观看人数最多的日全食     

Rebecca Carroll  贾庆文 《海外英语》2009,(9):7-8

[1]2009年7月22日穿越地球上人口最稠密地区的日全食或许会成为观看人数最多的日全食。在日全食进入中国前,印度中部、尼泊尔部分地区、孟加拉国、不丹和缅甸的人们会发现他们的白天变成了漆黑一片。  相似文献   

Animal memory: The contribution of generalization decrement to delayed conditional discrimination retention functions     

Rebecca Rayburn-Reeves  Thomas R. Zentall 《Learning & behavior》2009,37(4):299-304

Delayed conditional discriminations in which a sample indicates which comparison stimulus is correct have typically been used in working memory research with animals. Following acquisition with no (0-sec) delay between the offset of the sample and the onset of the comparison stimuli, delays of variable duration are introduced. The resulting retention functions are taken as a measure of memory. We suggest that, in addition to memory loss due to the delay, the comparison of matching accuracy at the 0-sec training delay with relatively novel test delays may produce a generalization decrement that varies as a function of increasing delay. We tested this hypothesis by training pigeons with a mixed delay procedure from the start and found that the retention functions for these pigeons were significantly shallower than those for a control group trained with 0-sec delays and tested with longer delays, and, although reduced in magnitude, the differences persisted for as many as 15 sessions. We propose that a measure of animals’ working memory can be obtained uninfluenced by a generalization decrement if they have received comparable training with all of the delays that are tested.  相似文献   

What is successful adaptation of lesson study in the US?     

Rebecca R. Perry  Catherine C. Lewis 《Journal of Educational Change》2009,10(4):365-391

This paper features a case study of one US K-8 school district pioneering the use of “lesson study,” a teacher professional development approach adapted from Japan. The case explores events that occurred in the district over more than 4 years (Spring 2000–Fall 2004) as lesson study spread nationally and within the district. We document four categories of changes that occurred in the district’s lesson study approach, and describe some of the early consequences of these changes as well as conditions that enabled the changes to occur. We argue that this case illustrates much of what we would hope to see in a maturing lesson study effort, and conclude that other US sites may need to go through similar changes, organize similar supports, and persist in their learning about lesson study to successfully adapt this model to their local contexts.  相似文献   

Interdisciplinary and transdisciplinary research and practice: Balancing expectations of the ‘old’ academy with the future model of universities as ‘problem solvers’     

Dena Fam  Elizabeth Clarke  Rebecca Freeth  Pim Derwort  Kathleen Klaniecki  Lydia Kater‐Wettstdt  Sadhbh Juarez‐Bourke  Stefan Hilser  Daniela Peukert  Esther Meyer  Andra‐Ioana Horcea‐Milcu 《Higher Education Quarterly》2020,74(1):19-34

Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice‐based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ ‐ individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter‐/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice‐oriented learning opportunities and curricula across faculties was also identified.  相似文献   

Validation of the Early Childhood Teacher Experiences Scale in Head Start     

Roxanne C. Lawrence  Rebecca J. Bulotsky-Shearer  Krystal Bichay-Awadalla  Jenna N. Futterer  Jhonelle Bailey 《Psychology in the schools》2020,57(7):1132-1154

To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self-efficacy, job stress, and school support were examined across teachers' demographic characteristics and observed teacher–child interaction quality. Multilevel models examined associations between ECTES dimension scores and children's social-emotional and academic skills (N = 161 preschool teachers and N = 3,152 children). Findings support the reliability and validity of the three-factor structure of the ECTES in the diverse Head Start teacher sample. Higher teacher-reported self-efficacy and school support were associated with higher observed classroom emotional support, instructional support, and classroom organization. Higher teacher-reported self-efficacy was associated with fewer years of teaching experience. With respect to child outcomes, higher teacher self-efficacy and school support were associated with lower behavior problems and higher social-emotional skills but were not associated with academic skills. Implications of the findings, limitations, and future directions are discussed.  相似文献   

Musings on Two Worlds: Local Self-Determination in the Shadow of NeoLiberal “Opportunities” in Jamaica and Detroit     

Rebecca A. Martusewicz 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):415-418

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A Framework for Naming the Scope and Nature of Teacher Candidate Supervision in Clinically-Based Teacher Preparation: Tasks,High-Leverage Practices,and Pedagogical Routines of Practice     

Rebecca West Burns  Jennifer Jacobs  Diane Yendol-Hoppey 《The Teacher Educator》2020,55(2):214-238

Abstract

This study introduces the scope and nature of teacher candidate (TC) supervision in an era of clinically-based teacher preparation. The findings emerged from a qualitative meta-analysis of 82 articles related to TC supervision published between 2001 and 2017. The study recognizes core supervision concepts drawn from decades of empirical literature yet moves the field substantially forward by identifying a framework that includes: (1) tasks, (2) high-leverage practices, and (3) pedagogical routines of supervisory practice. This framework defines a new understanding of how supervisors support TC learning throughout their clinical experiences. By naming the scope and nature of TC supervision, the framework of tasks, high-leverage practices, and pedagogical routines of supervisory practice can help supervisors become more conscious and more skilled about their practice to develop their professional vision of supervision. The framework can also guide the evaluation and re-design of TC supervision within clinically based teacher preparation.  相似文献   

Assessment of Cataloging and Metadata Services: Introduction     

Rebecca L. Mugridge 《Cataloging & classification quarterly》2017,55(7-8):435-437

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Emilia Currás, Ontologies, Taxonomies and Thesauri in Systems Science and Systematics , Chandos Publishing, Oxford (2010) 133 p. $75.00. ISBN 978-1-84334-6128.     

Rebecca L. Mugridge   《The Journal of Academic Librarianship》2011,37(3):282-283

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G.G. Chowdhury, Introduction to Modern Information Retrieval (3rd ed.), Facet Publishing, London (2010)508 pp. £44.95 soft cover ISBN 9781856046947.     

Rebecca L. Mugridge 《Library Collections, Acquisitions, and Technical Services》2011,35(4):136-137

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