2-acetoxy-[(acetyl-[2]naphthyl-amino)-methyl]-naphthalene | 500352-18-1

• 分子结构分类: 有机化合物 - 苯类化合物 - 萘
• 英文名称: 2-acetoxy-[(acetyl-[2]naphthyl-amino)-methyl]-naphthalene
• 英文别名: N-[(2-Acetoxy-naphthyl-(1))-methyl]-N-(naphthyl-(2))-acetamid；[(Naphthyl-(2))-acetyl-amino]-(2-acetoxy-naphthyl-(1))-methan；2-Acetoxy-[(acetyl-[2]naphthyl-amino)-methyl]-naphthalin；[1-[[Acetyl(naphthalen-2-yl)amino]methyl]naphthalen-2-yl] acetate
• CAS: 500352-18-1
• 化学式: C₂₅H₂₁NO₃
• 分子量: 383.447
• InChiKey: HCOAIFRUKUTCHZ-UHFFFAOYSA-N

计算性质

• 辛醇/水分配系数(LogP)：
  5
• 重原子数：
  29
• 可旋转键数：
  5
• 环数：
  4.0
• sp3杂化的碳原子比例：
  0.12
• 拓扑面积：
  46.6
• 氢给体数：
  0
• 氢受体数：
  3

反应信息

• 作为反应物：
  描述：

  2-acetoxy-[(acetyl-[2]naphthyl-amino)-methyl]-naphthalene 在 alkaline solution 作用下， 生成 N-(2-hydroxy-[1]naphthylmethyl)-N-[2]naphthyl-acetamide
  参考文献：
  名称：

  Efficacy Beliefs, Background Variables, and Differentiated Instruction of Israeli Prospective Teachers

  摘要：

  in this study, the authors examined efficacy beliefs and choices of differentiated instructional strategies needed for effective teaching in inclusive classrooms. Participants included 191 Israeli prospective teachers. They responded to a modified form of the Teacher Efficacy Scale (Gibson & Dembo, 1984) and a 59-item instructional strategies scale. Findings revealed that the Personal Teaching Efficacy factor (PTE) was related to choices of instruction, but the Teaching Efficacy factor (TE) was not. Prospective teachers focusing on junior high education obtained the highest PTE scores compared with those focusing on early childhood and elementary education, and participants focusing on early childhood education obtained the highest TE scores. Participants expressed intent to make adaptations directed toward all students and less willingness to use differentiated instruction.

  DOI：

  10.1080/00220670209598791
• 作为产物：
  描述：

  N-(2-hydroxy-[1]naphthylmethyl)-N-[2]naphthyl-acetamide 、 乙酸酐 在 吡啶 作用下， 生成 2-acetoxy-[(acetyl-[2]naphthyl-amino)-methyl]-naphthalene
  参考文献：
  名称：

  Efficacy Beliefs, Background Variables, and Differentiated Instruction of Israeli Prospective Teachers

  摘要：

  in this study, the authors examined efficacy beliefs and choices of differentiated instructional strategies needed for effective teaching in inclusive classrooms. Participants included 191 Israeli prospective teachers. They responded to a modified form of the Teacher Efficacy Scale (Gibson & Dembo, 1984) and a 59-item instructional strategies scale. Findings revealed that the Personal Teaching Efficacy factor (PTE) was related to choices of instruction, but the Teaching Efficacy factor (TE) was not. Prospective teachers focusing on junior high education obtained the highest PTE scores compared with those focusing on early childhood and elementary education, and participants focusing on early childhood education obtained the highest TE scores. Participants expressed intent to make adaptations directed toward all students and less willingness to use differentiated instruction.

  DOI：

  10.1080/00220670209598791

文献信息

• Efficacy Beliefs, Background Variables, and Differentiated Instruction of Israeli Prospective Teachers
  作者：Cheruta Wertheim、Yona Leyser

  DOI：10.1080/00220670209598791

  日期：2002.9

  in this study, the authors examined efficacy beliefs and choices of differentiated instructional strategies needed for effective teaching in inclusive classrooms. Participants included 191 Israeli prospective teachers. They responded to a modified form of the Teacher Efficacy Scale (Gibson & Dembo, 1984) and a 59-item instructional strategies scale. Findings revealed that the Personal Teaching Efficacy factor (PTE) was related to choices of instruction, but the Teaching Efficacy factor (TE) was not. Prospective teachers focusing on junior high education obtained the highest PTE scores compared with those focusing on early childhood and elementary education, and participants focusing on early childhood education obtained the highest TE scores. Participants expressed intent to make adaptations directed toward all students and less willingness to use differentiated instruction.