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91.
The role of writing in learning from analogies 总被引:1,自引:0,他引:1
Perry D. Klein Sabrina Piacente-Cimini Laura A. Williams 《Learning and Instruction》2007,17(6):595-611
92.
Kreimeyer KH Crooke P Drye C Egbert V Klein B 《Journal of deaf studies and deaf education》2000,5(2):174-185
Deaf and hard-of-hearing (d/hh) students are traditionally educated within self-contained programs at residential or special day schools, within self-contained or resource classrooms in public schools, or within regular education classrooms with support provided by an itinerant teacher. The co-enrollment model offers a promising alternative in which these students are educated within a regular education classroom composed of both d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article examines the development of one such program and the social and academic performance of the d/hh students within the program. Data on social interaction between d/hh and hearing classmates suggest that specific instructional strategies that promoted students' sign language development, identified d/hh students as "sign language specialists" and grouped d/hh and hearing students during academic activities resulted in increased interaction between these two groups of students. Stanford Achievement Test scores in the areas of reading vocabulary, reading comprehension, mathematical problem solving and procedures indicate that although d/hh students scored below the national normative hearing group, reading comprehension levels exceeded the national normative sample of d/hh students during both years two and three of the program. We discuss the challenges of implementing a co-enrollment program. 相似文献
93.
Joseph Klein 《School Leadership & Management》2017,37(4):391-412
Purpose: School principals must determine educational policies and make information-based decisions. Teachers have authentic information that they do not transmit in full to the principals. A theoretical model was tested that explains the factors behind this disconnection in communication.
Design: Four hundred and forty-five teachers completed questionnaires that examined a variety of aspects of reciprocal relations between teachers and school management.
Findings: The model explains 44% of the variance in authentic teacher–principal communication. The principal’s communication pattern with teachers, with two sub-components, represents a dominant factor in teacher willingness to share information. Leadership style represents only an indirect factor. 相似文献
94.
95.
Joan L. Herman Davina C.D. Klein Sara T. Wakai 《Assessment in Education: Principles, Policy & Practice》1997,4(3):339-352
This study used the 1993 California Learning Assessment System (CLAS) Middle Grades Mathematics Performance Assessment as a platform to examine alternative assessment in actual practice in the United States. Reported here is information gathered using the CLAS regarding student attitudes and approaches toward this new type of assessment. At issue is whether students find alternative assessments to be more motivating and interesting than traditional types of tests, and whether they appreciate the difference between traditional and alternative tasks. Data were collected in 13 schools across the state of California, involving more than 800 students. Instrumentation used in data collection included student surveys as well as in‐depth student retrospective interviews. Findings suggest that students do indeed understand the differences in approaches necessitated by novel, open‐ended versus more familiar multiple‐choice tasks. In addition, student attitudes toward these two types of tasks are discussed in detail. 相似文献
96.
本文对金缕梅科弗特吉族(Molinadendron和Matudaea除外)的细胞核核糖体DNA ITS片段进行了序列分析,在此基础上对该族的演化关系、尤其是中国特有属银缕梅属的系统位置进行了最简约分支分析。基本结果如下:其一,蚊母族和狭义的弗特吉族均不形成自己的单系分支,因此,支持Endress的处理,即合并两族为广义的弗特吉族;其二,银缕梅属同帕罗堤属有着密切的亲缘关系,支持形态学和解剖学结论;其三,根据该片段核苷酸序列的演化速率推算出的银缕梅属和帕罗堤属间分化时间为晚中新世。此结论大致与化石记录相符。 相似文献
97.
Doris R. Pridemore James D. Klein 《Educational technology research and development : ETR & D》1991,39(4):27-32
Although considerable research has been conducted on both learner control and feedback, very little research has addressed
the effect of giving learners control over the feedback that they receive. The purpose of this study was to examine the effect
of learner control over feedback in a CAI lesson. Subjects used one of four CAI programs which provided either program control
or learner control over verification or elaboration feedback. Results indicated that subjects who received elaboration feedback
during instruction performed better than students who received verification feedback. Type of control did not have a significant
influence on performance. However, when subjects selected feedback for items answered incorrectly during instruction, subjects
under learner control/elaboration performed better on the posttest than subjects under learner control/verification. Implications
for the design of CAI are discussed. 相似文献
98.
Roseanne Clark Janet Shibley Hyde Marilyn J. Essex Marjorie H. Klein 《Child development》1997,68(2):364-383
The aim of this study was to assess the association between the length of maternity leave and the quality of mother-infant interactions; 198 employed mothers of 4-month-old infants were interviewed and videotaped in their homes during a feeding time. Hierarchical multiple regression analyses indicated a direct association between shorter length of leave and more negative affect and behavior in maternal interactions with their infants. Infant and mother stressor/protective variables added significantly in predicting the quality of the mother-infant relationship. There were also significant interaction effects between the length of leave and these variables. Mothers who either reported more depressive symptoms or who perceived their infant as having a more difficult temperament and who had shorter leaves, compared with mothers who had longer leaves, were observed to express less positive affect, sensitivity, and responsiveness in interactions with their infants. The public policy implications of the relation between length of maternity leave, maternal and infant individual differences, and the quality of mother-infant interactions are discussed. 相似文献
99.
100.
Previous research studies examining the effects of fluency interventions on the fluency and comprehension outcomes for secondary
struggling readers are synthesized. An extensive search of the professional literature between 1980 and 2005 yielded a total
of 19 intervention studies that provided fluency interventions to secondary struggling readers and measured comprehension
and/or fluency outcomes. Findings revealed fluency outcomes were consistently improved following interventions that included
listening passage previewing such as listening to an audiotape or adult model of good reading before attempting to read a
passage. In addition, there is preliminary evidence that there may be no differential effects between repeated reading interventions
and the same amount of non-repetitive reading with older struggling readers for increasing reading speed, word recognition,
and comprehension. 相似文献