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Guy Trainin Kathleen M. Wilson Malinda Murphy-Yagil Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006; Calfee &; Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters. 相似文献
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This article details the results of a 2011 study of cataloger librarians’ changing roles and responsibilities at academic Association of Research Libraries. The study participants, cataloging department heads, report that cataloger librarian roles are expanding to include cataloging more electronic resources and local hidden collections in addition to print materials. They are also creating non-MARC metadata. The increased usage of vendor products and services is also affecting the roles of cataloger librarians at some institutions. The article explores what skills cataloger librarians will need in the future and how libraries are providing training for that future. 相似文献
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This paper reports the experiences of 150 children and six primary teachers when active learning pedagogies were introduced into the first year of primary schools. Although active learning increased the amount of talk between children, those from socio‐economically advantaged homes talked more than those from less advantaged homes. Also, individual children experienced very little time engaged in high‐quality talk with the teacher, despite the teachers spending over one‐third of their time responding to children's needs and interests. Contextual differences, such as the different staffing ratios in schools and pre‐schools, may affect how well the benefits of active learning transfer from pre‐school contexts into primary schools. Policy‐makers and teachers should pay particular attention to the implications of this for the education of children from economically less advantaged home backgrounds. 相似文献
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