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31.
As part of a youth summer program—a partnership between a large Southeastern university and the local school district—middle-school-aged youth, preservice teachers, and doctoral candidates interested in arts-based literacy practices spent their mornings in June 2016 engaging in activities that both explored and expanded thinking around their communities, schools, and families. Whereas the youth were enrolled in a monthlong creative arts and tentative unschooling experiment that ran roughly the length of a typical school day, university faculty and graduate students were engaged in a course on the application of youth participatory action research (YPAR). This article is an examination of the experience of preservice teachers, through an analysis of their reflections on events within the course, to suggest ways forward through the promises and perils of project-based, clinical preservice teaching experiences. In our exploration of the experiences of focal preservice teachers when engaged with youth coresearchers in a monthlong YPAR project, we found the work to have been filled with contradictions, unexpected shifts, and moments of great understanding, community affiliation, and suffering. 相似文献
32.
Revisiting print exposure: exploring differential links to vocabulary,comprehension and reading rate
Undergraduates (N=171) completed a revised version of the Author Recognition Test ( Stanovich & West, 1989 ). The resulting print exposure scores were divided into two dimensions: personal reading experience (primary print knowledge – PPK) and secondary print knowledge (SPK). Both PPK and SPK were correlated with print exposure, but not with each other. PPK correlated more strongly with reading‐related variables (vocabulary, comprehension and reading rate) than did SPK. Of particular importance, PPK accounted for variance in all three criterion variables after the effects of SPK had been factored out. Thus, these data support the notion that it is the act of reading over and above memory for reading‐related information that furthers the development of linguistic skill. 相似文献
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Young children's combinatoric strategies 总被引:2,自引:0,他引:2
Lyn D. English 《Educational Studies in Mathematics》1991,22(5):451-474
Children aged between 4 years 6 months and 9 years 10 months were individually administered a series of novel tasks involving the formation of different combinations of two items, selected from discrete sets of items. An analysis of the children's performance revealed a series of six, increasingly sophisticated, solution strategies ranging from a random selection of items through to a systematic pattern in item choice (cf. Piaget and Inhelder's, 1975, combinatoric operations). A significant number of children independently adopted more efficient solution procedures as they progressed on the tasks, with many displaying an algorithmic procedure reflecting the odometer strategy (holding one item constant while systematically varying each of the other items). Given that children as young as 7 years demonstrated this systematic strategy, it would appear that, within the appropriate learning environment, young children can discover a procedure for forming n x n combinations prior to the stage of formal operations postulated by Piaget and Inhelder. The findings support the inclusion of the combinatorial domain as a topic of investigation in the elementary school curriculum. 相似文献
35.
Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is
a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related
classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic
achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic
in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed
that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours
turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling
the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed. 相似文献
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What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy 总被引:1,自引:0,他引:1
Penny Lacey Lyn Layton Carol Miller Juliet Goldbart Hazel Lawson 《Journal of Research in Special Educational Needs》2007,7(3):149-160
This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty-five schools were visited and observations made in 122 lessons. Sixty-one teachers were interviewed and their paperwork examined. Ten focus groups and five 'expert witnesses' were consulted, alongside desk-based research designed to locate 'good practice'. Teachers used a mixture of conventional (e.g., texts) and non-conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non-conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed. 相似文献
38.
To study deception, participants were randomly assigned the role of allocator or recipient in an ultimatum negotiation game. Allocators “earned” 7 dollars and divided the money between themselves and recipient and communicated the decision either face-to-face or through text chat. Recipients were unaware the amount the allocator had, and therefore, allocators could deceive. Most allocators used deception. We hypothesized that participants who self-identified as good liars would communicate more face-to-face than through text chat when deceiving, and this was supported for deceptive omission but not fabrications. Good liars were more likely to have their truths correctly detected than bad liars. 相似文献
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