不可忽视的Windows 2003系统支援工具     

姚嵩 《天津职业院校联合学报》2006,8(5):71-73

随着计算机硬件配置的逐渐提高,使用者在安装操作系统的时候,Windows 2003成为了一种更好的选择。但大多数使用者在安装Windows 2003时只是采用默认设置进行安装,而忽略了安装光盘内所包含的近百个微软提供的系统支援工具。这些工具涵盖了操作系统的方方面面,正确地使用能够收到良好的效果。  相似文献   

物理化学实验数据处理程序包的设计及应用实例     

吴芸 《南京晓庄学院学报》2006,22(6):98-100

探讨了运用M icrosoft Excel 2003为平台,设计制作物理化学实验数据处理程序的方法,介绍了对物化实验数据进行作图、线性拟合和非线性拟合等的数据处理方法以及在物化实验教学中的应用.M icrosoft Excel 2003物化实验数据处理“程序包”具有灵活方便的数据输入、输出、编辑、保存以及良好的兼容性和易于扩充更新等特点,能大大提高实验数据处理的效率和精度,有效地消除人为数据处理的误差,提高学生计算机的应用能力.  相似文献   

The influence of reading literacy on mathematics and science achievement     

Elisa Caponera  Paolo Sestito  Paolo M. Russo 《The Journal of educational research》2016,109(2):197-204

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Trends in education excellence gaps: a 12-year international perspective via the multilevel model for change     

David Rutkowski  Leslie Rutkowski  Jonathan A. Plucker 《High Ability Studies》2012,23(2):143-166

A recent study in the USA documented the existence and growth of “excellence gaps” among students. These gaps are similar to the minimum competency achievement gaps that proliferate in policy discussions in many Western countries, but excellence gaps focus on the highest level of achievement rather than minimum competency. We extend this research using an international approach, data from the most recent Trends in International Mathematics and Science Study, and a multilevel model for change to examine excellence gap trends with specific emphasis on sex and immigrant status of the student. At an international level, sex-based findings are encouraging. Specifically, we found evidence of shrinking sex-based excellence gaps in both science and mathematics. With respect to immigrant status and excellence gaps, small gaps in the proportion of advanced achievers persist over time. In the context of large demographic changes worldwide, we argue that these findings are generally encouraging.  相似文献   

Windows server 2003域环境下实现漫游用户配置文件     

况莉莉 《江西电力职业技术学院学报》2012,25(2):44-46

在域环境模式下,用户通过客户端访问服务器上的资源,既提高了网络安全性又方便了管理员对大型网络中计算机的集中管理和控制。将用户的配置文件存储在服务器的共享文件夹内,实现用户配置文件的漫游,从而使配置文件跟随着用户,用户无论登录域中哪一台计算机都会有统一的工作环境和界面。  相似文献   

Examining the Big-Fish-Little-Pond Effect on Students' Self-Concept of Learning Science in Taiwan Based on the TIMSS Databases     

Pey-Yan Liou 《International Journal of Science Education》2013,35(12):2009-2028

The purpose of this study is to examine the relationship between student self-concept and achievement in science in Taiwan based on the big-fish-little-pond effect (BFLPE) model using the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 databases. Hierarchical linear modeling was used to examine the effects of the student-level and school-level science achievement on student self-concept of learning science. The results indicated that student science achievement was positively associated with individual self-concept of learning science in both TIMSS 2003 and 2007. On the contrary, while school-average science achievement was negatively related to student self-concept in TIMSS 2003, it had no statistically significant relationship with student self-concept in TIMSS 2007. The findings of this study shed light on possible explanations for the existence of BFLPE and also lead to an international discussion on the generalization of BFLPE.  相似文献   

Interplay of Various Methodologies is Good for Identifying Cultures of Physics Education     

Vanes Mesic 《International Journal of Science Education》2013,35(6):1071-1081

In this Reply to the Letter to the Editor, it is emphasized that scientific inquiry requires a cyclic interplay of quantitative and qualitative methods. Furthermore, it is stressed out that the results of the predominantly quantitative study could be a basis for designing detailed qualitative studies of country-specific cultures of physics education. The overlooked fact that students from Slovenia were not taught about two topics related to ‘Electricity and magnetism’, did not compromise the results of differential item functioning/differential group functioning procedures, at all. The big majority of conclusions related to causes of students' differential achievement profiles were not affected either.  相似文献   

Identifying Country-Specific Cultures of Physics Education: A differential item functioning approach     

Vanes Mesic 《International Journal of Science Education》2013,35(16):2483-2500

In international large-scale assessments of educational outcomes, student achievement is often represented by unidimensional constructs. This approach allows for drawing general conclusions about country rankings with respect to the given achievement measure, but it typically does not provide specific diagnostic information which is necessary for systematic comparisons and improvements of educational systems. Useful information could be obtained by exploring the differences in national profiles of student achievement between low-achieving and high-achieving countries. In this study, we aimed to identify the relative weaknesses and strengths of eighth graders’ physics achievement in Bosnia and Herzegovina in comparison to the achievement of their peers from Slovenia. For this purpose, we ran a secondary analysis of Trends in International Mathematics and Science Study (TIMSS) 2007 data. The student sample consisted of 4,220 students from Bosnia and Herzegovina and 4,043 students from Slovenia. After analysing the cognitive demands of TIMSS 2007 physics items, the correspondent differential item functioning (DIF)/differential group functioning contrasts were estimated. Approximately 40% of items exhibited large DIF contrasts, indicating significant differences between cultures of physics education in Bosnia and Herzegovina and Slovenia. The relative strength of students from Bosnia and Herzegovina showed to be mainly associated with the topic area ‘Electricity and magnetism’. Classes of items which required the knowledge of experimental method, counterintuitive thinking, proportional reasoning and/or the use of complex knowledge structures proved to be differentially easier for students from Slovenia. In the light of the presented results, the common practice of ranking countries with respect to universally established cognitive categories seems to be potentially misleading.  相似文献   

Asia Pacific science education in a knowledge society     

Esther Gnanamalar Sarojini Daniel 《Asia Pacific Journal of Education》2013,33(2):170-182

Science education, since the end of the nineteenth century has been a formal vehicle to ensure the perpetuation of scientific knowledge necessary for general scientific literacy and the creation of a society of scientists. However, since then, beliefs about knowledge and knowing have changed from science being described as being just a pile of chronologically documented facts, through the dynamic growth of scientific knowledge as explained by Kuhn in his Structure of Scientific Revolutions, to the present twenty-first century concept of knowledge societies by which new scientific knowledge is being interpreted. Science education perspectives in relation to teacher education and pedagogies need to be frequently revisited. Indeed, many nations in the Asia-Pacific region are doing just that. How then is the teaching and learning of scientific knowledge in the region? This article will review and compare research related to science achievement, quality of science education and approaches to teaching science in the Asia-Pacific region in particular five nations, in an attempt to answer this question.  相似文献   

Quality Control in the Primary School: The Head's Role in Supervising the Work of Classteachers     

Keith Lloyd 《School Leadership & Management》2013,33(4):317-329

This study investigated the differences and similarities in the impact of school leadership on student mathematics achievement in different global regions using TIMSS international data. Three-level unconditional and conditional hierarchical models were fitted to the data in each country. The findings showed that the variables of teacher professional development and interactions with other teachers at the student level had inconsistent influence on student achievement outcomes across countries. In all but one of the countries in the sample, the proportion of economically disadvantaged students was related to student achievement. In England there were significant differences on several key variables.  相似文献