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131.
132.
Lucy Cragg 《教育心理学》2006,26(1):55-72
This study investigated written language production in 10‐year‐old children with impaired reading comprehension. Despite fluent and accurate reading, these children are poor at understanding what they read. Participants completed a spelling test, and were asked to write an extended narrative, prompted by a series of pictures. Poor comprehenders showed age‐appropriate spelling skills, and their narratives did not differ from those produced by control children in terms of length or syntactic complexity. However, their narratives captured less of the story content, and contained a less sophisticated story structure. These findings are discussed within a framework that sees weaknesses in aspects of oral language placing constraints on aspects of written language production. 相似文献
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Grounded within literature pointing to the value of narrative in communicating scientific information, the purpose of this study was to examine the use of stories as a tool for teaching about natural selection in the context of school science. The study utilizes a mixed method, case study approach which focuses on the design, implementation, and evaluation of narrative-based curriculum materials. The data consisted of questionnaires, classroom observations, and interviews with the students and teachers. The analysis of the data showed that most of the students developed adequate scientific understandings about natural selection and they perceived the narrative as easier to comprehend than the textbook. The findings speak to the need for examining ways of blending narrative effectively into science lessons. 相似文献
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John?W.?LounsburyEmail author Richard?A.?Saudargas Lucy?W.?Gibson Frederick?T.?Leong 《Research in higher education》2005,46(6):707-729
Based on a sample of 532 undergraduates at a Southeastern U.S. university, Big Five and narrow personality traits were examined in relation to a measure of satisfaction with specific domains of college experience (College Satisfaction) and a measure of General Life Satisfaction. Four of the Big Five traits—Agreeableness, Conscientiousness, Emotional Stability and Extraversion—as well as the narrow traits of Aggression, Career Decidedness, Optimism, Self-Directed Learning, Sense of Identity, and Work Drive were positively, significantly related to both satisfaction measures. Results of hierarchical regression analyses showed that the Big Five traits accounted for 45% of Life Satisfaction variance with Sense of Identity contributing an additional 7%, and College Satisfaction, 6%. It was suggested that who students become in college and how satisfied they are with different aspects of collegiate experience may be primarily determined by who they are when they enter college. Similarities were noted to findings of personality traits and academic performance, job performance, and adult career and life satisfaction. Implications were discussed in terms of Chickering and Reisser’s major vectors for college development as well as for admissions decisions and enhancing student-environment fit in advising, orientation, counseling, and career planning, among others. 相似文献
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Lucy 《小学生导刊(中年级)》2008,(11)
感恩节祝福语: Warm wishes at Thanksgiving.在感恩节,衷心地祝福你们。Thanksgiving wishes for you and your family.给你们全家感恩节的祝福。Thanksgiving is a great time to tell you that we 相似文献
138.
Kay Livingston Carolyn Hutchinson 《Assessment in Education: Principles, Policy & Practice》2017,24(2):290-307
AbstractIn a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels. 相似文献
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Lynda C. Lin Eva M. Pomerantz Lucy R. Zheng Richard W. Robins 《Child development》2021,92(4):1223-1237
Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea is sparse. Every 2 years beginning when children were in fifth grade (Mage = 10.86 years) until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multilevel modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school, but did not necessarily hold higher educational expectations. The findings suggest the importance of schools in creating welcoming environments for Mexican-origin parents. 相似文献