Obtaining alternative LMI constraints with applications to discrete-time MJLS and switched systems     

André R. Fioravanti  Alim P.C. Gonçalves  Grace S. Deaecto  José C. Geromel 《Journal of The Franklin Institute》2013

  相似文献   

A Double Dactyl to You!!     

Dr. Grace Kachaturoff 《Clearing house (Menasha, Wis.)》2013,86(3):129-131

  相似文献   

A Different Sort of Teaching,a Different Sort of Teacher? Teachers in integrated schools in Northern Ireland     

Valerie Morgan  Seamus Dunn  Grace Fraser  Ed Cairns 《比较教育学》1994,30(2):153-163

  相似文献   

Big Change Question In a Period of Global Uncertainty, do Faith-Based Schools Re-Enforce Social Divisions Within Societies and between Nations?     

Kathryn Riley  Helen Marks  Gerald Grace 《Journal of Educational Change》2003,4(3):295-307

  相似文献   

The effect of teacher vagueness terms on student performance in high school biology     

Lyle R. Smith  Grace H. Bramblett 《科学教学研究杂志》1981,18(4):353-360

High school biology students (n = 48) were each randomly assigned to one of four groups defined by possible combinations of two teacher vagueness conditions (high vagueness versus low vagueness) and two post-lesson conditions (test, then lesson evaluation versus lesson evaluation, then test). Each group was presented a lesson over the vascular system of angiosperms. After the lesson, each group was tested on comprehension of the material and each group completed a lesson evaluation. Teacher vagueness terms significantly affected student achievement and student perception of lesson effectiveness. These findings are discussed in relation to previous research on teaching clearly.  相似文献   

Portraits of marginalized lives: Stories of literacy and collaboration in school and prison     

Grace Feuerverger  Carol A. Mullen 《Interchange》1995,26(3):221-240

The purpose of our paper is to focus on two multicultural literacy programs that we have developed in different sites in a major Canadian urban centre. We compare an inner city elementary school and a provincial correctional facility (jail) in order to study two respective literacy programs, as grounded in the experience of marginalized populations, with a view to promoting the transformative reconstruction of the meaning of education for individuals. In this discussion we provide a context for understanding these two educational sites; for examining the pedagogical dimensions of them; and for sharing portraits of our participants both in custody and in the classroom; and, finally, for exploring the interactive, collaborative approach undertaken in our respective programs and in our research together. Through this research inquiry, we, like our participants, have experienced the value of sharing and writing stories about schooling and life experiences from an immigrant/refugee perspective.We have attempted to illustrate how researchers and their participants can collaborate to create alternatives for encouraging self-expression and discovery in education. Our vision of education is that more attention needs to be given to marginalized individuals and populations in the context of curricular innovations that both enhance and promote literacy development and personal self-esteem. Culturally sensitive literacy programs can have the potential to transform students, teachers, and researchers to become writers of their own educational stories and, moreover, authors of their own lives.  相似文献   

Component skills of reading and their structural relations: evidence from three sub‐Saharan African languages with transparent orthographies     

Young‐Suk Grace Kim  Benjamin Piper 《Journal of Research in Reading》2019,42(2):326-348

  相似文献   

School threat assessment versus suicide assessment: Statewide prevalence and case characteristics     

Anna Grace Burnette  Francis Huang  Jennifer L. Maeng  Dewey Cornell 《Psychology in the schools》2019,56(3):378-392

Threat assessment is a violence prevention strategy used to investigate and respond to threats to harm others. In 2013, Virginia mandated the use of threat assessment teams for threats to self and to others, effectively subsuming suicide assessment with threat assessment and raising questions about the distinction between the two practices. In a statewide sample of 2,861 cases from 926 schools, there were more threats to self (60%) than others (35%), with only 5% involving threats to both self and others. Threats to self were more likely to be made by females (odds ratio [OR] = 3.38) and students with fewer prior disciplinary actions (OR = 0.48). Threats to self were much less likely to involve a weapon (OR = 0.07), but more likely to be attempted (OR = 1.50) and result in mental health services (OR = 2.96). They were much less likely to result in out‐of‐school suspensions (OR = 0.07), legal action (OR = 0.17), and/or changes in placement (OR = 0.53). Overall, these findings support a clear distinction between suicide and threat assessment.  相似文献   

Community Education and child-care programs     

Evelyn Payne Davis  Grace Ibanez Friedman  Laura Martin 《Educational technology research and development : ETR & D》1990,38(4):45-53

The Community Education Services (CES) division of the Children's Television Workshop (CTW) is CTW's community-outreach arm. This article describes how CES works with parents, children, experts, and local groups to develop special multimedia products, four of which are discussed. Two of the products—a fire-safety kit and a natural-hazards packet—were designed to teach young children how to protect themselves in life-threatening emergencies. Two other products—CES'sSesame Street preschool education materials and its3-2-1 Contact andSquare One TV after-school materials—are attempts by CTW to respond to societal changes that have increasingly shifted the burden of child care onto preschool and after-school programs.  相似文献   

Research and the Challenges of Contemporary School Leadership: The Contribution of Critical Scholarship     

Gerald Grace 《British Journal of Educational Studies》2000,48(3):231-247

There is a widespread policy assumption that school leaders such as headteachers and governors need to have 'raining courses' which are constituted by a growing corpus of Education Management Studies (EMS) if they are to achieve successfully current schooling goals of 'effectiveness', 'quality', 'excellence' and 'value for money' Another body of work which attempts to address these issues in a wider cultural framework and which may be called Critical Leadership Studies (CLS) is regarded as interesting for those studying for higher graduate qualifications but hardly relevant for everyday school busyness. While EMS is constructed as 'practical'and therefore a necessary constituent of the National Professional Qualification for Headteachers and other training courses for school leaders, CLS is constructed as 'academic' and more suitable for the EdD seminar. It will be argued here that both cultural analysis and recent research shows this to be a simplistic and reductionist view with dangerous policy consequences. Critical scholarship in education has much to offer to those meeting the everyday challenges of school leadership. In particular, feminist critical scholarship offers oppositional models to both traditional and market forms of patriarchal school leadership.  相似文献