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201.
Marcia B. Baxter Magolda 《Higher Education》1998,35(3):351-355
Severiens and Ten Dam's efforts to link theories of learning and gender are applauded as a valuable step forward in understanding learning. Complexities of the relationships among epistemic structures, patterns within structures, and learning activities are highlighted as are dilemmas in assessing these multiple layers of learning. 相似文献
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As governments, donors and implementation organisations re-focus Education for All Goals in terms of quality of education, increasing concerns have been raised over low literacy levels in developing countries. This paper provides key learning from the application of an early reading intervention applied in post-conflict Liberia, which included a robust assessment tool (Early Grade Reading Assessment) to measure the impact of the programme on students’ reading levels. A rationale for the design and methodology applied by the two implementing organisations (Research Triangle Institute (RTI) and Concern Worldwide) is provided, situated within the Liberian education context. The paper demonstrates the positive impact on programme quality, contextual relevancy and scale-up that a diagnostic baseline assessment has when linked to a tailored literacy intervention. Lessons learnt are presented to guide the identification of best practice in early literacy interventions at national-level and internationally. 相似文献
208.
Teaching science through online,peer discussions: SpeakEasy in the Knowledge Integration Environment
Christopher M. Hoadley Marcia C. Linn 《International Journal of Science Education》2013,35(8):839-857
In 1995, cooperative learning tutorials were introduced into large first year physics classes at the University of Sydney. This paper describes the effect of these cooperative learning tutorials, called Workshop Tutorials, on student learning from both a quantitative and qualitative point of view. It was found that students attending more than half the total number of tutorials scored significantly better over the year than those attending less than half. Student reaction was almost wholly positive, with particular mention made of the voluntary nature of the tutorials as well as the use of practical, 'hands on' demonstrations within the tutorials. 相似文献
209.
Barnes MA Wilkinson M Khemani E Boudesquie A Dennis M Fletcher JM 《Journal of learning disabilities》2006,39(2):174-187
Three studies compared 98 children with spina bifida myelomeningocele (SBM)-a disorder associated with high rates of math disability and spatial deficits-to 94 typically developing children on multidigit subtraction and cognitive addition tasks. Children with SBM were classified into those with reading decoding and math disability, only math disability, and no reading or math disability. Study 1 showed that visual-spatial errors in multidigit arithmetic were not elevated in children with SBM. In Study 2, deficits in accuracy, speed, and strategy-use in single-digit addition characterized groups with math disability regardless of reading status. Accuracy and speed on single-digit addition was strongly related to performance on multidigit subtraction. A math-level matching design in Study 3 revealed less mastery of math facts by the group with SBM. The results are discussed with reference to cognitive and neuropsychological models of math disability. 相似文献
210.
We investigated the role of dynamic information in human and pigeon object recognition. Both species were trained to discriminate
between two objects that each had a characteristic motion, so that either cue could be used to perform the task successfully.
The objects were either easy or difficult to decompose into parts. At test, the learned objects could appear in their learned
motions, the reverse of the learned motions, or an entirely new motion, or a new object could appear in one of the learned
motions. For humans, any change in the learned motion produced a decrement in performance for both the decomposable and the
nondecomposable objects, but participants did not respond differentially to new objects that appeared in the learned motions.
Pigeons showed the same pattern of responding as did humans for the decomposable objects, except that pigeons responded differentially
to new objects in the learned motions. For the nondecomposable objects, pigeons used motion cues exclusively. We suggest that
for some types of objects, dynamic information may be weighted differently by pigeons and humans. 相似文献