Effects of Cognitive and Metacognitive Pre‐reading Activities on the Reading Comprehension of ESL Learners

Pre‐reading activities such as title discussion and vocabulary training have been shown to be effective in decreasing oral reading errors and increasing reading rate and comprehension across a range of reading levels. Experiment 1 in this paper examines the effects of these cognitive activities in combination on the reading comprehension of three adult ESL emergent readers. Experiment 2 explores the relative effects of this procedure, and a metacognitive strategy for presenting these pre‐reading techniques, on the comprehension levels of five adult ESL learners. Single subject research designs were employed in both studies. Results of both studies indicate that the cognitive strategy was effective in raising comprehension levels. However, in Experiment 2, the metacognitive instructional strategy, while similarly effective in raising comprehension levels, was also associated with enhanced maintenance in a subsequent non‐treatment phase. Implications of these findings for instructional practice with ELS learners, both proficient and novice first language readers, are considered.     

多媒体课件制作中的视频格式及其处理技术

本文详细介绍多媒体课件中常用的视频格式和对视频进行有效处理的方法、技巧。     

Comparison of various flooding procedures in reducing fear and in extinguishing jump-up avoidance responding

Two experiments examined the effectiveness of three variations in flooding techniques on hastening extinction of a jump-up avoidance response (Experiment 1) and on reducing fear (Experiment 2) as assessed by the multivariate fear-assessment techniques of Corriveau and Smith (1978). Traditional flooding involved blocking the subject’s response by making the safety ledge unavailable; barrier flooding involved inserting a Plexiglas barrier in front of the safety ledge to make it inaccessible and moving the wall periodically during treatment; no-barrier flooding involved allowing subjects to jump onto the ledge periodically but, if they did so, immediately dumping them back onto the grids. In both experiments, all three flooding treatments were found to be more effective than a home cage treatment, although the no-barrier procedure was significantly more effective than the other two. In addition, activity measures revealed interesting and significant group differences in the patterns of activity shown during treatment.     

Understanding practitioners' characteristics and perspectives prior to the dissemination of an evidence-based intervention

OBJECTIVES: To describe the characteristics and repertoires of community practitioners serving families involved in child physical abuse that may inform training and treatment dissemination efforts. The aims are to: (a) describe the background characteristics of these clinicians; (b) document their most common intervention techniques; (c) examine clinicians' attitudes toward manualized treatment; and (d) understand the organizational climate of community agencies. METHOD: Practitioners from nine different agencies who have worked with cases in which there was child physical abuse (n=77) completed focus group discussions and three self-report questionnaires. Qualitative and quantitative analyses were conducted in tandem. RESULTS: Practitioners reported that they most often focused on family issues and employed family therapy techniques. Although treatment manuals were important, it was difficult to determine how practitioners used or would use these materials with families. An almost equal number of concerns and benefits were raised regarding using manuals in treatment. There was moderate agreement in how practitioners perceived their work environments. Age and attainment of a graduate degree were positively related to greater caring and job satisfaction, respectively, while length of time at a given agency was positively related to greater reports of emotional exhaustion on a measure of organizational climate. CONCLUSIONS: Given the promising benefits of evidence-based treatments for child abuse, it is important that researchers begin to form partnerships with community agencies that will lead to the dissemination and evaluation of effective treatment strategies.     

Environmental Education Needs of Special Populations

Abstract

Behavioral modification techniques were evaluated by observing litter collection behavior of commercial rafting groups. A verbal appeal and role modeling comprised a treatment intended to prompt litter pickup. Designated pieces of trash were planted at the first night's campsite. The number of litter pieces retrieved by treatment and control groups was deemed statistically significant at the .10 alpha level. Treatment groups left campsites cleaner; therefore, results support the hypothesis that verbal appeal and role modeling by river guides can be effective litter control techniques.     

Visualization as a guide for composing

Visualization techniques involving the analysis of pictorial information (e.g., photographs, paintings, and geometric forms) are used to guide students' understanding of the composing process. For the first exploratory study sets of papers written by students enrolled in an introductory level composition course incorporating these techniques were compared with sets of papers written by students in another section of the same course to determine the effectiveness of visualization for understanding the process of revision. Students in a second study completed a questionnaire designed to assess students' memory for visualization techniques as well as their tendency to apply these techniques to new situations. The results suggest that visualization techniques were effective in guiding the revision process (Study 1). Further, results show that students remembered both specific details about the pictorial information used to guide the composing process (outlining, analyzing, revising) and the underlying principles informing these techniques (Study 2). Visualization techniques are discussed in terms of their potential usefulness in reducing the cognitive demands implicit in the composing process.     

Toward a theory of teaching: A social learning view

Two hypotheses were investigated: Do teachers spontaneously use modeling techniques during instruction, and are teachers who are trained to use these procedures more effective? Twenty-four teachers attempted to instruct a like number of 5-year-olds to seriate length. Twelve additional youngsters served as uninstructed controls. Untrained teachers made little use of modeling techniques and were generally ineffective. Trained teachers were significantly more effective than their untrained counterparts. Teacher use of specific modeling behaviors correlated with teaching success. The results were discussed from a Social Learning Theory view of teaching.     

