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Burin Debora I. Gonzalez Federico Martin Barreyro Juan Pablo Injoque-Ricle Irene 《Metacognition and Learning》2020,15(3):391-410
Metacognition and Learning - This study examined the contribution of self-reported metacognitive regulation of reading to expository digital text comprehension in an e-learning environment,... 相似文献
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The purpose of this article was to describe a Finnish research project concerning communicative spontaneity in pupils with autism spectrum disorder (ASD). ASD is a behavioural syndrome which is neurobiological in origin and which involves atypical developmental dysfunctions in the brain. The essential features are persistent impairment in reciprocal social communication and social interaction, and restricted, repetitive patterns of behaviour, interest, and activities. However, an important part of flexible interaction is functional communication between partners, and spontaneity is a critical aspect of functional communication. Communicative spontaneity can be assessed by examining the relationship between environmental antecedents or cues (prompts) and communicative acts. In this study spontaneity is viewed along a continuum, it is, all communicative acts are considered to have some degree of spontaneity and all communication is environmentally prompted or cued. In this research a model of supportive prompts for spontaneity was applied in practice. The model in question is Carter and Hotchkis’s four-level antecedent model. The study explored the supportive prompts ethnomethodologically. In the study described six video recordings (each about 30?min) from authentic classroom situations were categorised with the four-level antecedent model. These videos are unusual in Finnish context in that they involve only the teacher and her six pupils with ASD; no helpers are present in the classroom. This study indicated that the four-level antecedent model is a powerful means of analysing the dimensions of spontaneous communication, but the sensitivity of the model can be increased. The authors’ suggestion is that the modification of the model may be accomplished by adding new categories (such as non-acting or prompt-seeking behaviour) or editing current categories. The modified four-level antecedent model is more applicable to help teachers develop spontaneity in the communication of pupils with ASD. 相似文献
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This article is based on data from two national research projects in Norway dealing with upper secondary educational reforms that began in 1994. Together, the research projects represent a longitudinal study of prospective life course data from 1995 to 2003, covering approximately 500 students from the time they were receiving special education in upper secondary school to the age of 22. The analysis is based on theories of social networks, frame factors, risk and resilience, and life course transitions. It uses a typology of social marginalization based on the dimensions of network density and network size to capture the differences in framing opportunities and restrictions on the students’ social network relationships in the spare time arena. The study addresses how such relationships in early adult life are affected by earlier school experiences, such as whether they attended special or mainstream classes, compared with personal factors and their family situation at the start of upper secondary school. 相似文献
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The Aging Game, a simulation activity, has been used successfully with medical students in the development of empathetic attitudes toward older adults. To date, the Aging Game has not been used extensively with allied health students. It has been viewed as too costly, time-consuming and labor-intensive. The purpose of this study was to examine the administrative feasibility of implementing a modified version of the Aging Game for use with allied health students. The study showed that the Aging Game can be easily modified for use with allied health students, and it can deliver positive results for improving empathetic attitudes toward older adults. 相似文献
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Irene Poh‐Ai Cheong David Treagust Iorhemen J. Kyeleve Peck‐Yoke Oh 《International Journal of Science Education》2013,35(18):2497-2519
In this study, a two‐tier diagnostic test for understanding malaria was developed and administered to 314 Bruneian students in Year 12 and in a nursing diploma course. The validity, reliability, difficulty level, discriminant indices, and reading ability of the test were examined and found to be acceptable in terms of measuring students' understanding and identifying alternative conceptions with respect to malaria. Results showed that students' understanding of malaria was high for content, low for reasons, and limited and superficial for both content and reasons. The instrument revealed several common alternative conceptual understandings students' hold about malaria. The MalariaTT2 instrument developed could be used in classroom lessons for challenging alternative conceptions and enhancing conceptions of malaria. 相似文献
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Journal of Science Education and Technology - This paper describes analyses of the K–12 computational thinking (CT) integration activities collected at two NSF-funded workshops,... 相似文献
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Caviola Sara Toffalini Enrico Giofrè David Ruiz Jessica Mercader Szűcs Dénes Mammarella Irene C. 《Educational Psychology Review》2022,34(1):363-399
Educational Psychology Review - The relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety... 相似文献