A sociolinguistic approach to functional mental retardation     

S Adler 《Exceptional children》1971,38(4):336-337

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The 2006 Bower Award for Achievement in Science, presented to Narain G. Hingorani     

Richard B. Adler 《Journal of The Franklin Institute》2010,347(4):658-661

The scientific theme for the 2006 Bower Award for Achievement in Science was Electric Power Systems. The award was presented to Narain G. Hingorani for the conceptualization and pioneering advancement of Flexible AC Transmission Systems (FACTS) and Custom Power in electric power systems, and for outstanding technical contributions in High Voltage Direct Current (HVDC) technology. His contributions have enhanced the quality and security of the electric power system, and are expected to revolutionize future alternating current power transmission and distribution systems.  相似文献   

An introduction-Where are we heading?     

Prudence S. Adler 《The Journal of Academic Librarianship》1997,23(6):447-448

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Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England     

Jill Adler  Sarmin Hossain  Mary Stevenson  John Clarke  Rosa Archer  Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.  相似文献   

Mass media and education     

Kenneth P. Adler 《Educational technology research and development : ETR & D》1955,3(1):72-78

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DNA microarray wet lab simulation brings genomics into the high school curriculum   总被引：1，自引：1，他引：0  

Campbell AM  Zanta CA  Heyer LJ  Kittinger B  Gabric KM  Adler L  Schulz B 《CBE life sciences education》2006,5(4):332-339

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.  相似文献   

Understanding curriculum as geo/biospheric text     

Bigloo  Fay  Scott  Sandra  Adler  Douglas 《Prospects》2021,51(1-3):117-128

PROSPECTS - The world is experiencing crises related to the cascading effects of anthropization. These crises result from imperialist and capitalist practices that categorize and exploit the other...  相似文献   

A critical discourse analysis of practical problems in a foundation mathematics course at a South African university     

Kate le Roux  Jill Adler 《Educational Studies in Mathematics》2016,91(2):227-246

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点燃思维之火：开放教育，长尾理论和学习2．0   总被引：1，自引：0，他引：1  

Richard P.Adler  王龙 《现代远程教育研究》2009,(3)

高等教育需求和服务供给的矛盾为基于新技术的学习模式提供了空间.基于实践社区支持,强调参与、建构和兴趣驱动的社会化学习等非正式学习开始从边缘走向中心.本文讨论技术支持下的学习模式变革,强调整合社区支持和资源共享的重要性,从学习知识(Learn about)向学会生存(Learn to be)转变,并指出以资源共享为主的开放教育资源在社区支持方面的薄弱.开放教育资源的价值在学习的长尾中得到了揭示和体现,而建立社区与共享资源同样重要.通过建立参与性学习生态系统,推动从Web2.0发展到Learning2.0.  相似文献   

Children hospitalized with child abuse and neglect: a case-control study     

J A Smith  R G Adler 《Child abuse & neglect》1991,15(4):437-445

A case-control study of 45 hospitalized abused children was conducted to reassess the risk factors for child abuse when confounding by social class was minimized. Cases were matched for age, sex, family structure, and social class with children admitted to hospital for an acute illness. Abused children were more likely to have younger parents, fewer siblings, and to have been separated from their mothers during the first year of life. Their parents were more likely to have been abused as children and to have a poor relationship with the child's other parent. The families of abused children had encountered more stressful life events in the preceding 12 months. Other previously recognized "risk factors" were not shown to have a statistically significant association with child abuse. Because child abuse is more prevalent in lower socioeconomic families, the association with many of these factors has been accepted as implying a causal relationship. Matching procedures which attempted to eliminate confounding by social class and family structure cast doubts on some previously held beliefs about the risk factors for child abuse.  相似文献