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人教版语文第一册中有四篇课文是以传递爱国主义价值观为宗旨的。选取其中《我多想去看看》作为研究对象,运用符际互补理论框架,研究如何通过文字和图像符号系统的相互作用和相互配合,形成连贯的语篇,分析结果表明,文字图像之间的符际关系着重在"国旗"、"地点"、"升旗仪式"以及"观礼"等方面;在小学语文教材中可以通过文字和图像符号系统的互补形成连贯的多模态语篇并传导主流价值观。 相似文献
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Tania D. Mitchell 《理论付诸实践》2015,54(1):20-28
This article highlights elements of civic engagement programs that have the rich potential to facilitate civic identity development. Focusing on research with alumni, the study examines 3 civic engagement programs, the approaches of which are guided by critical service-learning. It explores elements of the experiences that alumni name as influential to their learning, development, and present commitments to understand the ways that civic engagement programs based in a critical service-learning approach can encourage them to develop commitments to active citizenship as exemplified by Knefelkamp's (2008) vision of a mature sense of civic identity. 相似文献
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Rafael Mitchell 《Journal of Further & Higher Education》2015,39(5):713-732
This paper reports on an exploratory study of the role of programme leaders (PLs) in a pre-1992 university, based on interviews with PLs (7) and a survey of taught Masters students (54) in a single school. The study elicits PLs’ activities, most of which might be categorised as managerial and administrative, with leadership required intermittently; the preeminent role involves managing programme quality. The study finds that institutional guidelines overlook important aspects of PLs’ work (such as organising enrichment activities and student advocacy) which affect the quality of provision, and the findings challenge the notion that PLs are engaged in a ‘disesteemed’ service. 相似文献
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Laura D. Bauler Kate M. Lesciotto Wendy Lackey-Cornelison 《Anatomical sciences education》2022,15(2):221-232
Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education. 相似文献
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Tehila Nugiel Mackenzie E. Mitchell Damion V. Demeter AnnaCarolina Garza Paul T. Cirino Arturo E. Hernandez Jenifer Juranek Jessica A. Church 《Mind, Brain, and Education》2023,17(2):149-160
English Learners (ELs), students from non-English-speaking backgrounds, are a fast-growing, understudied, group of students in the U.S. with unique learning challenges. Cognitive flexibility—the ability to switch between task demands with ease—may be an important factor in learning for ELs as they have to manage learning in their non-dominant language and access knowledge in multiple languages. We used functional MRI to measure cognitive flexibility brain activity in a group of Hispanic middle school ELs (N = 63) and related it to their academic skills. We found that brain engagement during the cognitive flexibility task was related to both out-of-scanner reading and math measures. These relationships were observed across the brain, including in cognitive control, attention, and default mode networks. This work suggests the real-world importance of cognitive flexibility for adolescent ELs, where individual differences in brain engagement were associated with educational outcomes. 相似文献
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Brittany L. Hott Sarah Heiniger Jasmine Justus Kathleen M. Randolph Amal Al Shabibi Brooki Beasley Kerry Frank Wendy Mitchell Courtney Tennell Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238
Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed. 相似文献
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Sara Baratchi Francisco J. Tovar-Lopez Khashayar Khoshmanesh Megan S. Grace William Darby Juhura Almazi Arnan Mitchell Peter McIntyre 《Biomicrofluidics》2014,8(4)
Shear stress is the major mechanical force applied on vascular endothelial cells by blood flow, and is a crucial factor in normal vascular physiology and in the development of some vascular pathologies. The exact mechanisms of cellular mechano-transduction in mammalian cells and tissues have not yet been elucidated, but it is known that mechanically sensitive receptors and ion channels play a crucial role. This paper describes the use of a novel and efficient microfluidic device to study mechanically-sensitive receptors and ion channels in vitro, which has three independent channels from which recordings can be made and has a small surface area such that fewer cells are required than for conventional flow chambers. The contoured channels of the device enabled examination of a range of shear stresses in one field of view, which is not possible with parallel plate flow chambers and other previously used devices, where one level of flow-induced shear stress is produced per fixed flow-rate. We exposed bovine aortic endothelial cells to different levels of shear stress, and measured the resulting change in intracellular calcium levels ([Ca2+]i) using the fluorescent calcium sensitive dye Fluo-4AM. Shear stress caused an elevation of [Ca2+]i that was proportional to the level of shear experienced. The response was temperature dependant such that at lower temperatures more shear stress was required to elicit a given level of calcium signal and the magnitude of influx was reduced. We demonstrated that shear stress-induced elevations in [Ca2+]i are largely due to calcium influx through the transient receptor potential vanilloid type 4 ion channel. 相似文献