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Wang Jing King Ronnel B. Rao Nirmala 《European Journal of Psychology of Education - EJPE》2019,34(3):579-600
European Journal of Psychology of Education - The role of mastery and performance goals in self-regulated learning (SRL) has received much attention. However, in collectivist and Confucian-heritage... 相似文献
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Nirmala Rao 《British Journal of Special Education》1997,24(4):180-185
Six preschoolers with Down's syndrome who attended a centre-based educational intervention program, for three mornings a week, were assessed on the Merrill-Palmer Scale and matched on chronological age (CA), mental age (MA), intelligence quotient (IQ) and the mother's educational level. Three of them also attended regular preschools, two days per week, but the rest did not. Children were reassessed on the Merrill-Palmer Scale one year late. At that time, parents were interviewed in order to determine their views on the educational intervention program. Results indicated that all children increased in terms of MA, but decreased in terms of IQ and that children in the Program Plus Preschool group, fared better than those in the Program Only group in terms of both MA and IQ. Responses to interview questions indicated that parents were very satisfied with the program; they felt that their children's therapy sessions and the training that they themselves received as part of the intervention, were the most beneficial aspects. 相似文献
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Hui Li Nirmala Rao Shek Kam Tse 《Early Years: An International Journal of Research and Development》2011,31(1):57-70
This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle‐class families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on children's literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed. 相似文献
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T. Angeline RitaMary Aruna K. Ramadevi G. Mohan Nirmala Jeyaraj 《Indian journal of clinical biochemistry : IJCB》2003,18(1):103-106
Coronary artery disease is now a major health problem in India. In past few decades the battle to reduce the incidence of
coronary artery disease has led the researchers to look for various clinical markers, which would help early diagnosis of
the diseases. The present study was undertaken to assess the level of lipoprotein (a) [Lp(a)] and few other lipids in selected
myocardial infarction (MI) patients below 45 years without having any traditional risk factors but with positive family history.
Fasting blood samples were taken from 65 patients and their total cholesterol, LDL cholesterol, VLDL cholesterol, HDL cholesterol,
triglycerides and serum Lp(a) were determined. The control group consisted of 50 age matched healthy individuals. The mean
Lp(a) level was 58.6±3.20 mg/dl in patients and 19.70±0.18 mg/dl in controls. Thus Lp(a) levels were found significantly higher
in patients with MI (p<0.05 for patients versus control) as compared to the controls. There was no significant difference
in the levels of total cholesterol (TC), LDL, VLDL HDL, TGL as compared to controls but there was an increase in TC/HDL cholesterol
ratio. The results of this study suggest that high level of Lp(a) and TC/HDL ratio has a distinctive association with MI,
independent of other common coronary risk factors. Hence, Lp(a) level in serum emerges to be a promising marker for diagnosis
of coronary artery diseases. 相似文献
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T. Angeline Rita Mary Aruna K. Ramadevi G. Mohan Nirmala Jeyaraj 《Indian journal of clinical biochemistry : IJCB》2005,20(1):18-20
Myocardial infarction is a major consequence of coronary artery disease. Apart from the traditional risk factors of myocardial
infarction, recently many reports have suggested that hyperhomocysteinemia plays important role in myocardial infarction.
Plasma homocysteine level was determined in 60 myocardial infarction patients and in 35 age matched healthy individuals. Statistically
significant differences (p<0.01) were observed in the mean of plasma homocysteine concentrations between the acute myocardial
infarction patients (24.59±6.14 mM/L) and in normal healthy individuals (13.73 ±3.54 mM/L). The level of homocysteine in myocardial
infarction patients is significantly high (p <0.01) among myocardial infarction patients when compared to that of the controls.
The the present study indicates a strong association between plasma homocysteine and acute myocardial infarction among Tamilians,
thus implying plasma homocysteine as a possible risk factor for myocardial infarction. 相似文献
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Lisa W. Loutzenheiser Nirmala Erevelles 《Educational Studies A Journal of the American Educational Studies Association》2019,55(4):375-386
This is the introductory article to a special issue that foregrounds the centrality of an intersectional and enmeshed disability studies as an analytical framework in educational studies. The guest coeditors note that there has been a paucity of articles published in this journal that engage critical disability studies. This has occurred despite the fact that disability, as a pivotal analytic, is deployed in educational contacts to often simultaneously disrupt and reproduce the everyday workings of the settler colonial state that are simultaneously anti-Black, anti-Indigenous, anti-immigrant, antitransgender, antiqueer, antipoor, and also antidisability. And yet, notwithstanding its pivotal location, educational studies scholarship continues to enable the erasure and invisibility of disability in discussions of transformative educational praxis. The authors of the articles in this special issue break with this tradition and, instead, offer diverse and compelling analyses that critically engage disability at the intersections of race, sexuality, immigration/refugee, gender, class, and gender identity. The guest editors discuss the critiques and possibilities that enable/disenable critical disabilities studies at the intersections and enmeshments of social difference. The introduction describes how the articles included in this special issue explicate the problematic: What’s disability got to do with educational studies? Drawing on Robert McRuer’s (2006) conceptualization of “cripping?as a paradoxical and transgressive act of talking back to discourses of compulsory normativity, the guest editors hope this special issue encourages readers to continue the critical work of crippin’ educational studies. 相似文献
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Barbara E. Moely Silvia S. Hart Linda Leal Kevin A. Santulli Nirmala Rao Terry Johnson Libby Burney Hamilton 《Child development》1992,63(3):653-672
The efforts of 69 elementary school teachers to instruct children in cognitive processing activities were observed. Although the teaching of such activities was relatively infrequent, it varied by grade (occurring more often in grades 2-3 than in higher or lower grades) and by the content of instruction. Teachers of grade 4 and above more often provided rationales for the use of cognitive strategies than did teachers of younger children. In a second study, children of three achievement levels were selected from classrooms in which teachers varied in their use of suggestions regarding cognitive processes. Subsequent to training in the use of a memory strategy, children's performance on a maintenance trial was evaluated: Among average and low achievers, those whose teachers were relatively high in strategy suggestions showed better maintenance and more deliberate use of the trained strategy than did children whose teachers rarely made strategy suggestions. The role of school experience in the development of children's memory skills is discussed. 相似文献