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991.
As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged
to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity
Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his
reading. Comparisons of pre- and post-assessments showed that the student had gained one year’s growth in reading within a
sixweeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations
to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced
suggests that the use of this device is worth serious consideration and research in similar contexts. 相似文献
992.
Hyeon Woo Lee Kyu Yon Lim Barbara L. Grabowski 《Educational technology research and development : ETR & D》2010,58(6):629-648
Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read.
In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing
learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning
environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects
of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and
self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural
Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among
variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved
learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as
generative learning strategies. 相似文献
993.
Barbara Theresia Schrottner 《美中教育评论》2010,7(8):50-61
It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globafization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question: Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense? The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address (global) conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality. 相似文献
994.
Saskia Kistner Katrin Rakoczy Barbara Otto Charlotte Dignath-van Ewijk Gerhard Büttner Eckhard Klieme 《Metacognition and Learning》2010,5(2):157-171
An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools.
Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a
learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect
promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics
teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’
mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied
to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies
(e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features
of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place
in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation
strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance
development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance.
These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms. 相似文献
995.
Renato Donfrancesco Roberto Iozzino Barbara Caruso Laura Ferrante Daniele Mugnaini Alessandra Talamo Silvia Miano Andrea Dimitri Gabriele Masi 《Annals of dyslexia》2010,60(2):175-182
Different moderators/mediators of risk are involved in developmental dyslexia (DD), but data are inconsistent. We explored
the prevalence of season of birth and its association with gender and age of school entry in an Italian sample of dyslexic
children compared to an Italian normal control group. The clinical sample included 498 children (345 boys, mean age 10.3 ± 2.1 years)
with DD, the control sample 1,276 children (658 boys, mean age 10.8 ± 2.2 years) from four elementary schools from the same
urban area, and with the same socio-economic status level. A prevalence of birth in autumn was found among children with DD
compared to controls (34% versus 24%, p < 0.0001). Children with DD were more frequently males (p < 0.0001) and had a lower mean age of school entry (p < 0.0001). Regarding the distribution of ages, 11.4% of children with DD, but none of the subjects in the control group,
started school before 5.7 years. Therefore, greater risk of DD was related to age of school entry (OR = 2.72), gender (OR = 2.16),
and season of birth (OR = 1.21). Significant interactions between boys with DD born in autumn, and correct school of entry
(OR = 2.56) were joint predictors of higher risk of DD. The association between birth in autumn and DD may be explained by
the earlier age of school entry, which may be a critical element in the youngest children with DD or at risk to DD. Whether
Italian school policy is oriented to anticipate the school entry, a closer detection of early learning disorders and associated
risk factors (familial load, specific language disorders, and attention deficit hyperactivity disorder) should be warranted. 相似文献
996.
Successful adult literacy and basic education programs are notoriously difficult to achieve. One reason for this has to do with how the question, “literacy for what?” is answered for a given program. All too frequently, the answer to that question is shaped more by the goals of the literacy provider than it is by learners’ own goals and desires. 相似文献
997.
Jason L. Anthony Jeffrey M. Williams Rachel G. Aghara Martha Dunkelberger Barbara Novak Anuja Divatia Mukherjee 《Reading and writing》2010,23(8):969-994
Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed two important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Specifically, nine measures of accessibility to and distinctness of phonological presentations were administered to 175 3-, 4-, and 5-year-old children. Confirmatory factor analysis validated three separate but correlated phonological processing abilities, i.e., efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. The named phonological processing abilities were equally good measures of a second-order phonological representation factor. While most prototypic measures were excellent indicators of first-order phonological abilities, they were only modest indicators of phonological representation. 相似文献
998.
999.