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1.
This study was intended to help clarify the nature of dyslexia in Spanish. A sample of 30 children, 8 to 16 years old, participated
in this study. Dyslexic children were compared to two control groups, a chronological age-matched control group and a reading
level-matched control group. Measures included nonword and pseudohomophone reading (phonological procedure), homophone choice
(orthographic procedure), and phonological awareness tasks (syllabic, intrasyllabic, and phonemic level). For each task, accuracy
(error percentage) and performance time were measured. Results showed a deficit in the dyslexic group on all the tasks, which
was more evident when time was considered. With the results consistent with studies in other transparent orthographies such
as Italian and German, speed problems seem to be more evident and relevant than accuracy problems in Spanish dyslexic children.
相似文献
Sylvia DefiorEmail: |
2.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
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Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
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4.
Powerful knowledge and quality talk: maximising learning of genetics during collaborative group work
Grady Venville 《Cultural Studies of Science Education》2009,4(1):201-209
This commentary brings additional theoretical perspectives to bear on data and findings presented by Anniken Furberg and Hans
Christian Arnseth in their paper on students’ meaning making in genetics in collaborative learning activities. The theoretical
perspectives converge on the importance of maximizing students’ learning in genetics. The perspectives include the notion
of powerful knowledge which raises the issue of whether the curriculum being delivered is a means by which students can acquire
powerful knowledge that will provide them with more reliable explanations and new ways of thinking about the world. The role
of the teacher in fostering social interactions that result in conceptually focused discussions within small group work also
is considered. Finally, the issue of whether students can be taught how to improve the quality of their talk within small
groups is explored.
相似文献
Grady VenvilleEmail: |
5.
6.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |
7.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |
8.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
Angela Calabrese BartonEmail: |
9.
Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
相似文献
Calvin KalmanEmail: |
10.
Richard White Paul Gardner Malcolm Carr Alister Jones Ken Appleton Marilyn Fleer Christine Redman Vaille Dawson Wen-Hua Chang Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(2):263-301
This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers
who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation
of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.
相似文献
Stephen M. RitchieEmail: |
11.
Janis Dawson 《Children‘s Literature in Education》2007,38(2):141-152
This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which
the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced
adventure with the bildungsroman.
相似文献
Janis DawsonEmail: |
12.
Heinke Roebken 《Higher Education》2007,54(1):99-113
By using recruitment data from 60 German departments of business administration, networks are constructed in which the nodes
are departments, and two departments are connected if they have either sent or received a scientist from one another. Different
concepts of social network analysis are applied to answer a series of questions, such as the number of scientists the business
departments produce, to whom they send and from whom they receive their scientists, and which role academic networks play
in the career of young scientists in business administration. Regression analysis revealed that network centrality is a robust
predictor of departmental reputation. The social network approach can be used to assess reputational differences among business
departments, thereby providing an alternative to existing opinion surveys and research rankings.
相似文献
Heinke RoebkenEmail: |
13.
A research framework for creative and imitative reasoning 总被引:1,自引:0,他引:1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
Johan LithnerEmail: |
14.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
Eric L. DeyEmail: |
15.
Deborah Ann Ceglowski Mary Ellin Logue Annette Ullrich Jaesook Gilbert 《Early Childhood Education Journal》2009,36(6):497-504
Sixteen Minnesota families with children with disabilities participated in a 2-year interview study of their care experiences.
Findings show that families developed a network of care providers, struggled to pay additional costs for care, were not informed
of community services and programs, and believed that their children received adequate child care. This study highlights the
need to provide information to families and providers and to link services in both rural and urban communities.
相似文献
Deborah Ann CeglowskiEmail: |
16.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
Peter WoodEmail: |
17.
Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
相似文献
Ethan CampbellEmail: |
18.
Eric Jamelske 《Higher Education》2009,57(3):373-391
In 1997 a medium-size Midwestern public university in the U.S. initiated a first year experience program. The program is designed
to infuse added curricular and extracurricular components into core courses in an effort to integrate students into the university
community. This article examined the FYE impact on grade point average (GPA) and retention after 1 year for the fall 2006
cohort of entering students. The findings suggest no positive FYE effect on retention, but on average FYE students earned
higher GPAs than non-FYE students. Reducing the sample to include only courses identified as goal compatible FYE courses yielded
a positive effect on retention and also accentuated the GPA differential. The estimated positive FYE impact on retention was
larger for below average students (especially females) and smaller for above average students.
相似文献
Eric JamelskeEmail: |
19.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
Bryan A. BrownEmail: |
20.
Leonard Waks 《Learning Inquiry》2007,1(2):153-161
In an earlier article I drew a distinction between two general types of listening. In one the listener brings pre-determined
categories to bear in extracting useful information from the speaker’s utterance. In the other the listener suspends such
categories to hear as much as possible in the utterance. This distinction has been challenged by Sophie Haroutunian-Gordon.
This article responds to her critique.
相似文献
Leonard WaksEmail: |