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Julian C. Stanley 《Journal of Educational Measurement》1987,24(1):72-76
Reviews and meta-analyses of research on a given topic may exclude' a sizable percentage of reports because they do not lend themselves to the type of summarizing procedures used. If the excluded articles contain relevant information, this may bias the conclusions of the analysis. It seems likely that, when computing statistics from their data, researchers will need to consider this aspect. A simple illustration of how that can sometimes be done readily is presented. A robust correlation coefficient easily computable from published data is shown to indicate a sizable relationship that is contrary to the main conclusion of a meta-analysis. 相似文献
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Julian Stern 《British Journal of Religious Education》2020,42(4):379-380
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Julian Atterton 《Children‘s Literature in Education》1987,18(2):113-121
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Pagona Tzanakaki Corinna Fay Grindle Maria Saville Richard Patrick Hastings John Carl Hughes Kathleen Huxley 《Support for Learning》2014,29(4):319-338
Teaching mathematics to children with autism is an area with limited research evidence. In this study we developed a teaching manual based on Maths Recovery, a numeracy programme designed for typically developing children. Six children with autism participated in the study and received daily numeracy teaching over a 20‐week period. Our aims were to explore whether Maths Recovery can be used as a numeracy curriculum for children with autism and to evaluate the progress the children make after a period of intensive teaching. Using a pre‐test post‐test design we found that the adapted Maths Recovery numeracy curriculum was successfully incorporated within each child's individualised teaching programme, and that all six children improved their mathematical ability over the course of the intervention. Our data show promising results and support the rationale for larger evaluation studies. 相似文献
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Wilma C.M. Resing Iro Xenidou-Dervou Wouter M.P. Steijn Julian G. Elliott 《Learning and individual differences》2012,22(1):144-150
We examined whether children would show different change-patterns in their strategy use when administered a number of series completion tasks that were presented within a dynamic testing format utilizing a graduated prompts approach. The role of working memory was also examined. An electronic console using tangible objects with sensors enabled the detailed recording of children's responses and solution times. We hypothesized that children who received training (i.e. who were involved in dynamic testing) would progress to more advanced strategy use than non-trained children, and that this would be evident for both verbal and behavioral measures of strategy use. We also sought to examine whether more advanced strategies would be employed by children with higher levels of WM-capacity. It was found that dynamically tested children shifted their verbal strategic behavior to a more advanced level. When examining the behavioral measure, it was found that some children showed the same progression but others who had performed at an advanced level in the pre-test shifted their strategy, unexpectedly, to a heuristic form. Working memory capacity did not appear to play an important role in differentiating between trained groups. Dynamic testing, using electronic console and tangibles with sensors, enabled us to identify strengths and weaknesses in children's learning. 相似文献
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We investigate differences in the teacher‐learner interactions in Reception, Year 2 and Year 4 science and literacy classrooms through three measures: (i) the proportion of open questions asked by the teacher, (ii) the rate of successful responses, and (iii) wait‐times. A regression analysis of data from 20 schools and 102 lessons suggests that classrooms in socio‐economically disadvantaged areas offer distinctive patterns of interaction, i.e., typically associated with those approximately two years younger in the more affluent school districts. We then closely examine the quality of two contrasting dialogues from reception science classes of schools in poor and affluent areas. We see how teachers’ questions can work or fail to work to achieve the expected quality in scientific dialogue, and thus how effective use of open questioning might be indicative of quality. In conclusion, we discuss quality of talk as an explanation of class differences in learning outcomes of schooling. 相似文献
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Mark A. Williams Julian D. Ward Paul Ward Nicolas J. Smeeton 《Research quarterly for exercise and sport》2013,84(3):428-433
Abstract Initial performance, final performance, and the amount of learning in 50 trials of the rho test motor performance task were obtained on 120 boys and girls, aged 10 and 14. Initial and final performance showed significant age, sex, and age w/i sex differences. The amount of learning showed no differences. 相似文献