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Anabela Abreu Malpique Deborah Pino-Pasternak Debora Valcan 《Reading and writing》2017,30(8):1789-1812
Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade. The current study involved 177 kindergarten children enrolled in 23 classrooms from seven government-funded primary schools in Western Australia. Individual child level data (e.g., handwriting automaticity and word-reading skills) were collected and teachers were asked to complete a survey assessing the amount of time and types of writing activities developed in their classrooms (e.g., teaching basic skills and teaching writing processes). Hierarchical linear models were conducted to examine total variance attributable to child and classroom levels. Results showed a total variance of approximately 20% in children’s handwriting automaticity attributable to differences among classrooms when gender and word-reading skills were controlled for. Large variability was noted in the amount and type of writing instruction reported by a subset of participating teachers. Handwriting automaticity was associated with the teaching of revising strategies but not with the teaching of handwriting. Implications for writing development and writing instruction are discussed. 相似文献
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This paper reports an analysis of response strategies employed by 300 first year undergraduate students on a chemistry test to answer questions posed in multiple choice and constructed response formats. Test answers were categorized and analyzed for format-related differences in solution strategies and error patterns. A subgroup of 21 students who had written the test were interviewed following the test with the intent of further exploring the response strategies which they had used. The verbal reports from the interviews were scored for the presence of typical problem-solving behaviours. Analysis of the test data indicated no significant differences in the types of solution strategies employed, nor in the types of errors committed, across test format. Most students used algorithmic production strategies and worked out the answers without regard to question format. However, the verbal data revealed evidence of subtler differences in the types and frequencies of problem-solving behaviours, particularly with respect to problem representation and answer evaluation. 相似文献
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In Experiment I, a repeated tests procedure was employed to assess hypothermia-induced amnesia of a footshock experience. Rats tested 4 h after training treatment showed no memory loss, but amnesia was present at 24 h. Although recovery of memory was obtained when the same animals were cooled 2 h prior to a 50-h test, repeated testing also tended to attenuate amnesia. In Experiment II, independent groups were tested at 6 or 50 h after training treatment. Again, memory of the footshock was present at the short, but not at the long, interval. Recooling shortly prior to the 50-h test eliminated amnesia. Experiment III indicated that the return of memory produced by recooling did not persist if testing was delayed. These findings suggested that hypothermia may function as an important contextual cue for memory retrieval. 相似文献
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Breanne K. Litts Yasmin B. Kafai Debora A. Lui Justice T. Walker Sari A. Widman 《Journal of Science Education and Technology》2017,26(5):494-507
Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact. We implemented an electronic textiles unit with 23 high school students ages 16–17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students’ understanding of functional circuits but also showcase students’ ability in designing and remixing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into classrooms. 相似文献
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Bibliometric analysis to identify core reference sources of virtual reference transactions 总被引:1,自引:0,他引:1
As the use of electronic reference sources becomes commonplace, virtual reference services are expanding in scope, modes, and popularity. Simultaneously, reference practices are evolving as well. One concept that may be challenged by these trends is the notion of the core reference collection. What are the sources that form this core collection, and what are its characteristics? Are similar sources used to answer users' questions in virtual and traditional reference? How do core collections of public and academic libraries differ? An analysis of 1851 e-mail and chat reference transactions from public and academic libraries reveals that the notion of a core reference collection persists in the world of virtual reference services. In both types of libraries, responses to patrons showed a skewed bibliographic distribution; librarians used a small group of sources to answer most of the questions. Almost all sources used were electronic. Academic libraries tended to make greater use of fee-based sources, but public libraries more often used sources freely-available on the Web. 相似文献
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‘Partnership between parents and teachers’ is a taken-for-granted feature of the philosophy and practice of early childhood education. Yet, the literature suggests this rhetoric belies a more complex and problematic reality for teachers. Making connections with the families and communities they will serve may help teacher education students confront understandings of the realities of family lives and assist them to prepare for their professional responsibilities. Teacher education literature suggests that supported field experiences may assist student teachers to examine their beliefs and reflect on their practices with families. This paper reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. Three themes of changes in student learning are discussed: (1) beliefs about partnerships; (2) notions of complexities within diversity; and (3) developing relationships with diverse families. The paper argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership. 相似文献
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