北京之旅     

Charlotte King  MS 《英语辅导》2013,(10):16-18

当你作为外邦人来到一个全新的国度,能让你感到最为兴奋的便是碰触那个国度里最为民生的部分:小景点、繁忙的交通、做运动的老人家、使着各种招揽伎俩的小贩……你见到的一切都那么真实,每个人都在努力地生活着,不知不觉中,你已深深地为这个纯朴而真实的国度所吸引……  相似文献   

Wearable technologies for students with disabilities     

Greg Conderman  Toni Van Laarhoven  Jesse Johnson  Lisa Liberty 《Support for Learning》2021,36(4):664-677

Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities.  相似文献   

Sequences of reward magnitude and runway performance     

Edward L. Wike  Dennis D. King 《Learning & behavior》1973,1(3):175-178

Three groups of rats underwent 24 days of training and 12 days of extinction (three trials per day) in a runway under conditions of increasing (I), decreasing (D), and random (R) sequences of reward magnitudes (0, 45, and 500 mg). The I Ss ran faster over the daily trials, the D Ss slowed down, and the R Ss ran at approximately equal speeds on each trial. The patterned running observed in training persisted in extinction, with the R Ss running fastest and the I Ss next. The results were discussed in terms of Capaldi’s sequential theory and Amsel’s frustration theory.  相似文献   

Distinguishing technologies for social interaction: The perceived social affordances of communication channels scale     

Jesse Fox  Bree McEwan 《Communication monographs》2017,84(3):298-318

The concept of affordances in communication technology research has proven to be heuristically provocative, yet perceived affordances are rarely measured. After extracting commonly cited social affordances from the literature, we developed a measure to assess participants’ perceptions of these affordances. The scale was tested across eight communication channels in two studies (face-to-face; texting; phone; email; posts on social networking sites, specifically Facebook; instant messaging; Skype videoconferencing; and mobile app Snapchat). A factor structure was developed in Study 1 and confirmed in Study 2. The resultant Perceived Social Affordances of Communication Channels Scale includes 41 items measuring 10 communicative affordances: accessibility, bandwidth, social presence, privacy, network association, personalization, persistence, editability, conversation control, and anonymity. Potential methodological and theoretical applications are discussed.  相似文献   

Making Connections: Learning and Teaching Chemistry in Context     

Donna King  Alberto Bellocchi  Stephen M. Ritchie 《Research in Science Education》2008,38(3):365-384

Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues.  相似文献   

Building a model to define the concept of teacher success in Hong Kong     

Cheung Lai-man Elizabeth  Cheng May-hung MayPang King Chee 《Teaching and Teacher Education》2008

The research studies how outstanding teachers from Hong Kong conceptualize teacher success or effectiveness. This study adds to the knowledge base concerned by raising the importance of the coexistence of personal attributes and professional qualities as well as contextual factors, in bringing out the success of a teacher. It draws the attention of teacher educators/trainers and school administrators to the necessity of viewing the concept of teacher success from a broader perspective, instead of focusing narrowly on the professional qualities of a teacher. It also provides insights for school administrators in selecting teachers or supporting their work.  相似文献   

A woman down to her bones     

Cadden J  Flemming R  Green MH  King H 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(1):97-8; author reply 98

  相似文献   

Chinese Educational Development in Comparative Perspective     

Edmund King 《比较教育学》1984,20(1):165-181

  相似文献   

New Horizons in Teacher Education     

Edmund King 《Compare》1975,5(1):17-23

  相似文献   

Comparative investigation of education: An evolutionary process     

Edmund King 《Prospects》1989,19(3):369-379

co-founder of the journal Comparative Educationand editor and chairman of its Board since 1978. Chairman (until 1989) of the Research Committee of the World Council of Comparative Education Societies. His numerous publications include: Other Schools and Ours, Comparative Studies and Educational Decision, Education and Development in Western Europeand Technological/Occupational Challenge, Social Transformation and Educational Response.  相似文献