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141.
Sue Gerber Logan Scott Douglas H. Clements Julie Sarama 《Educational technology research and development : ETR & D》2005,53(2):25-39
In this study, we explore the extent to which two instructional techniques promote critical discourse in an online class on
educational standards and curriculum: instructor stance (challenging/nonchallenging) and topic level (higher order/lower order).
Posts from 25 students, across four modules, were analyzed. These four modules constituted approximately one third of the
course, and were selected because the professor was the sole facilitator for them. Results indicate that, regardless of topic
level, a challenging stance by the professor had a positive effect on the percentage of student posts that referenced readings
and theory. There was an interaction between level and stance on student use of reasoned argument. Lower order challenging
forums were associated with a greater percentage of reasoned posts. This may be due to the abstractness of the professor's
probes in higher order forums. Implications for future research include empirical investigations incorporating contextual
variables and qualitative studies to ascertain how students engage with bulletin boards. 相似文献
142.
143.
Keri Wilton 《International Journal of Disability, Development & Education》1994,41(2):143-158
Current policy developments are intended to broaden the group of children receiving special education provisions traditionally reserved for those with mild intellectual disability. A definite policy has been formulated to close special classes and the use of individualized intelligence testing has been largely discontinued as a basis for establishing special educational need‐‐thus ostensibly providing greater flexibility for service allocation. The term “backward” (the traditional term for mild intellectual disability in New Zealand) has been rejected, and children with mild intellectual disability are now included in a new category “children with educational and social difficulties"‐‐a category which also includes children with specific learning difficulties, those with mild sensory disabilities, and those with mild emotional/behavioural difficulties. It is argued that available resources are grossly insufficient to provide high quality special educational services for all “children with educational and social difficulties,” that the decision to close special classes represents a premature and unsound reduction in the range of options available to children with mild intellectual disability, and that research into the effects of current policies on the lives of learners with mild intellectual disability and their families is urgently required but will now be very difficult to undertake. 相似文献
144.
Richard A. Young Sheila K. Marshall José F. Domene Matthew Graham Corinne Logan Laura Templeton Anat Zaidman-Zait Ladislav Valach 《International Journal for Educational and Vocational Guidance》2007,7(3):149-158
A framework for understanding career transitions based on the joint processes and goals of those engaged in the transition and significant others in the person’s social network was used to study the transition to adulthood of youth aged 17–19 years and their families. Twenty parent-youth dyads participated in this study in which a transition project was identified and monitored for 6 months. Two cases are used to illustrate the characteristics of the motivated transition project at the levels of meaning, functional processes, and conscious and unconscious behaviour and structural support and resources. 相似文献
145.
The current study experimentally investigated the impact of causal-explanatory information on weight bias over development. Participants (n = 395, children ages 4–11 years and adults) received either a biological or behavioral explanation for body size, or neither, in three between-subjects conditions. Participants then made preference judgments for characters with smaller versus larger body sizes. Results showed that both behavioral and biological explanations impacted children’s preferences. Relative to children’s baseline preferences, behavioral explanations enhanced preferences for smaller characters, and biological explanations reduced these preferences—unlike the typical facilitative impact of biological-essentialist explanations on other biases. The explanations did not affect adults’ preferences. In contrast to previous findings, we demonstrate that causal knowledge can impact weight bias early in development. 相似文献
146.
Cheryl A. Logan 《Learning & behavior》1979,7(3):413-416
Following tests for initial responsiveness, the suppressive effect of ingestion ofArtemia salina on the contraction response of the sea anemone,Anthopleura elegantissima, was assessed. During testing, repeated presentations of a water-stream stimulus occurred over a period of 70 min. All subjects also underwent control testing in which the water-stream sequence was presented in the absence of priorArtemia ingestion. Significant suppression of oral disk contraction to the water stream was observed followingArtemia ingestion with and without water exchange during testing. The relationship of this finding to similar results obtained withHydra is discussed. 相似文献
147.
148.
149.
Jessica A. R. Logan Sara A. Hart Laurie Cutting Kirby Deater‐Deckard Chris Schatschneider Stephen Petrill 《Child development》2013,84(6):2131-2144
The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged approximately 6 through 12, from the Western Reserve Reading Project. Development of word‐level reading, reading comprehension, and rapid naming was examined using genetically sensitive latent quadratic growth curve modeling. Results confirmed the developmental trajectory described in the phenotypic literature. Furthermore, the same shared environmental influences were related to early reading skills and subsequent growth, but genetic influences on these factors were unique. 相似文献
150.
Laurie A. Dinnebeil Brook E. Sawyer Jessica Logan Jaclyn M. Dynia Edward Cancio Laura M. Justice 《Early childhood research quarterly》2013
A comprehensive research base exists concerning the congruence between parents’ and teachers’ ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents’ and teachers’ behavioral ratings of young children with disabilities are congruent. Additionally, previous research has not always correctly proportioned the variance to that between and within classrooms. The purpose of this study was to examine congruence (using hierarchical linear modeling) at the classroom level, rather than the individual student-level, between parents’ and teachers’ ratings of young children's social skills and problem behaviors. We also examined the potential impact of selected family and child demographic variables, including disability, on this congruence. Consistent with other researchers, we found moderate levels of congruence for children's social skills (as framed by strengths-based statements) and low levels of congruence for problem behaviors (as described using deficit-based terminology). Parents’ and teachers’ congruence was higher when rating the social skills of young children with disabilities as compared to young children without disabilities. 相似文献