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41.
Joanne F. Carlisle 《Annals of dyslexia》1987,37(1):90-108
Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences
and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This
study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally
and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1)
how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students;
2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships
between base and derived forms to spell derived words (e.g. “magic” and “magician”). The results showed that LD ninth graders’
knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery
of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders.
Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt
to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless,
most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily
to poor knowledge of phoneme-grapheme correspondences.
I am indebted to Laurel Fais and students in the Language Training program at the Forman School in Litchfield, Connecticut,
for their participation in this study.
The first phase of this research project was sponsored by NICHD grant HD-01994 to Haskins Laboratories and by a Dissertation
Fellowship from the University of Connecticut. The final stages of work on this project were completed while I was at American
International College. 相似文献
42.
Moral reasoning is concerned with making decisions regarding the appropriate course of action in particular situations and has been highlighted as a critical factor that may facilitate (or impede) the effectiveness of educational programs in promoting positive outcomes. This study examined the trajectories of moral reasoning as measured by the Defining Issues Test (DIT2) for college students and to what extent there are intra-individual (within student) and inter-individual (between student) changes in moral reasoning during this developmental period. The results suggest that moral reasoning was best represented by a linear increase on the mean level and non-signi?cant variability across students. The relationship between moral reasoning and students’ prior academic attainment was also examined. 相似文献
43.
44.
Jennifer Mitton-Kukner Laura-Lee Kearns Joanne Tompkins 《Asia-Pacific Journal of Teacher Education》2016,44(1):20-34
There are increasing calls for pre-service educators to be responsive and responsible for anti-homophobic education. This research builds on the ongoing efforts to integrate Positive Space training in our two-year Bachelor of Education programme. We found through a series of focus group and individual interviews that pre-service teachers were aware of Lesbian, Gay, Bisexual, Transgendered, and Queering/Questioning (LGBTQ) oppression, witnessed it in schools, employed a range of strategies, but also experienced challenges due to power dynamics in schools, and may not have recognised the power of their interruptions. Our findings suggest that Positive Space training is valuable and necessary and needs to continue to be explicitly embedded in core courses so that all pre-service teachers, regardless of their discipline, develop the skills and attitudes necessary to be advocates for LGBTQ individuals. 相似文献
45.
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47.
Danielle Blaylock Joanne Hughes Ralf Wölfer Caitlin Donnelly 《British Educational Research Journal》2018,44(4):643-662
While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed. 相似文献
48.
Ella Daniel Maya Benish-Weisman Joanne N. Sneddon Julie A. Lee 《Child development》2020,91(5):1615-1630
Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5–12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus, Growth-Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social-Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self-Focus among boys) than older ones. Girls were more likely to have a Social-Focus profile or transfer to it, and less likely to have a Self- or Growth-Focus profile than boys. Social-Focus profile membership over time predicted more prosocial and less aggressive behavior. 相似文献
49.
Joanne Griffiths Lesley Vidovich Anne Chapman 《Journal of educational administration and history》2009,41(2):193-208
In curriculum policy, discourses of ‘policy partnerships’ and ‘communities of practice’ have become increasingly prevalent and were reflected in Western Australian curriculum policy processes from the mid‐1990s to the late 2000s – a period of significant, highly contested change. This paper presents the findings of an empirical study into the impact of curriculum reform on the changing dynamics within and between the government and non‐government education sectors, drawing on critical theory and post‐structuralist approaches to policy analysis within a broader framework of policy network theory. This approach is used to highlight power issues at all levels of the policy trajectory. This research found that despite policy discourses of collaborative and consultative processes to create a ‘shared’ curriculum, the government and non‐government education sectors remain largely distinct due to significant power differentials, as well as structural and cultural differences. The analysis reveals three closely connected emergent themes – limited collaboration, regulated consultation and enhanced state control of curriculum policy agendas. It is argued here that although discourses of ‘policy partnerships’ and ‘community of practice’ are increasingly evidenced in contemporary curriculum policy, they do not take sufficient account of embedded hierarchical power relationships. Further, such discourses can be used as legitimisation strategies to promulgate policy changes which enhance the steerage capacity of the state. Deeply entrenched power differentials operate simultaneously to distort policy partnerships and communities of practice, by both including and excluding particular sets of policy actors. 相似文献
50.
Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity 总被引:1,自引:0,他引:1
James Elander Gail Pittam Joanne Lusher Pauline Fox Nicola Payne 《Assessment & Evaluation in Higher Education》2010,35(2):157-171
Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post‐1992 universities in London, UK, and evaluated with before‐and‐after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top‐down approaches to writing, and significantly decreased bottom‐up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post‐intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators. 相似文献