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21.
The goal of this study was to investigate the effects of teachingtext comprehension strategies to children with decoding andreading comprehension problems and with a poor or normallistening ability. Two experiments are reported. Four textcomprehension strategies, viz., question generation, summarizing,clarification, and predicting were taught through directinstruction and reciprocal teaching. In both experiments, effectswere measured according to a pretest – posttest – retentiontest – control group design. Dependent variables wereexperimenter-developed strategic reading and listening tests, andstandardized reading and listening comprehension tests. In thefirst experiment the subjects were 9 to 11-year-old poor readersfrom special schools for children with learning disabilities. Inthis experiment, the intervention program's texts and strategyinstructions were presented in listening settings only. Thesubjects in the second experiment were 10-year-old children fromregular elementary schools and 9 to 11-year-old children fromspecial schools. They were also poor readers but their decodingperformance was not as poor as in the subjects in experiment 1.In experiment 2, the intervention program involved textpresentations in alternating reading and listening lessons.Although in general, normal listeners performed better on allcomprehension tests than poor listeners, there were nodifferential program effects for the two listening levels. Cleareffects of both programs were found on strategic reading andlistening tests administered directly after the interventions. Inthe first experiment, maintenance test performance showedprolonged program benefits, whereas in the second experimentthese maintenance effects were blurred by unexpected gains of thecontrol groups of students, especially from regular schools.Finally, apart from some local successes, neither of the twoexperiments offered stable evidence of transfer of comprehensionstrategy training to standardized general listening and readingcomprehension tests. 相似文献
22.
Kees Commissaris Rudolf Ponds Frans Verhey Jelle Jolles Vic Damoiseaux Gerjo Kok 《Educational gerontology》2013,39(8):763-777
Earlier research revealed that many elderly people in The Netherlands are worried about their forgetfulness and are afraid of incipient dementia. Until now, no systematic research has been conducted on the effects of public education about normal forgetfulness and dementia, and therefore an information brochure was developed and evaluated. The main function of this brochure was to reassure people who were unnecessarily worrying about possible dementia. A second function was to motivate people to seek professional help when this seemed advisable. Sixty‐two percent of all respondents (307 of 400) who had been worried about dementia before reading the brochure said that their anxiety decreased or disappeared after reading it; approximately 3% became more worried after reading the brochure. A cognitive test battery was administered to 104 people to determine whether their increased or decreased anxiety was justified. Thirty subjects had low test scores, yet 16 of these subjects had been reassured by the brochure that their forgetfulness was nothing to worry about. This group was characterized as experiencing fewer problems in daily life as a result of their forgetfulness and as having a higher internal locus of control. Seventy‐four subjects performed well on the cognitive tests, yet 18 of them had remained worried about their forgetfulness after reading the brochure. Anxiety for heredity of dementia could be a possible explanation for their persistent concern. Although many people were reassured by the brochure, the results also show that it is important to evaluate information brochures used as intervention instruments—in one third of the present sample, the effects of the brochure were not in accordance with its goal. 相似文献
23.
Meindert Beishuizen Kees van Putten 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(2):95-105
In 1986/87 and 1987/88 Dutch educational television broadcast a long series on mental arithmetic for the upper grades of the primary school. This study compares off-air videotape use under two conditions: (1) active use with video stops for interactive teaching, and (2) passive, uninterrupted viewing. Learning results in the active condition were better than in the passive condition. However, in a follow-up study those positive results were not confirmed, due to changing teaching styles in the active condition, and due to certain design faults in the programmes. Outcomes of both studies are interpreted as (1) providing evidence for the potential effects of interactive use of educational videotapes at classroom level, and as (2) underlining the necessity of well-considered didactic design of educational programmes for such new instructional purposes. 相似文献
24.
Kathryn Kees Taylor Albert S. Gibbs John R. Slate 《Early Childhood Education Journal》2000,27(3):191-195
Scores on the Georgia Kindergarten Assessment Program (GKAP) of 171 students (81 students who had attended preschool and 90
students who had not attended preschool) were analyzed to determine whether school readiness test performance was influenced
by participation in preschool programs. Students who had attended preschool demonstrated statistically higher overall school
readiness, higher Physical scores, and higher Personal scores than students who did not attend preschool. No difference, however,
was found in GKAP scores as a function of type of preschool attended. Only one gender difference was revealed, that in the
Social measure on the GKAP in which girls outperformed boys. Implications of our findings and suggestions for further research
are discussed. 相似文献
25.
Kees Swaans Jacqueline Broerse Joske Bunders 《The Journal of Agricultural Education and Extension》2013,19(4):231-247
Abstract One of the main problems in Southern Africa in relation to HIV/AIDS is food insecurity. The vicious relation between malnutrition, HIV infection and AIDS impact drives individuals, households and communities in a downwards spiral of impoverishment. Although scientists and development practitioners have stressed the importance of interactive approaches to mitigate the impact of AIDS on agriculture and rural development, sustainable implementation is far from easy and straightforward. This study aims to gain insight into the main lessons and challenges with respect to their design and implementation. Literature review of interactive approaches in agriculture and natural resource management shows that several principles and process guidelines are considered key factors to successful implementation. Although HIV/AIDS does not seem to change these conditions, personal experiences from researchers, development practitioners and extension workers do reveal new and unforeseen challenges. 相似文献
26.
The authors describe an experiment in improving the teaching of chemical engineering in an Indonesian technological university with the assistance of Dutch counterparts. The project approach used was then applied to other universities and disciplines and became part of a general government-sponsored programme aimed at improving the quality of teaching in Indonesian universities generally. The authors claim that practically-orientated projects concerned with the improvement of teaching effectiveness can, by dissemination, lead to a general improvement in the quality and quantity of output from universities. 相似文献
27.
Milica Nikolić Lisa van der Storm Cristina Colonnesi Eddie Brummelman Kees Jan Kan Susan Bögels 《Child development》2019,90(4):1424-1441
Why are some children more socially anxious than others? One theory holds that socially anxious children are poor mindreaders, which hampers their social interactions; another that socially anxious children are advanced mindreaders leading to heightened self-consciousness in social situations. To test these theories simultaneously, this study (N = 105, ages 8–12) assessed children's mindreading (accuracy in detecting mental states from the eye region), self-consciousness (indexed as physiological blushing during public performance), and social anxiety levels. Results support both theories, showing a quadratic relation between mindreading and social anxiety. Low mindreading was related to clinical levels of social anxiety. High mindreading was related to subclinical levels of social anxiety through blushing. Our findings suggest two social-cognitive pathways to heightened social anxiety. 相似文献
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