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1.
Catherine A. Kunsch Asha K. Jitendra Sheetal Sood 《Learning disabilities research & practice》2007,22(1):1-12
The purpose of this synthesis is to summarize the effectiveness of peer‐mediated interventions on the mathematics performance of both students with disabilities and those at risk for mathematics disabilities. Meta‐analytic techniques were used to calculate mean effect sizes for 17 studies that met inclusion criteria. Results indicate that peer‐mediated interventions in mathematics are moderately effective for improving students' mathematics performance. Also, findings are strongest for students at risk for mathematics disabilities, elementary‐aged participants, and mathematics computation content. Recommendations for future research and practical implications are discussed. 相似文献
2.
Iron deficiency evolves slowly through several stages. Early iron deficiency caused a depletion in iron stores as shown by
a reduction in the levels of hepatic non-heme iron in the new born of iron deficient mothers. Of particular importance is
the effect on central nervous system, which leads to the defects in the cognition and learning processes in humans. Evidence
is strong that in many under developed countries iron deficiency is the main cause of anaemia and supplementation under trial
conditions may prevent some defects of iron deficiency but not all. 相似文献
3.
This paper explores the ideology of social justice through links between equality and equity within Early Years and what remain the challenges for leadership. Questionnaires and interviews in English multi-cultural and mono-cultural schools with Early Years age phases were conducted. The findings showed that the ideology of social justice, equality and equity was interpreted differently in each Early Years setting. The multi-cultural schools used a variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, leadership had to be more creative in promoting equality and equity, given the smaller proportion of their diverse pupil and staff population. Our conclusions suggest that most schools are struggling initially with implementing the current changes in Early Years, therefore their vision for permeating this curriculum with an equality and equity focus is at the early stages. 相似文献
4.
This study evaluates the validity of claims that Working Memory (WM) training is an effective and legitimate school-based maths intervention. By analysing the current developments in WM in the fields of neurology and cognitive psychology, this study seeks to analyse their relevance to the classroom. This study analyses memory profiles of children and maths performance previous to, and after a 3 week school-based, teacher led, intervention programme. Results indicate that although WM improved, it also improved for the control group, who did not undergo training. No significant far-transfer to maths results were demonstrated during the study. 相似文献
5.
This study carried out research focusing on diverse learners, such as pupils who have English as additional language (EAL) in primary schools in the Midlands, England. Essentially, we wanted to know how they are supported to become global learners. Therefore, questions were posed to school leaders on their understanding of the concept of globalisation; how globalisation is developed, supported, monitored and evaluated. Research on the concept of globalisation is contentious, with as many definitions as there are cultural contexts. But the central message is that the movement of a global economy brings with it the potential to make knowledge and information accessible to all. We interviewed senior leaders in primary schools over a period of 3 months and our sampling isopportunistic rather than truly random. The findings suggest the need for strong leadership for embedding globalisation in the curriculum, an enabling team structure, and partnership development locally and globally. 相似文献
6.
Jyoti Sethi Sushma Sood Shashi Seth Anjana Talwar 《Indian journal of clinical biochemistry : IJCB》2004,19(2):152-155
Ocimum sanctum leaves have been traditionally used in treatment of diabetes mellitus. Dietary supplementation of fresh tulsi leaves in a
dose of 2 gm/kg BW for 30 days led to significant lowering of blood glucose levels in test group. Intake ofOcimum sanctum also led to significant increase in levels of superoxide dismutase, reduced glutathione and total thiols, but marked reduction
in peroxiodised lipid levels as compared to untreated control group. The leaves were found to possess both superoxide and
hydroxyl free radical scavenging action. The present observations establish the efficacy ofOcimum sanctum leaves in lowering blood glucose levels and antioxidant property appears to be predominantly responsible for hypoglycemic
effect. 相似文献
7.
Education and Information Technologies - For a productive life, education plays a critical role to fill individual life with value and excellence. Education is compulsory to provide things that... 相似文献
8.
Asha K. Jitendra Jon R. Star Kristin Starosta Jayne M. Leh Sheetal Sood Grace Caskie Cheyenne L. Hughes Toshi R. Mack 《Contemporary educational psychology》2009
The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test. 相似文献
9.
D. Jain A. Ray A. K. Bahadur K. U. Chaturvedi R. Sood S. Sharma S. L. D. Naik B. K. Sharma 《Indian journal of clinical biochemistry : IJCB》2001,16(1):42-51
There are numerous growing evidences of resemblance between carcinomas of the breast and prostate. A total of 45 cases of
these two hormone-dependent cancers along with appropriate controls were subjected for status of epidermal growth factor receptors
as well as serum lipid profile. Paraffin embedded tissue sections from aforesald tumours were analysed by immunohistochemical
staining for epidermal growth factor receptor (EGF-R), c-erbB-2 oncoprotein, estrogen receptor (ER) and progesterone receptor
(PgR). Sera from same individuals were studied for serum lipid profile analysis. The study revealed that immunoexpression
of all receptor proteins (EGF-R). c-erbB-2 was significantly higher in breast carcinoma. In addition, mean levels of triglycerides,
total cholesterol, LDL-cholesterol were found to be significantly elevated while the level of HDL-cholesterol was observed
to be lower among patients with breast cancer as compared to matched controls. Further, ER-positive breast cancer cases have
significantly higher mean level of HDL-cholesterol when compared with ER-negative breast cancer patients. Contrary to this,
no alteration in different serum lipid fractions was noticed among the patients with prostate cancer. However, a positive
relationship was noticed between immunoexpressions of EGF-R and c-erbB-2 in prostate cancer. 相似文献
10.
We explore the ideology associated with gender equality that despite primary schools and initial teacher education (ITE) institutions doing all they can to recruit men into primary education, a huge gender imbalance still exists. We frame our study around the notions of gender equality and professional responsibility. Using a multi-case study approach, this inquiry examined views of men and women from 12 English primary schools and one ITE institution regarding the cause and effect of gender bias. Findings show a differentially large gender gap in the sample schools and that there is good practice where schools are successful in attracting and retaining men teachers. Implications of these findings suggest that leaders in primary schools need to take a more active role to help change and shape the perceptions of men teachers in education. We conclude that leaders also need to help close the teacher gender gap in schools and ITE institutions through collaborative dialogue. 相似文献