Pentaquarks: Do they exist?     

B. Ananthanarayan  Ekta Makhija  K. Shivaraj 《Resonance》2006,11(1):21-31

Recently there has been great excitement about the possible existence of pentaquarks. In this article, we will discuss the quark model and multiquark structures as well as the recent experiments carried out to study the existence of pentaquarks.  相似文献   

Who benefits from dyadic teacher–student interactions in whole-class settings?     

André Flieller  Annette Jarlégan  Youssef Tazouti 《The Journal of educational research》2016,109(3):311-324

To what extent can teacher–student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were observed during whole-class lessons. Posttest scores were analyzed using multilevel models controlling for five level-1 variables and two level-2 variables. The authors did not find any effect of dyadic interactions on relative student performance in mathematics or in language (French or German), in France or in Luxembourg. This result is interpreted in terms of both the public character of dyadic interactions in whole-class settings and the class management functions of these interactions.  相似文献   

Teaching literacy in primary schools using an interactive whole-class technology: facilitating student-to-student whole-class dialogic interactions     

Damian Maher 《Technology, Pedagogy and Education》2013,22(1):137-152

Much of the research conducted on the use of interactive whole-class technologies in primary school classroom focuses on teacher-to-student interactions. This paper, drawing on a social theory of learning, reports on a qualitative case study undertaken with two primary school classes in one school in New South Wales, Australia where the interactive whiteboard (IWB) was used. Here the focus of the lessons was on literacy where students were learning to write reviews. The results of the study demonstrate that the use of the IWB can provide for learning in a whole-class setting where interactions between students feature. Consequently, the teacher is able to take on a facilitator’s role.  相似文献   

Interpersonal Skills in the Reference Workplace     

《The Reference Librarian》2013,54(83-84):57-70

SUMMARY

Reference librarians are expected to interact effectively with a variety of clientele and are taught skills such as approachability, showing interest, and verbal and non-verbal cues. Librarians who have a knack for interpersonal skills do very well both at the reference desk and interacting with their co-workers. An area that is rarely addressed in the literature (or in library school) is that of educating librarians about how to establish professional, collegial relationships with one another. It is assumed that if a reference librarian can interact well with patrons, in a professional manner, he or she will be able to successfully “fit into” almost any reference department. This article discusses the importance of interpersonal skills within the Reference Department and ideas for improving these skills to enhance co-worker relations.  相似文献   

Literacy practices in Mexican immigrant homes     

《Cultura y Educación》2013,25(4):463-474

Abstract

Despite a well-established body of literature focusing on school-based Spanish and English bilingualism of Latino children in the United States, the biliteracy development and literacy practices at home have received little attention by the educational research community. Addressing this gap is important because educators can then use the knowledge related to home language and literacy resources to inform the school curricula and better serve the needs of a linguistically and culturally diverse student population. We contribute to this endeavor by exploring two Mexican immigrant families and their language and literacy practices in their home milieu. Findings from this study suggest that family interactions, as well as the more general home context, are crucial factors in supporting children's development of both oral language and literacy in Spanish and English. An important and recurrent observation is the scaffolding that parents use in Spanish as part of their literacy practices. In addition, children act as agents in their own learning of Spanish, and in making connections to their knowledge of English  相似文献   

Multivariate Relationships of Specific Impression Cues with Teacher Expectations and Dyadic Interactions in Elementary Physical Education Classes     

Thomas J. Martinek  William B. Karper 《Research quarterly for exercise and sport》2013,84(1):32-40

Abstract

The purpose of this study was to determine the multivariate relationships of the impression cues of attractiveness and effort with teacher expectations and dyadic interactions in two elementary age groups of children. Three elementary physical education teachers and 128 children (K-3) served as subjects. The children were classified into two groups, one consisting of kindergarten and first grade children and the other second and third grade children. Physical attractiveness was determined from ratings of black and white photographs of each student. Student effort was determined by the ratings of the teachers according to the amount of expressed effort demonstrated by each student during physical activity instruction. Teachers were also asked to rate their students according to four expectancy variables. A dyadic version of Cheffers' Adaptation to Flanders' Interaction Analysis System was the observational tool used to describe teacher-student behaviors. For the older group only, teachers' expectations for the students' social relations, cooperative behavior and ability to reason significantly related to both impression cues. For the younger group, teachers' expectations for social relations and cooperative behavior were significantly related to teacher praise, direction-giving, criticism, and predictable student responses. For the older group, however, the teachers' expectation for cooperative behavior was significantly related to eight behavioral variables, especially to information giving and student-initiated responses.  相似文献   

Learning from interpersonal interactions during the practicum: a case study of non-native ESL student teachers     

《师资教育杂志》2012,38(2):128-139

Although research reveals that pre-service student teachers often regard their relationships with their significant others as an important element of their initial teaching practice experience, much remains unknown about the influence of significant others on non-native English as a Second Language (ESL) student teachers’ professional learning process during field experiences. This paper presents the findings of a qualitative study of the professional learning experiences of 17 pre-service non-native ESL student teachers during an eight-week-long practicum. Grounded in a sociocultural view of teacher learning, the study explores how the ESL student teachers developed their understanding of professional learning in the light of their experiences of engaging with their supporting teachers, supervisors, other school staff members as well as peer student teachers during the practicum. Analysis of the data reveals that these people assumed the role of coach either directly or indirectly, having a positive influence on the student teachers’ role as a teacher. Analysis of the data also reveals negative interactions between student teachers and their significant others, which sociocultural theories have so far not taken sufficiently into account. While, findings of this study challenge past assumptions about where knowledge for teaching comes from and how it can be learned; this study also suggests an urgent need to consolidate university–school partnership to foster student teachers’ adaptation to the context of teaching practice and maximise their professional learning opportunities.  相似文献   

The Relationship of Hobbies to Personality Characteristics of School Children     

Paul L. Boynton 《Journal of Experimental Education》2013,81(4):363-367

The relation between test reliability and statistical power has been a controversial issue, perhaps due in part to a 1975 publication in the Psychological Bulletin by Overall and Woodward, “Unreliability of Difference Scores: A Paradox for the Measurement of Change”, in which they demonstrated that a Student t test based on pretest-posttest differences can attain its greatest power when the difference score reliability is zero. In the present article, the authors attempt to explain this paradox by demonstrating in several ways that power is not a mathematical function of reliability unless either true score variance or error score variance is constant.  相似文献   

利用STM研究苝四羧酸分子间的作用机制     

刘春华  李亿保  谢云志  李勋  范小林 《赣南师范学院学报》2013,(6):32-35

通过对苝-3,4,9,10-四羧酸二酐(PTCDA)酸化,合成了苝-3,4,9,10-四羧酸(PTCA),采用红外、氢谱等方法对目标产物进行了表征.并且采用荧光光谱研究了产物的光学性质,结果表明:酸化后的PTCA表现出很强的荧光特性.为了进一步揭示分子作用机制,以高定向热解石墨HOPG(Highly Oriented Pyrolytic Graphite)为基底,利用扫描隧道显微镜(STM)研究了PTCA分子在固-液界面的二维(2D)自组装行为,实验结果表明了分子间的作用力来源于分子间的氢键和π-π堆积相互作用力.  相似文献   

What students think when teachers get upset: Fundamental attribution error and student‐generated reasons for teacher anger     

Mary B. McPherson  Stacy L. Young 《Communication quarterly》2013,61(4):357-369

Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed.  相似文献