Call for papers

This study was designed to reveal the knowledge and skill sets that practicing day treatment and residential treatment EBD teachers view as important, and/or lacking, in novice EBD teachers, and to situate those findings within the larger contexts of teacher attrition and teacher preparation in special education. Primary results suggest that EBD teachers in day treatment and residential treatment centres believe knowledge of and implementation of best practices to be one of the most important prerequisites for effective practice in the EBD classroom, and one of the prerequisites most lacking by novice teachers. EBD teachers also indicated that knowledge of and appropriate use of behaviour management techniques was essential for effective practice, and also was reported to be lacking in novice teachers. In addition, EBD teachers reported a number of areas in which their teacher preparation programmes were perceived as lacking depth. Finally, certain personality attributes were identified as essential prerequisites for effective practice in the EBD classroom. Results are useful for teacher educators, teacher coaches, and school administrators.     

Interaction between attention directing and cogntiive style

Certain instructional techniques are more effective than others in teaching students who have a particular cognitive style. Analytic (field independent) and global (field dependent) styles of learning in 96 sixth graders were tested using two instructional design techniques. One slide/tape presentation was attentiondirecting; the other used supplementary sound. Both covered the same information. A factor analysis of variance of test scores was made using cognitive style and audio treatment as variables.     

Career education for mentally handicapped adolescents

Conclusion Appropriate assessment, counseling and training techniques are imperative for the effective career education of MH adolescents. These techniques should be integrated and viewed as a series of student-centered developmental activities. Counselors can play an important role in the career development of MH adolescents by coordinating these activities. This requires collaboration with special education teachers, other professionals, parents and students themselves to integrate assessment, training, counseling and work experiences.     

翻译中的不同思维与文化差异

英汉两种语言在表达方式上异大于同。翻译时要充分认识到造成这一差异的各具特点的文化背景及思维方式，通过大量的分析比较，深入研究这两种语言在遣词造句方面各自的规律，以便寻求切实可行的互译对策。     

Chantey Castings: A Hands‐On Simulation to Teach Constraint Management and Demand‐Driven Supply Chain Approaches

Supply chain design and constraint management are widely‐adopted techniques in industry, necessitating that operations and supply chain educators teach these topics in ways that enhance student learning and retention, optimize resource utilization (especially time), and maximize student interest. The Chantey Castings Simulation provides a platform to accomplish all three criteria. In a fun, collaborative environment, students learn important concepts related to these techniques by identifying obstacles to matching customer demand with sourcing, production, and logistics for a variety of products made from Play‐Doh. Assessment data indicate the simulation is a highly‐effective experiential learning activity.     

浅议园林植物病虫害的无公害化治理

分析了园林植物生长过程中的障碍因子，针对园林植物病虫害发生特点，提出了以园林技术措施为基础的综合防治方法，即植物检疫、园林技术防治、物理机械防治、生物防治、外科治疗等具体措施，提倡因地制宜地协调好各类防治措施，以达到经济、安全、有效地控制病虫不成灾的目的。     

废弃CRT玻璃的建材化处理处置与再生利用

废弃阴极射线管(CRT)的处理处置是电子废弃物处理处置中的重要问题之一,CRT玻璃因含铅等重金属元素而成为废弃CRT处理处置的核心问题.CRT玻璃除可回炉再制造新玻壳(Glass-to-Glass)或用作冶金助熔剂提炼铅(Glass-to-Lead)之外,在建筑材料领域也具有较大的应用潜力.采用废弃CRT玻璃可生产玻璃陶瓷、生产烧结型建材制品、生产泡沫玻璃和混凝土固化填埋等.     

Annual Index Volume 75, 1981-82

Abstract

This study was designed to investigate whether teachers who receive training and then implement more effective instructional practices change in terms of the reasons they offer for their effectiveness. Comparisons were made between 46 teachers who were trained in and implemented mastery learning techniques and 50 similar teachers who could not be included in the training. The results of a multivariate analysis of variance showed that the mastery learning teachers attached increased importance to teaching practices and behaviors in explaining their effectiveness after they had implemented these techniques. Furthermore, there was a significant reduction in the importance mastery learning teachers attached to personality factors. The implications of these findings for staff development are discussed.     

Research on classroom and school effectiveness and its implications for improving big city schools

Research on effective teaching has produced useful knowledge regarding instructional techniques dealing with classroom management, teacher-centered direct or explicit instruction, student time-on-task, questioning, and cognitive instruction for low-achieving students. Research on effective schools has produced useful knowledge regarding the characteristics or correlates of schools that are unusually successful in enhancing student achievement. Projects that utilize these research findings in working to improve teacher and school effectiveness have been and are being conducted in many big cities. While encouraging results have been registered in some locations, achievement is still unacceptably low in many cities. Efforts in the future should draw systematically on research dealing with effective classrooms and effective schools.     

Applications of desensitization procedures for school-related problems: A review

A variety of desensitization and counterconditioning procedures have been utilized to deal with school-related problems. These procedures are reviewed with respect to applications for treating school phobia, test anxiety, and other academic anxieties. The case and experimental studies reviewed indicate that desensitization procedures in combination with other techniques are most effective. Guidelines for using these procedures in the schools are suggested.