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991.
Anna O. Soter Ian A. Wilkinson P. Karen Murphy Lucila Rudge Kristin Reninger Margaret Edwards 《International Journal of Educational Research》2008,47(6):372-391
The purpose of this study was to validate and extend the findings of an exhaustive literature search in Year 1 and a meta-analysis in Year 2 of a 3-year project in which nine (9) small-group discussion approaches were identified. Having identified parameters of discussion that were, to a greater or lesser extent, present in these nine discussion approaches, our goal in the study being reported in this paper, was to evaluate the nine discussion approaches on a common set of discourse features known to characterize ‘quality’ discussions. Although there is overlap among some studies in the nature of the measures used, the extant literature does not afford a uniform basis on which to evaluate student talk as an indicator of student understanding and critical thinking. In the present study, we identified features of classroom discourse that might serve as proximal indices of students’ learning and comprehension and we employed each of these proximal indices in analyzing and evaluating the discourse samples solicited from the proponents of the discussion approaches. 相似文献
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994.
Margaret Riley 《British Journal of Special Education》1997,24(2):66-70
Margaret Riley, who teaches at Woodside Senior School, Bolton, considers approaches to the teaching of a modern foreign language in a school for children with moderate learning difficulties. 相似文献
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996.
While the use of the telephone has increased as a means of collecting research data in a range of areas, there are few examples
of studies where telephone interviews have been conducted to collect qualitative data. The field of educational research is
no exception to this. This paper focuses on a study carried out in Higher Education (HE) investigating student withdrawal.
It explores the ethics of interviewing by telephone a group of former students; issues that arose in the carrying out of the
research, particularly relating to the quality of the data; and the impact of the study’s purpose on its conduct. The paper
discusses the value of telephone interviewing to collect qualitative data and offers some practical suggestions for future
use. 相似文献
997.
Hale JB Reddy LA Semrud-Clikeman M Hain LA Whitaker J Morley J Lawrence K Smith A Jones N 《Journal of learning disabilities》2011,44(2):196-212
Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed. 相似文献
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999.
Margaret J. Snowling Fiona Duff Alex Petrou Josie Schiffeldrin Alison M. Bailey 《Journal of Research in Reading》2011,34(2):157-170
We report an investigation of the validity of teachers' ratings of children's progress in ‘phonics’ as a screener for dyslexia. Seventy‐three 6‐year‐olds from a whole school population were identified as ‘at risk’ of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in literacy and phonological skills were compared with those of their typically developing peers matched on age and gender. Teacher assessments of risk were related to individual differences in performance on a standardised test of reading ability. Teacher assessments overestimated ‘risk of dyslexia’, defined as below‐average reading performance. However, teacher judgements, supplemented by tests of phoneme awareness and rapid naming, allowed a sensitive and specific identification of children who subsequently experienced reading difficulties. These findings show teachers can identify risk of dyslexia; the accuracy of this process can be improved by administering two tests of phonological skills. 相似文献
1000.
Sherry A. Southerland Scott Sowell Margaret Blanchard E. M. Granger 《Research in Science Education》2011,41(3):299-317
It is well established that many teachers are resistant to take up the messages of reform if these messages require them to
substantially shift their teaching practices. What accounts for this resistance? One well established explanation is that
teachers lacks the self-efficacy required to attempt something new in their teaching—they simply do not feel capable of effectively
enacting the messages. However, there are a host of studies describing teachers with high self—efficacy who remain resistant
to messages of change. The purpose of this article is to address the gap in the application of self-efficacy to understand
the change or lack of change of science teachers’ practice through the introduction of a related construct, pedagogical discontentment. This construct reflects a state of cognitive conflict that exists when an individual recognizes a mismatch between her/his
science teaching pedagogical goals and classroom practices. One potential result of this mismatch is that a teacher problematizes
her teaching practices, prompting an increased receptivity to reform messages. Building on existing literature, we present
vignettes of four hypothetical teachers who exemplify variations of pedagogical discontentment. When combined with self-efficacy,
pedagogical discontentment provides a useful lens to understand teachers’ consideration and adoption of messages of reform. 相似文献