Petroleum fuel     

Hector Orr 《Journal of The Franklin Institute》1867,84(4):230-232

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Teacher instructional behavior change through self-control     

Steven A. Szykula  Mark A. Hector 《Psychology in the schools》1978,15(1):87-94

This study illustrates the use of self-control procedures to modify teacher instructional behavior. A teacher wanted to increase the frequency of approval statements and decrease the frequency of disapproval statements. She followed a plan that included self-assessment, self-observation and recording, self-determination of cues, self-determination of performance criteria, self-selection of consequences, and self-administration of consequences. Specifically, the plan included a card self-recording system, cues, and overt rewards. A functional relationship between teacher behavior and student behavior also is suggested by the corresponding reduction in the frequency of inappropriate talk-outs by a target student in relation to the teacher's self-modification.  相似文献   

Teaching Implies Learning     

Salvador C. Kapunan 《Educational theory》1975,25(4):362-378

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The Influence of Water Activity and Air Movement in Preventing Mould in Historic Materials     

Morena Ferreira  Josep Grau-Bove  Luca Mazzei  Nigel Blades  Tobit Curteis  Hector Altamirano 《文物保护研究》2018,63(5):348-350

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Estudio comparativo de la evaluación de la lectura oral y la lectura silenciosa     

Mario Salvador 《Infancia y Aprendizaje》2013,36(35-36):25-35

Resumen

El propósito de este trabajo es comparar los procesos implicados en la lectura oral y en la lectura silenciosa, teniendo en cuenta factores tales como la edad de los sujetos, (se trabaja con individuos de 2.°, 4.° y 6.° cursos de E. G. B.), y el propósito o intención con la que se lee. Se emplean tests tipo «cloze», en los que los sujetos tienen que completar (predecir) los espacios en blanco del texto. Las puntuaciones se obtienen del análisis de los errores cometidos en ambos tipos de lectura, según un método derivado del de Goodman y Burke (1973); como medidas se toman la comprensión lectora y la velocidad de lectura. Por último, se ofrecen una serie de conclusiones respecto a los tipos de lectura, respecto al procedimiento de evaluación y respecto a las medidas utilizadas.  相似文献   

Secondary School Mathematics Teacher's Professional Knowledge: A case from the teaching of the concept of function     

Salvador Llinares 《Teachers and Teaching》2013,19(1):41-62

This study examines the relationships between a secondary Mathematics teacher's pedagogical content knowledge and the dilemmas posed when teaching the concept of function. Alternative tools and procedures for analysing these relationships are used. The results illustrate the flexibility of her knowledge use in Mathematics teaching and how it is related to her knowledge of the pupils as Mathematics learners. In addition, it highlights the central role played by the teacher's knowledge about pupil comprehension in the content and organisation of her teaching agenda. The difference that the teacher establishes between exercise and problem shows her struggle with the two-fold understanding-memorisation of procedures as the content of a teaching dilemma. The results obtained suggest the need for secondary Mathematics teacher education programmes to adopt approaches that take into account the central role played by teacher knowledge about Mathematics learning, and the dilemmas generated when teachers have to reconcile objectives that are apparently contradictory during their teaching practice.  相似文献   

Combining semantic information in question answering systems     

Paloma Moreda  Hector Llorens  Estela Saquete  Manuel Palomar 《Information processing & management》2011

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Family Engagement and Latine Children’s Early Narrative Skills     

Melzi  Gigliana  McWayne  Christine  Ochoa  Wendy 《Early Childhood Education Journal》2022,50(1):83-95

Early Childhood Education Journal - The present study examined the concurrent relations between culture-specific dimensions of family engagement for low-income, Pan-Latine families and...  相似文献   

Prediction of peak V˙O2 in Children and Adolescents With HIV From an Incremental Cycle Ergometer Test     

Luiz Rodrigo Augustemak de Lima  Diego Augusto Santos Silva  Paulo Cesar do Nascimento Salvador  Carlos Alencar Souza Alves Junior  Priscila Custódio Martins  João Antônio Chula de Castro 《Research quarterly for exercise and sport》2019,90(2):163-171

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On the use of extended TAM to assess students' acceptance and intent to use third‐generation learning management systems          下载免费PDF全文

Salvador Ros  Roberto Hernández  Agustín Caminero  Antonio Robles  Isabel Barbero  Araceli Maciá  Francisco Pablo Holgado 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1250-1271

Service‐oriented e‐learning platforms can be considered as a third generation of learning management systems (LMSs). As opposed to the previous generations, consisting of ad hoc solutions and traditional LMS, this new technology contemplates e‐learning systems as services that can be integrated into different learning scenarios. This paper shows that the flexibility of these systems allows building personal learning environments and proposes the use of an extended technology acceptance model (TAM) to assess the acceptance and intention to use a third generation of LMS. To fit and validate the service‐oriented e‐learning platforms acceptance model, structural equation modeling and path analysis have been implemented. The results point out that the intention to use this third‐generation LMS is determined by the gadgets and container design, both of which are structural elements of this technology. Finally, it is also shown that previous experience does not determine the use intention of this technology.  相似文献