Modeling reading vocabulary learning in deaf children in bilingual education programs

The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, 2000, 2004a) and the hierarchical model of lexical representation and processing in bilinguals (J. F. Kroll & E. Stewart, 1988). We argue that lexical development in the written language often fossilizes and that many words deaf readers acquire will not reach the final stage of lexical development. We argue that this feature is consistent with many findings reported in the literature. Finally, we discuss the pedagogical implications of the model.     

Resilience and success among deaf high school students: three case studies.

Case studies are presented of deaf high school students who were identified as "outstandingly successful" in a national survey. In the analysis of case histories, a subgroup of students had achieved success despite numerous stressful circumstances. Students who would have been expected to do poorly were nonetheless achieving. Although from different sociocultural, linguistic, and educational backgrounds, these students appeared to have one attribute in common: a high level of resilience. The study explores resilience and how three deaf students were able to overcome many obstacles to achievement.     

聋校语文教学如何培养聋生的审美能力

聋校语文教材中呈现了多姿多彩的审美形态和审美范畴。在教学中要引领学生感受美,启迪学生鉴赏美,鼓励学生体现美。培养和提高聋生的审美能力。     

Learning styles of deaf college students and instructors' teaching emphases

Six learning style dimensions of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) were examined in this study with 100 deaf college students. In addition, six corresponding scales of teaching emphases were administered to the 16 instructors of these students. Student mean scores were higher for the dependent, participative, collaborative, and independent dimensions than for the competitive and avoidant styles. The participative learning style correlated significantly with course achievement and course interest, which suggests that an emphasis on active learning may be desirable. For instructors, as with students, the mean scores for teaching emphases were found to be higher for the collaborative, dependent, participative, and independent dimensions. the similar patterns of results for students and teachers suggest a correspondence between the learning styles and the teaching emphases.     

Thinking styles: teaching and learning styles in graduate education students

This study investigated the relationship between two intellectual styles approaches: Sternberg’s thinking styles of teachers and Felder and Silverman’s learning styles. Ninety‐five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg’s theory of self‐government were highly to moderately correlated with Felder’s learning styles. The TSTI did not differentiate between master’s and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major.     

信息技术时代聋生计算机课程教学模式的转变

文章从现代教育观点出发 ,阐述了教育的最终目标是要教会受教育者学习。并根据主体性教育思想和建构主义理论 ,论述了知识的来源和如何获取知识。同时由生物学理论 ,指出形象思维在人们认知过程中的关键作用。由此利用聋生学习中发挥形象思维自主构建知识体系 ,由感性知识到理性知识的转变过程的教学实例。说明了在教学工作中 ,从聋生的生理特点出发 ,运用现代信息技术通过教师的辅导 ,开发聋生形象思维的重要性。     

Adult development: Implications for teaching and learning

This paper presents the background and issues emanating from an adult studies curriculum for adult students. The experimental nature of this program is analyzed in the context of three recent trends in higher education. First, individuals in their thirties, forties, and fifties are returning to college in increasing numbers. Second, adult development theory and research is a fairly new body of knowledge suggesting interesting implications for teaching and learning. Third, adults returning to college tend to seek out nontraditional models of higher education. Empire State College, established in 1971 as the alternative unit of the State University of New York, illustrates this trend.The adult studies curriculum and instructional design are subsequently analyzed in terms of four theoretical perspectives: (1) life cycle theory, (2) ego development, (3) moral development, and (4) adult learning style. Implications for teaching and learning and issues for further research conclude the article.     

Factors predicting recall of mathematics terms by deaf students: implications for teaching

In this study of deaf high school students, imagery and familiarity were found to be the best predictors of geometry word recall, whereas neither concreteness nor signability of the terms was a significant predictor variable. Recall of high imagery terms was significantly better than for low imagery terms, and the same result was found for high- over low-familiarity and signability. Concrete terms were recalled significantly better than abstract terms. Geometry terms that could be represented with single signs were recalled significantly better than those that are usually fingerspelled or those represented by compound signs. Teachers with degrees and/or certification in mathematics had significantly higher self-ratings for the strongest predictor variables, imagery (visualization), and familiarity, as compared with those without such formal training. Based on these findings, implications for mathematics instruction, teacher education, and research are provided.     

Cognitive processing and the development of concepts by deaf students

An examination of experimental learning models revealed that they all refer to the critical component of processing. The authors define processing as an activity that is employed to encourage students to reflect, describe, analyze, and communicate in some way that which was recently experienced. The authors describe a cognitive processing hierarchy and show how it relates to the characteristics of hearing-impaired students. They also share techniques for designing and leading processing activities.     

