Objective: This study seeks to review current and relevant literature on global Angle class III malocclusion prevalence. Materials and Methods: The electronic databases PubMed, ISI Web of Knowledge, and the Cochrane D...Objective: This study seeks to review current and relevant literature on global Angle class III malocclusion prevalence. Materials and Methods: The electronic databases PubMed, ISI Web of Knowledge, and the Cochrane Database of Systematic Review were searched using specific inclusion criteria to obtain applicable articles. All pertinent references were also examined for acceptability. Results: A total of 20 articles were identified using the inclusion criteria. The prevalence of Angle class III malocclusion ranged from 0 to 26.7% in different populations reported in the literature examined. Meta-regression analysis showed no statistically significant association between prevalence rates and the method of assessment, age group and year of the study. However, much of the study-to-study variation (approximately 40%) could be explained by population. Conclusion: These results suggest that the prevalence of Angle class III malocclusion varies greatly within different races and geographic regions. Chinese and Malaysian populations have a higher prevalence of Angle class III malocclusion compared to other racial groups, while Indian populations have a lower prevalence than all other racial groups examined.展开更多
Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also ...Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also caught people’s attention in re⁃cent years.This paper is the literature review of teacher’s feedback and students’participation in class.The review of teacher’s feedback focuses on its definition,classification and function;and the literature review of students’participation in class centers around its definition,value and the method to improve students’participation in class.展开更多
people used to be negative on the use of code-switching in English foreign language classroom.However,more and moreresearches begin to argue that code-switching does have its practical significance.Some basic concepts...people used to be negative on the use of code-switching in English foreign language classroom.However,more and moreresearches begin to argue that code-switching does have its practical significance.Some basic concepts of code-switching will first-ly be introduced in the article.Then,there is a literature review of the previous studies on the code-switching in English foreignlanguage class.By exposing detailed researches on it,some implications for teaching pedagogy will be explicated.From differentperspectives of the use of code-switching,this article aims to explore the necessity of code-switching in a context of foreign lan-guage teaching classroom by presenting some latest researches on it and reviewing different views on the use of code-switching inEnglish Foreign Language class.展开更多
Among the two commonly identified ways of assessment,summative assessment aims to measure,or summarize,what a student has grasped,and typically occurs at the end of a course or unit of instruction.While the formative ...Among the two commonly identified ways of assessment,summative assessment aims to measure,or summarize,what a student has grasped,and typically occurs at the end of a course or unit of instruction.While the formative assessment,which is characterized by the needs of insiders,is distinct in that it focuses on learning through assessment and the role of the learners in this process.As is well known,teachers' role in the classroom assessment is geared to formulating and scaffolding learning on the basis of on-going feedback from internal and external assessment sources.Peer review,on the other hand,is also an important component of the process of developing assessment.During the formative assessment in the EFL classroom,classroom teachers' evaluation as well as students' active peer scaffolding in group works play important roles in the decision making process.Although the formative and for learning perspective is quite different from the summative and of learning perspective in terms of theoretical and educational orientation.Neither students nor teachers should be ignored in the whole process for formative assessment.展开更多
文摘Objective: This study seeks to review current and relevant literature on global Angle class III malocclusion prevalence. Materials and Methods: The electronic databases PubMed, ISI Web of Knowledge, and the Cochrane Database of Systematic Review were searched using specific inclusion criteria to obtain applicable articles. All pertinent references were also examined for acceptability. Results: A total of 20 articles were identified using the inclusion criteria. The prevalence of Angle class III malocclusion ranged from 0 to 26.7% in different populations reported in the literature examined. Meta-regression analysis showed no statistically significant association between prevalence rates and the method of assessment, age group and year of the study. However, much of the study-to-study variation (approximately 40%) could be explained by population. Conclusion: These results suggest that the prevalence of Angle class III malocclusion varies greatly within different races and geographic regions. Chinese and Malaysian populations have a higher prevalence of Angle class III malocclusion compared to other racial groups, while Indian populations have a lower prevalence than all other racial groups examined.
文摘Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also caught people’s attention in re⁃cent years.This paper is the literature review of teacher’s feedback and students’participation in class.The review of teacher’s feedback focuses on its definition,classification and function;and the literature review of students’participation in class centers around its definition,value and the method to improve students’participation in class.
文摘people used to be negative on the use of code-switching in English foreign language classroom.However,more and moreresearches begin to argue that code-switching does have its practical significance.Some basic concepts of code-switching will first-ly be introduced in the article.Then,there is a literature review of the previous studies on the code-switching in English foreignlanguage class.By exposing detailed researches on it,some implications for teaching pedagogy will be explicated.From differentperspectives of the use of code-switching,this article aims to explore the necessity of code-switching in a context of foreign lan-guage teaching classroom by presenting some latest researches on it and reviewing different views on the use of code-switching inEnglish Foreign Language class.
文摘Among the two commonly identified ways of assessment,summative assessment aims to measure,or summarize,what a student has grasped,and typically occurs at the end of a course or unit of instruction.While the formative assessment,which is characterized by the needs of insiders,is distinct in that it focuses on learning through assessment and the role of the learners in this process.As is well known,teachers' role in the classroom assessment is geared to formulating and scaffolding learning on the basis of on-going feedback from internal and external assessment sources.Peer review,on the other hand,is also an important component of the process of developing assessment.During the formative assessment in the EFL classroom,classroom teachers' evaluation as well as students' active peer scaffolding in group works play important roles in the decision making process.Although the formative and for learning perspective is quite different from the summative and of learning perspective in terms of theoretical and educational orientation.Neither students nor teachers should be ignored in the whole process for formative assessment.
