Word-to-text integration in English as a second language reading comprehension

Reading and Writing - We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n?=?441) learning English as a second language...     

History of Spanish Mathematics Education Focusing on PhD Theses

This article offers an overview of mathematics education in Spain, analyzing the production of PhD theses over the last 30 years. This period has been divided into four cycles that describe the evolution of Spanish research in the field of mathematics education, together with changes in university and social politics. This paper also includes a forecast of the number of theses that will be produced over the next 7 years, thus predicting the future progress and development of this area of research.     

Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics

The goal of the present study was to evaluate the effectiveness of the Auditory Discrimination in Depth Program (ADD) in remediating the analytic decoding deficits of a group of severe dyslexics. A group of ten severely dyslexic students ranging in age from 93 to 154 months were treated in a clinic setting for 38 to 124 hours (average of 65 hours). Pre- and post-treatment testing was done with the Woodcock Reading Mastery Test and the Lindamood Auditory Conceptualization to assess changes in phonological awareness and analytic decoding skills. Results revealed statistically significant gains in phonological awareness and analytic decoding skills.     

Goodness of Fit in Item Factor Analysis: Effect of the Number of Response Alternatives

The power of the chi-square test statistic used in structural equation modeling decreases as the absolute value of excess kurtosis of the observed data increases. Excess kurtosis is more likely the smaller the number of item response categories. As a result, fit is likely to improve as the number of item response categories decreases, regardless of the true underlying factor structure or χ²-based fit index used to examine model fit. Equivalently, given a target value of approximate fit (e.g., root mean square error of approximation ≤ .05) a model with more factors is needed to reach it as the number of categories increases. This is true regardless of whether the data are treated as continuous (common factor analysis) or as discrete (ordinal factor analysis). We recommend using a large number of response alternatives (≥ 5) to increase the power to detect incorrect substantive models.     

Using technology to break gender barriers: gender differences in teachers’ information and communication technology use in Saudi Arabian classrooms

How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing pedagogies, knowledge and skills of teachers by gender in Saudi Arabia reveal the unique approaches that both the Saudi and technology context provide for students’ learning. Female teachers’ use of technology in the classroom is more frequent and of different types than that of males. Implications are discussed for teacher professional development and for understanding the important role of cultural context around gender and information and communications technology in education.     

Lyotard and Bakhtin: Engaged Diversity in Education

This article compares the views of Mikhail Baktin and Jean-François Lyotard on difference and diversity. Both philosophers elevate diversity on a higher level, considering it to be a fundamental fact of human existence rather than a temporary and superficial phenomenon. However, while Lyotard emphasized the depth of differences amongst various discourses and language games, Bakhtin thought of diversity as a form of connection. Lyotard envisioned a multitude of separate and internally coherent discourses, while Bakhtin traced diversity within each discourse as well as among them. The Baktinian notion of the polyphonic truth helps to move diversity from an abstract goal into a working part of the educational enterprise.     

Constitutive Laws of the Underground Opening Collapse due to Dynamic Load

The constitutive laws of the collapse of underground openings in a rock massif were investigated based on the results of laboratory and field experiments,and computations using analytical and numerical models.It is shown that the principal mechanism of failure of underground openings over important for practice peak particle velocity amplitude range of 1 to 10 m/s is the roof and wall breakage due to the fall of key blocks.Over this load range the material crushing is of considerably less importance.The geometry of discontinuities influences mainly the stability of key blocks.Further caving depends weakly on block structure of near-tunnel zone.The mean volume of fall material is a rather stable quantity for rock massifs of different structures.Lower tunnel stability in the zones of high fracturing is caused by a higher probability of the presence of the unstable key blocks and the decrease of strength characteristics of fractured bounding blocks.The decrease of average block size is a less important accompanying factor.     

When Is Teleconsultation Acceptable to School Psychologists?

ABSTRACT

School psychologists report a desire to increase consultation with teachers but are limited by competing job demands. Consultation via videoconference (i.e., teleconsultation) offers one possible means of increasing consultant availability to teachers, but little is known about the acceptability of this technology in actual practice. In this exploratory study, we conducted an online survey to assess the conditions under which school consultants would use teleconsultation to assist teachers remotely. Sixty-two school psychology practitioners, trainers, and trainees completed a choice-based conjoint survey designed to assess teleconsultation acceptability in the context of varying commute times, consultee comfort levels, and student problem severities. Findings suggest important differences in teleconsultation acceptability in the context of real-world tradeoffs. Implications of these results are discussed, as well as the potential for using conjoint analysis to better understand technology decisions among school consultants.     

特种钢丝绳隔振器静态实验研究

在分析航空发动机外部管路的工况和结构特点的基础上,设计了适合在发动机外部管路支承中使用的类似于悬臂梁结构的钢丝绳隔振器,并对其进行了静态实验研究.静态实验中得到不同结构参数钢丝绳隔振器的滞迟回线、刚度变形幅值关系曲线和能耗系数变形幅值关系曲线.通过分析表明:钢丝绳隔振器呈现明显的滞迟特性,隔振器的刚度、阻尼等性能随变形幅值变化表现出明显的非线性特性,同时,通过改变钢丝绳的结构参数,可以获得具有不同性能的钢丝绳隔振器,以满足不同工况的需求.研究结果对钢丝绳隔振器在航空发动机外部管路中的应用具有重要参考价值.     

Is underestimation less detrimental than overestimation? The impact of experts’ beliefs about a layperson’s knowledge on learning and question asking

Although prior research has shown that experts tend to overestimate or underestimate what laypersons actually know, little is known about the specific consequences of biased estimations for communication. To investigate the impact of biased estimations of a layperson’s knowledge on the effectiveness of experts’ explanations, we conducted a web-based dialog experiment with 45 pairs of experts and laypersons. We manipulated the experts’ mental model of the layperson by presenting them either valid information about the layperson’s knowledge or information that was biased towards overestimation or underestimation. Results showed that the experts adopted the biased estimations and adapted their explanations accordingly. Consequently, the laypersons’ learning from the experts’ explanations was impaired when the experts overestimated or underestimated the layperson’s knowledge. In addition, laypersons whose knowledge was overestimated more often generated questions that reflected comprehension problems. Laypersons whose knowledge was underestimated asked mainly for additional information previously not addressed in the explanations. The results suggest that underestimating a learner during the instructional dialog is as detrimental to learning as is the overestimation of a learner’s knowledge. Thus, the provision of effective explanations presupposes an accurate mental model of the learner’s knowledge prerequisites.