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现在 ,澳大利亚大约有 130 0个苗族人 ,(ｓｔａｔｉｓ ｔｉｃｓｉｎｔｈｉｓｅｎｔｒｙａｒｅｅｓｔｉｍａｔｅｓｍａｄｅｂｙｔｈｅＨｍｏｎｇｃｏｍｍｕ ｎｉｔｙ .Ｔｈｅ 1991ｃｅｎｓｕｓｃｏｎｄｕｃｔｅｄｂｙｔｈｅＡｕｓｔｒａｌｉａｎＢｕｒｅａｕｏｆＳｔａｔｉｓｔｉｃｓｄｉｄｎｏｔｉｎｃｌｕｄｅａｎａｎｃｅｓｔｒｙｑｕｅｓｔｉｏｎ ,ｎｏｒｗａｓＨｍｏｎｇｃｏｄｅｄａｓａｌａｎｇｕａｇｅ .ＴｈｕｓｔｈｅＡｕｓｔｒａｌｉａｎＨｕｍｏｎｇａｒｅｃｏｎｃｅａｌｅｄａｍｏｎｇｓｔｔｈｅｓｔａｔｉｓｔｉｃｓｆｏｒ)是… 相似文献
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In their everyday communication, parents do not only speak but also sing with their infants. However, it remains unclear whether infants' can discriminate speech from song or prefer one over the other. The present study examined the ability of 6‐ to 10‐month‐old infants (N = 66) from English‐speaking households in London, Ontario, Canada to discriminate between auditory stimuli of native Russian‐speaking and native English‐speaking mothers speaking or singing to their infants. Infants listened significantly longer to the sung stimuli compared to the spoken stimuli. This is the first study to demonstrate that, even in the absence of other multimodal cues, infant listeners are able to discriminate between sung and spoken stimuli, and furthermore, prefer to listen to sung stimuli over spoken stimuli. 相似文献
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Abstract This article describes the findings of studies conducted on a large-scale, classroom-based performance assessment of literacy for the early grades designed to provide information that is useful for reporting, as well as teaching. Technical studies found the assessment to be a promising instrument that is reliable and valid. Follow-up studies of the assessment's use point to its positive impact on teachers' practice and on school and district policies. The studies' findings suggest that classroom-based performance assessment can be a viable accountability, as well as instructional, tool, capturing a range of students' abilities in a range of formats, and that use of such an assessment has the potential to enhance teachers' knowledge about literacy and their abilities to effectively support students' learning. 相似文献
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Ian Falk 《Community College Journal of Research & Practice》2013,37(8):697-703
Every so often, it is important to stand back and look at the whole context of our field of research and practice. In this article, I do this by shedding light on the ways we view the term vocations and the consequences of those views for education and training in community colleges and adult and community education providers of all kinds. I ask the question: What is Vocational Education and Training (VET) for? I ask this particular question because I know the answers are contested, staking out claims for territory in research and practice. The answer to the question that this article explores is that vocational education and training ''serve industry.'' Using Australia as a specific example of such a Western country, the article argues that the entrenched meanings for VET as serving industry have disenfranchised a large proportion of the population - especially small business and the rural sector. The article is pointing out that the resulting version of VET is gendered, classed, and urban-specific. This structurally entrenched position is then contrasted with data reported from empirical studies currently examining (among other things) the nature of vocations and work at a community level and the manner in which they are created there. The article raises three important implications: the convergence of Adult and Community Education with VET, learning pathways, and the effects on small business. 相似文献
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Investigating the impact of prior knowledge and interest on aquarium visitor learning 总被引：1，自引：0，他引：1
Most free‐choice science learning institutions, in particular science centers, zoos, aquariums, and natural history museums, define themselves as educational institutions. However, to what extent, and for which visitors, do these free‐choice learning settings accomplish their educational mission? Answering this question has proven challenging, in large part because of the inherent variability of visitors to such settings. We hypothesize that the challenges of measuring free‐choice science learning might be diminished if it were possible to pool populations during analysis in ways that reduced this variability. Specifically, we propose grouping learners according to their entering understanding and attitudes, using qualitative categories such as minimal, moderate, and extensive. In this article, we use data collected at the National Aquarium in Baltimore to determine whether grouping makes it possible to discern more readily the nature of changes in aquarium visitors' conservation knowledge and attitudes. Although analysis revealed that there were significant changes in both conservation knowledge and attitudes, entry to exit, for all 100 visitors studied, a more detailed analysis revealed that gains were not evenly distributed across all visitors. The results support the hypothesis that the grouping of learners into minimal, moderate, and extensive conservation knowledge and attitude categories enabled a more fine‐grained and accurate understanding of changes in aquarium visitor's conservation learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 163–176, 2003 相似文献
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