美国数学教育实习的特点及其启示     

綦春霞  Stuart Weinberg 《高等理科教育》2010,(1):99-102

文章以美国哥伦比亚大学教师学院数学教育实习为例,介绍了其数学教育实习的目的、内容及要求、对实习生的评价以及指导教师的作用,分析了上述各项内容的特点。其对我国数学教育实习有这样几点启示：应延长数学教育时间;拓宽数学教育实习的内容和形式;明确实习指导教师的职责;规范评价的体系;使实习生成为真正的反思者。  相似文献   

Scientific choice,basic science and applied missions     

Alvin M. Weinberg 《Minerva》1965,3(4):515-523

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对推行和完善高校本科生导师制度的思考   总被引：6，自引：0，他引：6  

拉毛才让 《青海师范大学学报(哲学社会科学版)》2005,(3):142-144

实施本科生导师制度是中国高校教学改革和发展的必然要求。我国本科生导师制度在实践中取得了一定的成效,但同时也存在一些问题。本科生导师制度在教育实践中需要不断完善。  相似文献   

Technology and democracy     

Alvin M. Weinberg 《Minerva》1990,28(1):81-90

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Book reviews     

Sanford Lakoff  Alvin M. Weinberg  Michael Zöller  Martin Bulmer 《Minerva》1983,21(2-3):320-347

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脱口秀     

LA  李慧男 《当代体育》2011,(24):95

小牛多少带有点爆冷嫌疑的夺冠,令现场的情绪瞬间爆棚,马克·库班成了首先的采访对象,接下来,无论是更衣室外的通道,还是新闻发布会的现场,无论是胜利者还是失意人,都得到了宣泄情绪的机会。请相信我,这也许是NBA总决赛历史中最沉重的一次赛后发布会,相比较媒体送给胜利者的歌颂和恭维,失利一方得到的却是一轮又一轮的重磅炸弹,炸得他们体无完肤、无地自容。  相似文献   

Beyond the Face: An Empirical Study of Infant Affective Configurations of Facial, Vocal, Gestural, and Regulatory Behaviors     

M. Katherine Weinberg  Edward Z. Tronick 《Child development》1994,65(5):1503-1515

This article evaluates the extent to which infants' expressive modalities of face, gaze, voice, gesture, and posture form coherent affective configurations and whether these configurations are related to specific interactive contexts. 50 6-month-old infants and their mothers were videotaped in Tronick's Face-to-Face Still-Face Paradigm. The infants' gaze, voice, gestures, self-regulatory, and withdrawal behaviors were coded with the Infant Regulatory Scoring System (IRSS). The infants' facial expressions were coded with Izard's AFFEX system. Contingency analyses of IRSS behaviors and AFFEX expressions revealed 4 distinct affective configurations: Social Engagement, Object Engagement, Passive Withdrawal, and Active Protest. These affective configurations were differentially distributed among the different interactive contexts of the Face-to-Face Still-Face Paradigm. It is suggested that behaviors and facial expressions are fundamental expressive units flexibly organized into configurations that convey messages about the infant's internal state and intentions. Furthermore, it is hypothesized that the basic units of the infant's experience are these distinct affective configurations of emotion and behavior.  相似文献   

Ways of Talking (and Acting) About Language Reclamation: An Ethnographic Perspective on Learning Lenape in Pennsylvania     

Nancy H. Hornberger  Miranda Weinberg 《Journal of Language, Identity & Education》2016,15(1):44-58

The experiences of a community of people learning and teaching Lenape in Pennsylvania provide insights into the complexities of current ways of talking and acting about language reclamation. We illustrate how Native and non-Native participants in a university-based Indigenous language class constructed language, identity, and place in nuanced ways that, although influenced by essentializing discourses of language endangerment, are largely pluralist and reflexive. Rather than counting and conserving fixed languages, the actors in this study focus on locally appropriate language education, undertaken with participatory classroom discourses and practices. We argue that locally responsible, participatory educational responses to language endangerment such as this, although still rare in formal higher education, offer a promising direction in which to invest resources.  相似文献   

Erratum to: Why the Boys are Missing: Using Social Capital to Explain Gender Differences in College Enrollment for Public High School Students     

Sarah Klevan  Sharon L. Weinberg  Joel A. Middleton 《Research in higher education》2016,57(2):258-259

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Helping social workers address the educational needs of foster children     

Zetlin AG  Weinberg LA  Kimm C 《Child abuse & neglect》2005,29(7):811-823

OBJECTIVE: The main aim was to evaluate the effectiveness of the Education Initiative, an intervention program in one of the largest urban counties in the US seeking to increase the responsiveness of social workers to the educational needs of foster children. METHOD: A pre-post test control group design was used. Data from case files and social workers were examined at the start of the project and 18 months later to determine changes in social workers' (a) knowledge and practices regarding school programs and services and (b) maintenance of educational records for children on their caseloads. RESULTS: Data were analyzed from approximately 300 case files and over 200 questionnaires completed by social workers. Findings indicated that social workers who received training and had access to an education liaison (1) increased their knowledge about the school system and (2) were more likely to gather current educational data and comment on schooling needs in the case files. On questionnaires measuring knowledge and practices, supervisory social workers showed no gains while case workers increased their levels of knowledge and involvement. CONCLUSIONS: Evaluative data from both sources support the effectiveness of this collaborative model between the school and child welfare agency for addressing the educational needs of foster youth. Social workers in the pilot offices knew more and focused more on the school experience of youth on their caseloads than workers in the control offices. They reported more educational information in the case files and solicited current progress reports from the schools. Discrepancies between worker and school reported performance data raise questions as to whether social workers by themselves are the most effective advocates for foster children.  相似文献