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61.
Tracy G. Spies Rafael Lara-Alecio Fuhui Tong Beverly J. Irby Tiberio Garza Margarita Huerta 《The Journal of educational research》2018,111(5):517-529
In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1–3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < .05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant. We concluded that intervention activities in L2 influenced L1 reading even when L1 instructional time was reduced. 相似文献
62.
Lisa R. Halverson Charles R. Graham Kristian J. Spring Jeffery S. Drysdale 《Distance Education》2012,33(3):381-413
Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing’s Publish or Perish software (http://www.harzing.com/pop.htm), we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about blended learning are happening, which scholars are at the forefront of these conversations, and other emerging trends in blended learning scholarship. 相似文献
63.
Thomas Deane Kathy Nomme Erica Jeffery Carol Pollock Gülnur Birol 《CBE life sciences education》2014,13(3):540-551
Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non–expert-like thinking in students and to evaluate the success of teaching strategies that target conceptual changes. We used BEDCI to diagnose non–expert-like student thinking in experimental design at the pre- and posttest stage in five courses (total n = 580 students) at a large research university in western Canada. Calculated difficulty and discrimination metrics indicated that BEDCI questions are able to effectively capture learning changes at the undergraduate level. A high correlation (r = 0.84) between responses by students in similar courses and at the same stage of their academic career, also suggests that the test is reliable. Students showed significant positive learning changes by the posttest stage, but some non–expert-like responses were widespread and persistent. BEDCI is a reliable and valid diagnostic tool that can be used in a variety of life sciences disciplines. 相似文献
64.
Shanthi Johnson Bonnie Jeffery Juanita Bacsu Sylvia Abonyi Nuelle Novik 《Educational gerontology》2013,39(9):599-607
ABSTRACTThis qualitative study examined the falls and fall-related injury experiences of community-dwelling rural seniors. 42 senior men and women living in two rural areas in Saskatchewan, Canada were recruited, and in-depth interviews were conducted. Analysis revealed three main themes among responses: nature of falls and injuries, causes of falls and injuries, and consequences of falls and injuries. Men and women expressed a fear of falling, which led to activity limitations; however, women were more reflective on their potential to fall and showed an increased level of preparedness compared to men. The causes of falls included activities at the time of a fall, functional limitations, chronic diseases, and personal factors such as type shoes worn. While men and women downplayed the seriousness of their falls or injuries, indicating a level of hardiness, this trend was stronger among men. None of the participants discussed the role of health care professionals or the health care system in relation to fall risk and ways of preventing falls, despite reporting adaptations to prevent and deal with consequences of falls. Overall, these findings may allude to the scarcity of health care services provided in rural communities, highlighting a need to focus on falls prevention for community-dwelling rural seniors. 相似文献
65.
Juanita Bacsu Bonnie Jeffery Sylvia Abonyi Shanthi Johnson Nuelle Novik Diane Martz 《Educational gerontology》2013,39(5):327-337
To date, initiatives to support healthy aging in place have focused primarily on the views of policy makers, researchers, and health professionals. This article explored the meanings, experiences, and perceptions of healthy aging in place among rural older adults. Guided by a community-based participatory research approach, this study sheds light on the perspectives of rural seniors themselves. Through semistructured interviews with 40 rural older adults, the study found that rural older adults' conceptualization of healthy aging in place consisted of factors that policy makers and health professionals would not necessarily consider. In contrast to biomedical approaches, the rural older adults situated healthy aging in place within a more holistic context of health, ranging from social interaction to maintaining an optimistic mental outlook. If policy makers and researchers are to develop more effective interventions that support rural healthy aging in place, then the importance of rural older adults' perspectives, experiences, and input must be recognized. 相似文献
66.
Mientras los grandes principios sobre el origen de los retrasos en la adquisición de la lengua escrita siguen siendo hoy objeto de múltiples debates entre investigadores de diversas procedencias teóricas, la escuela continúa sin resolver el reto de la alfabetización de la población infantil en un porcentaje de casos relativamente elevado. Esos niños, que sin duda requieren una dedicación altamente individualizada por parte de especialistas, acuden por iniciativa de sus padres o a instancias de la propia escuela a consultas privadas o a servicios de apoyo psicopedagógicos de diversa índole, pero la dinámica de este tipo de consultas (sobrecarga de trabajo, falta de presupuesto, etc.) no permite habitualmente realizar una tarea de caracterización, control y seguimiento de la población tratada. Ese es precisamente el objetivo de este artículo, donde, en base a un respetable numero de expedientes clínicos, se ha realizado una caracterización diagnóstica y evolutiva de un grupo de niños con retraso lector, proponiendo vías de aproximación terapeutica. 相似文献
67.
Jeffery L. Bineham 《Communication Studies》2013,64(3):141-155
David Tukey has argued recently that the consensus theory of epistemic rhetoric reduces spiritual experience to a social construct and therefore denies the possibility of a divine reality. This essay argues that consensus theory can account for religious beliefs and spiritual experiences, and that consensus theory provides a useful framework within which to understand the rhetorical dimensions of these beliefs and experiences. Walter Rauschenbusch's classic A Theology for the Social Gospel is examined as a theology that is consistent with the basic tenets of consensus theory. 相似文献
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70.
Slep AM Heyman RE Snarr JD Foster RE Linkh DJ Whitworth JD 《Child abuse & neglect》2011,35(10):783-796