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101.
Cultural Studies of Science Education - Over the last few decades, there has been an international focus on productive talk in science classrooms, requiring teachers to use more dialogic practices... 相似文献
102.
Joe D. Nichols 《Learning Environments Research》2006,9(2):149-161
This project focused on the goal of establishing a classroom model of motivation in which the source of student motivation is based on internal mechanisms or structures, along with the establishment of greater self-regulatory opportunities for students, and which results in greater student empowerment and motivation. One-hundred current elementary and secondary teachers and 100 university preservice teacher education students completed a 40-item Likert-type questionnaire that focused on four classroom dimensions of affirmation, rejection, student empowerment and teacher control. The results of this project suggested that, although veteran and preservice teachers agreed on the need for teacher control in the classroom, there was less agreement about their perceptions of the need to create a classroom environment of positive affirmation and student empowerment. Implications for future research and the need for creating an affirming, empowering, motivational classroom environment are discussed in light of the limitations for teachers and schools to encourage these constructs associated with recent federal legislative policies. 相似文献
103.
Olson RK 《Annals of dyslexia》2006,56(2):205-238
This article presents an overview of some methods and results from our continuing studies of genetic and environmental influences
on dyslexia, and on individual differences across the normal range that have been conducted over the past 25 years in the
Colorado Learning Disabilities Research Center (CLDRC) and in related projects. CLDRC investigators compare the similarities
of identical twin pairs who share all their genes and fraternal twins who share half their segregating genes to assess the
balance of genetic, shared family environment, and nonshared environment influences on dyslexia and on individual differences
across the normal range. We have learned that among the children we have studied in Colorado, group deficits in reading (dyslexia)
and individual differences in reading across the normal range are primarily due to genetic influences, and these genetic influences
are often shared with some of the same genetic influences on deficits and individual differences in language and ADHD. We
have also learned from our molecular-genetic linkage studies that there are regions on several chromosomes likely to contain
genes that influence dyslexia. Several specific genes within these regions have been tentatively identified through molecular-genetic
association analyses, but much more research is needed to understand the pathways among specific genes, regions of noncoding
DNA that regulate the activity of those genes, the brain, and dyslexia. I conclude with a discussion of our research on individual
differences in early reading development, on the role of early learning constraints in dyslexia, and on how genetic influences
are expressed through their interaction and correlation with the environment. 相似文献
104.
Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties 总被引:1,自引:0,他引:1
Vaughn S Linan-Thompson S Mathes PG Cirino PT Carlson CD Pollard-Durodola SD Cardenas-Hagan E Francis DJ 《Journal of learning disabilities》2006,39(1):56-73
The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). 相似文献
105.
This study compared the social-emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of coherence, positive mood, and hope, and higher levels of loneliness and negative mood. When compared to peers without LD (n = 447) at four different academic achievement levels, students with LD showed higher achievement than the low-average group, but their social-emotional profiles were similar to the low and low-average groups. Hierarchical multiple regression analysis showed that achievement, academic self-efficacy, negative mood, and hope predicted effort investment for students with LD. These results demonstrated the importance of hope in understanding the functioning of students with LD. 相似文献
106.
This study investigated reciprocal relations between adolescents' physical aggression and their perceptions of peers' deviant behaviors and attitudes. Analyses were conducted on four waves of data from 2,290 adolescents (ages 10–16) from three urban middle schools. Autoregression models revealed reciprocal relations between peer factors (i.e., friends' problem behavior, peer pressure for fighting, friends' support for fighting) and adolescents' reporting of their aggressive behavior. Bidirectional relations were also found between peer pressure for fighting and adolescents' frequency of physical aggression based on teacher ratings. Findings were consistent across sex, grade, and time. Findings suggest that multiple dimensions of peers' behaviors uniquely play a role in the development of adolescents' aggression and have important implications for interventions to reduce problem behaviors. 相似文献
107.
This study utilized data from the Avon Longitudinal Study of Parents and Children (N = 14,860) to examine whether early-life family income (age 0–5) predicted long-term academic achievement (age 16–18) and to investigate the role of executive function (EF) assessed multiple times across age 7–11 in explaining this association. Task-based EF was a significant mediator between early-life family income and later academic achievement in every model. This mediating pathway persisted when adjusting for a comprehensive panel of covariates including verbal IQ, sex, family income at ages 8 and 18, and early-life temperament. Additionally, teacher-rated and parent-rated EF mediated in some models. Overall, these findings suggest that childhood EF may play an important role in perpetuating income-based educational disparities. 相似文献
108.
Research in Higher Education - State financial aid grant programs are commonly categorized as either need-based, merit-based, or both, but their initial eligibility requirements include many more... 相似文献
109.
ABSTRACT Along with the dramatic expansion of private tutoring around the world, a significant body of literature has been produced to understand this phenomenon. While many studies consider the issue of geographic location, the spatial dimension tends not to be a central focus of private tutoring studies. In contrast, the present essay applies mobility theory to research from Cambodia, where private tutoring is essential to student success. It does so in order to place private tutoring provision into a broader perspective that includes but moves beyond the economic dimensions of supply and demand and the sociological dimensions of economic, cultural, and social capital to include consideration of how private tutoring provision is constrained by a multidimensional spatial field of possibilities and how private tutoring participation is enabled by one’s position and abilities in relation to that field. The paper argues for increased attention to ‘spatial capital’ in studies of private tutoring and education generally. 相似文献
110.