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191.
Inference making ability and its relation to comprehension failure in young children 总被引:1,自引:0,他引:1
Young children's reading comprehension skill is associated with their ability to draw inferences (Oakhill 1982, 1984). An experiment was conducted to investigate the direction of this relation and to explore possible sources of inferential failure. Three groups of children participated: Same-age skilled and less skilled comprehenders, and a comprehension-age match group. The pattern of performance indicated that the ability to make inferences was not a by-product of good reading comprehension, rather that good inference skills are a plausible cause of good reading comprehension ability. Failure to make inferences could not be attributed to lack of relevant general knowledge. Instead, the pattern of errors indicated that differences in reading strategy were the most likely source of these group differences. 相似文献
192.
Jane Essex 《Support for Learning》2020,35(4):542-558
The paper provides a first person account of participant evaluation research of curriculum innovation in a school serving students with profound learning difficulties. It describes how the aspirations of the school leadership team to introduce science, combined with advisory support, overcame the initial anxiety of teaching staff about teaching an unfamiliar subject. The staff position was transformed and they gave a very positive evaluation of their experiences of teaching science, due to the impact of the subject on their students. The introduction of a distinct and inclusive model of science into the curriculum was ultimately found to have significant benefits for both students and staff. 相似文献
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Mike Joy Jane Sinclair Shanghua Sun Jirarat Sitthiworachart Javier López-González 《Education and Information Technologies》2009,14(2):105-126
The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing
appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications
in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed
for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy,
specifically aimed to help new researchers in the field understand what types of papers are published and where they appear.
Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe
certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus
and those emerging from more general Higher Education literature. 相似文献
197.
This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies. 相似文献
198.
The importance of being a ‘lady’: hyper‐femininity and heterosexuality in the private,single‐sex primary school 总被引:1,自引:0,他引:1
Alexandra Jane Allan 《Gender and education》2009,21(2):145-158
Drawing on recent ethnographic research in one single‐sex, private primary school, this paper will explore what it meant for the girls in this setting to embody the discourse of the ‘lady’. The paper will propose that classed and gendered discourses of respectability featured strongly in the girls’ lives, as they were expected to behave like ‘proper’ upper‐middle‐class ladies. However, the paper will also suggest that these discourses were being reworked through post‐feminist, neo‐liberal notions of modern girlhood, meaning that the girls also felt compelled to make themselves as heterofeminine ‘girly’ girls; as sassy, sexy and successful, as well as respectable and upper‐middle‐class(y) enough. By exploring the clash between these two sets of discourse, the paper will specifically seek to examine the lived embodiment of intersections of class, gender and sexuality and to explore the relevance of Judith Butler’s heterosexual matrix for these upper‐middle‐class girls. 相似文献
199.
This qualitative study was aimed at developing theory about the process underlying the development of responsibility grounded in accounts of youth who reported experiencing this change. A total of 108 high-school-aged ( M = 16.5) youth from 11 programs were interviewed about their experiences within the program, and 24 reported becoming more responsible through their participation. The youth's accounts suggested that this process was driven largely by successfully fulfilling program expectations. This process was driven by youth's adherence to their commitments and their consideration of the consequences of their actions on others. Youth mentioned changes in responsibility most frequently in three programs, which appeared to differ from the remaining programs in having more structure and placing greater ownership and accountability on youth. 相似文献
200.
Pascal Gygax Ute Gabriel Oriane Sarrasin Jane Oakhill Alan Garnham 《European Journal of Psychology of Education - EJPE》2009,24(2):235-246
In this paper we argue that the generic use of the masculine represents a grammatical rule that might be easy to learn but
difficult to apply when understanding texts. This argument is substantiated by reviewing the relevant literature as well as
the recent work conducted by the GREL Group (Gender Representation in Language) on the interaction between stereotypical and
grammatical information in the construction of a representation of gender when reading role names. The studies presented in
this paper show that the masculine form used as a generic to refer to persons of both sexes, or to persons of indefinite sex
or whose sex is irrelevant, in gender marked languages is likely to be associated with its specific meaning (i.e., masculine
refers only to men). This is true even though the generic nature of the masculine is a very common grammatical rule learnt
at school. People may have learned this rule and may understand it, but may not readily apply it. 相似文献