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Audrey Figueroa Murphy Elizabeth Haller John Spiridakis 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):295-316
This study focused on the perceptions of in-service general education teachers who completed a cohort mentoring program leading to certification in English as a Second Language (ESL) at a large, urban university. Based on interviews with 19 members of a cohort of 28, participants valued both the support and augmented skills-development the mentoring element afforded and the supportive, collaborative environment provided by the cohort model. Many also reported that the ESL-targeted strategies they learned were helpful in teaching all student populations and that program participation contributed to their increased involvement in leading professional development and, for some, to their intention to seek administrative roles. Based on these findings and the literature reviewed, the program examined may represent a model that can help to meet the demonstrated need for more trained ESL teachers in U.S. schools and can contribute to developing school leaders. 相似文献
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The System of Multicultural Pluralistic Assessment (SOMPA) was initially administered to 700 Anglo, 700 Black, and 700 Hispanic children in California elementary schools in order to develop a nonbiased testing program. Ten years later, 1184 of the original 2100 youths were again tested with the SOMPA in high school. At that time, academic achievement and parental interview data also were collected. The results indicate that: (a) Mean achievement test scores and GPAs for the high school students showed that Anglos obtained higher scores than Hispanics, who received higher scores than Blacks. (b) Among the various medical measures, the Bender Gestalt, Fine Motor Sequencing and Finger-Tongue Dexterity tests of the SOMPA were the only ones able to consistently differentiate between youth who did poorly and those who did well academically ten years after their initial testing. (c) Scores on the 1972 IQ test (WISC-R) showed moderate correlations with achievement test scores ten years later. (d) 1972 IQ scores showed low but reliable correlations with GPAs ten years later. (e) In only a very few instances were IQ correlations with achievement test scores higher for minorities than for Anglos. (f) IQ correlated less well with GPA than with achievement test scores for all three ethnic groups. (g) An adjusted IQ, called Estimated Learning Potential (ELP), was more predictive of school achievement than was verbal IQ, particularly for Blacks in the lowest sociocultural quartile. (h) In the second lowest sociocultural quartile, the VIQ correlations with academic measures were reliably higher than the VIQ-ELP correlations, but only for the Anglo and total groups. (i) In the upper two sociocultural quartiles, for all ethnic groups combined, VIQ correlated slightly, but significantly, higher than ELP with school achievement. (j) Also in the upper two quartiles, VIQ correlated higher with academic measures than did VIQ-ELP for both Blacks and Hispanics in almost half of the comparisons. In conclusion, it appears that some subtests of the SOMPA may have some validity for predicting school achievement for students from different ethnic groups. 相似文献
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This study compared the Reform of Secondary Education (ROSE) students’ and nonROSE students’ perceptions of five psychosocial
dimensions of their science practical tasks: Student Cohesiveness, Open-Endedness, Integration, Rule Clarity and Material
Environment. The sample comprised 177 ROSE and 223 nonROSE Jamaican students, 230 and 170 of them were 8th and 9th graders
respectively, 209 were boys and 191 were girls. The Actual Form of Fraser, Giddings and McRobbie’s (1995) Science Laboratory
Environment Inventory (SLEI) was adapted and used as an instrument. The results indicated that the students’ perceptions were
relatively favourable; ROSE students had significantly better perceptions of Open-Endedness and Material Environment than
nonROSE students; the girls had significantly better perceptions of all the dimensions (except Open-Endedness) than the boys;
ROSE girls’ and boys’ perceptions of Open-Endedness were significantly better than those of nonROSE students; grades 8 and
9 students’ perceptions were not statistically significantly different. 相似文献
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Katya Vargas-Ortiz Victoriano Pérez-Vázquez Arturo Figueroa Francisco J. Díaz Paulina G. Montaño-Ascencio 《European Journal of Sport Science》2018,18(2):226-234
In recent years, prevalence of obesity in children and adolescents has increased. A strategy for prevention and management of obesity is aerobic training (AT) due to its effectiveness to decrease fat mass. AT increases the content of SIRT3, a mitochondrial protein that increases the expression of PGC-1α and NFR1, thereby enhances mitochondrial function and metabolic health. Resistance training (RT) provides metabolic benefits but its effect on SIRT3 content is unknown. To compare the effect of AT and RT on SIRT3, PGC-1α and NRF-1 protein levels in skeletal muscle of sedentary obese adolescents. Twenty-seven sedentary obese male adolescents (age: 16.7?±?0.9 years; BMI: 33.7?±?4.3?kg/m2) completed a 1-month control period prior to randomization to one of two supervised exercise protocols: AT (3 days/week, 40 min/day, 70–80% peak heart rate) or RT (3 days/week, 11 exercises, 2 sets/exercise, 12 repetitions/set) for 12 weeks. Biopsies were obtained from the vastus lateralis muscle before and after 12 weeks to analyse SIRT3, PGC-1α and NRF-1 proteins content. Peak oxygen consumption (VO2peak) and anthropometric variables were evaluated before and after training. AT increased SIRT3 content, which was associated with improvements in PGC-1α content and body fat percentage. RT did not affect SIRT3 or PGC-1α. VO2peak increased only in AT. The increase in muscle mitochondrial SIRT3 was observed only following AT. In contrast, RT increased muscle mass without improving SIRT3 in obese male adolescents. 相似文献
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The dynamic nature of solid oxide fuel cells (SOFC) shows that they can be conceived as multi-input multi-output nonlinear processes. Aiming at dynamic simulation and control, this work presents a modeling study of a SOFC stack following a gray-box modeling approach. For such purpose, a Modified Generalized Memory Polynomial (MGMP) model is identified based only on input–output data of the system. Additionally, dedicated estimation is dealt with in order to cope with the presence of possible model uncertainty. Simulation results are given to illustrate the quality of the obtained model which is compared with other modeling approaches. 相似文献