Working while teaching,learning while working: students teaching in their own class

This paper examines the context of teacher education in which certain students work as teachers whilst at the same time they study in a teacher education programme. The two phenomena that are discussed are the integration of theory and practice, and learning while working. These are located in the wider framework of teachers' pedagogical thinking, and research‐based teacher education. The paper reports on students' experiences of the success of integrating theoretical studies in their work as teachers and the related issue of how a student's everyday grasp of classroom practice has been taken into account in their studies. The paper also raises the issue of the university–school relationship through students' estimations of the impact that their participation in teacher education has brought to the school in which they work and other key aspects of the university–school relationship.     

寻求教师专业发展与进行双语教学的探索

教师的专业发展是一个终生学习、不断发现问题和解决问题的过程,是教师的职业理想、职业道德、社会责任感不断成熟、不断创新的过程。以寻求专业发展进行双语教学为实例,通过转变教育思想,更新教育观念,以现代教学手段和教学方法,来实现专业课双语教学的改革。     

南疆双语教学中“学困生”自我效能感的培养

由于南疆部分地区汉语语言环境的缺失,双语学习对有些民族学生而言,无疑是个巨大的挑战。文章通过访谈法发现双语"学困生"的自我效能感偏低,从学生、学校和家长三方面分析"学困生"自我效能感偏低的原因。最后,从归因方式的训练、学习动机的激发、教学策略的转变、目标的设置等方面提出增强"学困生"自我效能感的有效途径。     

Digital learning and teaching: Evaluation of developments for students in higher education

Whilst there has been a great deal of activity in the exploration of learning situations, especially with the development of computer-aided learning, the introduction of holistic views of learning situations can be useful. In particular, one current approach is that of supported web-based learning systems to complement traditional teaching. This paper focuses on recent work at Liverpool John Moores University (JMU) for one undergraduate module, which with one other has served to provide a rationale for a web-based teaching, learning and support environment for academic staff and students. The approach has enabled researchers at JMU to explore module/programme support development possibilities on the web from academic, quality and commercial perspectives as well as the cybernetic and evolutionary nature of learning. It has also enabled an exploration of student attitudes and perceptions to the technology, insights into the learning strategies adopted by students and their relation to student learning styles. The emphases in studying this system are appropriateness in terms of pedagogy, quality of content, presentation and technology fit. The innovation has appeal with students, it has flexibility as a delivery platform and there are cost benefits and external commercial possibilities. The development process for academics has been mapped and cost benefits of the web site gauged, in order to develop the strategy of a quality-based web-supported teaching and learning environment, coupled with a suitable support mechanism and evaluation model, for staff and students at JMU.     

Using speech sounds to guide word learning: the case of bilingual infants

Despite the prevalence of bilingualism, language acquisition research has focused on monolingual infants. Monolinguals cannot learn minimally different words (e.g., bih and dih) in a laboratory task until 17 months of age (J. F. Werker, C. T. Fennell, K. M. Corcoran, & C. L. Stager, 2002). This study was extended to 14- to 20-month-old bilingual infants: a heterogeneous sample (English and another language; N = 48) and two homogeneous samples (28 English-Chinese and 25 English-French infants). In all samples, bilinguals did not learn similar-sounding words until 20 months, indicating that they use relevant language sounds (i.e., consonants) to direct word learning developmentally later than monolinguals, possibly due to the increased cognitive load of learning two languages. However, this developmental pattern may be adaptive for bilingual word learning.     

非英语专业大学生的词汇学习与语言教学

在大学英语教学中,教师要提高词汇教学首先要从研究学生如何学习词汇入手,而学生要学好词汇需从其词汇知识和词汇习得入手。习得词汇知识不只是熟悉词形,还包括熟悉各种意义、概念和已知词的意义关系。此外,教师还应了解学生词汇习得的个体差异以及学生在学习过程中出现的造词现象等。把词汇教学的侧重点放在学生的学方面,研究学生学习词汇的规律和个体差异,以学促教,反之用教进一步引导学,使词汇的教和学相辅相成,互相促进。     

对师范院校数学专业学生双语教学能力分层递进式培养的探析

阐述培养师范数学专业学生的双语教学能力的必要性、内涵和目标,提出一些可行的具体策略:分层递进式培养。     

转变教学观念开展愉快学习

转变教育教学观念，提高课堂教学效率，挖掘利用无形的课程资源，促进中学生物学教学开展愉快学习，是《生物课程标准》的基本要求．激发学生的学习兴趣；建立新型的师生关系；改变教学方法，树立学生的学习自信心；提高教师的教学素质，师生互助学习，是开展愉快学习的有效途径．