TSI administration were examined for personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. Findings for the personal self-efficacy scale showed statistically significant gains from pre-Institute to 1-year follow-up for all 5 inquiry features. Teachers’ outcome expectancy beliefs significantly increased across the program for 3 of the 5 essential features of inquiry. The results indicate the effectiveness of the professional development model at increasing the participants’ inquiry efficacy as well as the quality of their inquiry instruction. Our study provides evidence to support the need to include collaborative practice-teaching and reflection opportunities within professional development models that aim to increase teachers’ use of inquiry-based instructional strategies. 相似文献
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To examine the relationship between visual attention in infancy and the stimulus variables of contour and numerosity, 2- and 4-month-old infants were placed in 3 experimental conditions. In the first condition, the patterns shown to the infants varied in amount of contour but had an equal number of elements; in the second, they varied in numerosity but had an equal amount of contour; and in the third, the patterns varied in both numerosity and contour. The results showed that contour and numerosity acting in tandem are responsible for the age-complexity shift observed in previous investigations of infant attention. 相似文献
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Globally, neoliberal education policy touts youth entrepreneurship education as a solution for staggering youth unemployment, a means to bolster economically depressed regions, and solution to the ill-defined changing marketplace. Many jurisdictions have emphasized a need for K-12 entrepreneurial education for the general population, and targeted to youth labeled ‘at risk’. The Martin Aboriginal Education Initiative’s Aboriginal Youth Entrepreneurship Program (AYEP) has been enacted across Canada. This paper applies critical discourse analysis to a corpus of texts, exposing how colonial practices, deficit discourse, and discursive neoliberalism are embedded and perpetuated though entrepreneurial education targeted at Aboriginal students via AYEP. 相似文献
29.
Malia N. M. Blue Katie R. Hirsch Alexis A. Pihoker Eric T. Trexler 《Journal of sports sciences》2019,37(15):1741-1745
The purpose of this study was to establish normative fat-free mass index (FFMI) ranges in collegiate female athletes. A sample of 266 female athletes (Mean±SD; Age: 19.7 ± 1.5 yrs, Height: 166.0 ± 6.4 cm, Weight: 63.2 ± 8.8 kg) were included in analyses. Dual-energy X-ray absorptiometry measured bone mineral content (BMC; kg) and lean mass (LM; kg). Fat-free mass index was calculated as follows: FFMI = (BMC + LM)/Height2. Participants were classified by sport: cross-country (XC), field hockey, football, gymnastics, lacrosse, resistance-trained, swimming track. Mean, range and percentile ranks of FFMI were calculated for the full sample for each cohort. For all females, mean FFMI was 16.9 ± 1.7 kg/m2, FFMI values ranged from 13.3 to 25.5 kg/m2. The XC athletes had the lowest FFMI (15.3 ± 0.96 kg/m2; p < 0.001). Mean FFMI measures were similar between all other female athletes. Percentile ranks varied across sport; median FFMI was highest for football (18.0 kg/m2), lowest for XC (15.1 kg/m2) and ranged between 16.4 and 17.3 kg/m2 for all other athletes. Establishing sport-specific FFMI values for female athletes may be beneficial for athletes and coaches by leading to more appropriate body composition goals based on FFM. 相似文献
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