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971.
Richard Sparks Leonore Ganschow Jane Pohlman Sue Skinner Marjorie Artzer 《Annals of dyslexia》1992,42(1):25-53
Research findings suggest that most students who have foreign language learning problems have language-based difficulties
and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native
language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained
sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of
the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was
instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group
on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S
group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign
language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk
students are discussed. 相似文献
972.
Children's difficulties in reading comprehension 总被引:3,自引:0,他引:3
Jane Oakhill 《Educational Psychology Review》1993,5(3):223-237
This paper outlines a number of studies that have investigated the difficulties experienced by children who have a specific comprehension problem: Those who have adequate word recognition skills but who, nevertheless, have difficulty understanding text. In the studies I will discuss, the performance of a group of skilled comprehenders was compared with that of a less-skilled group. The first set of studies show that the poor comprehenders have difficulty in integrating information in a text and in making inferences. A further set of studies suggests that, although such children do not have any straightforward short-term memory problem, they may have difficulty in holding and manipulating information in working memory as they are reading. A final study shows that the comprehension of the less-skilled children can be improved by a series of short training sessions that stress making inferences and integrating information in text. This finding suggests that a working-memory deficit may only be one aspect of the less-skilled comprehenders' problem. 相似文献
973.
Classifying people into categories not only helps humans simplify a complex social world but also contributes to stereotyping and discrimination. This research examines how social categorization develops by testing how language imbues with meaning otherwise arbitrary differences between people. Experimental studies (N = 129) with 2‐year‐olds showed that generic language—language that refers to abstract kinds—guides the development of social categorization. Toddlers learned a new category after hearing generic language about individuals who shared an arbitrary perceptual feature but not after hearing matched specific language, simple labels, or plural (but nongeneric) language about the same set of individuals. These findings show how subtle linguistic cues shape the development of social categorization. 相似文献
974.
Collaborative knowledge building: A case study 总被引:5,自引:0,他引:5
Nancy J. Gilbert Marcy P. Driscoll 《Educational technology research and development : ETR & D》2002,50(1):59-79
What learning conditions are necessary to effectively support the knowledge-building enterprise in a learning community? To answer this question, the case-study method was employed to investigate collaborative knowledge building in a graduate level course designed to incorporate specific constructivist learning principles. These principles included (a) having a collective and authentic community goal to facilitate collaboration and engagement in the community, (b) using cooperative groups to provide for social negotiation and to promote multiple perspectives, (c) personally selecting of course readings and group decision-making to encourage ownership in learning, and (d) employing an integrated set of technology tools to archive the work of the community and facilitate communication. Results indicated that the instructional strategies designed into the course promoted collaborative knowledge building and the acquisition of key concepts through self-directed learning strategies. Results also pointed out the types of technological support required to implement an effective community of learners. A proposed set of guidelines is discussed to assist instructional designers in the design and development of collaborative, knowledge-building environments. 相似文献
975.
The role of prior social experience in maleBetta agonistic behavior was investigated in two experiments. Fish were either paired with an opponent until dominance was established naturally (Experiment 1) or given prior combat experience with a known aggressive or nonaggressive opponent (Experiment 2). The effects of prior social experience were then observed both in additional paired encounters and in some noncombat agonistic situations. The paired-encounter data indicate thatBetta attack aggressive opponents more than nonaggressive ones and rarely attack opponents once they have submitted. In contrast to attacking, these fish do not show a significant decrease in displays once their opponent has submitted, nor do they display differentially to aggressive and nonaggressive opponents. The noncombat agonistic-situation data indicate that prior social experience affects both the preference of fish for viewing other conspecifics and the waning of display behaviors. These results suggest that submissive and nonaggressive behaviors can inhibit attacks but not displays byBetta, and they emphasize the necessity of controlling for prior social experience when studying aggressive behavior. 相似文献
976.
Phil Norman Jane Richardson Jennifer Russ Adam Shaikh 《Changing English: An International Journal of English Teaching》2006,13(1):83-95
This article reports on active teaching and learning approaches taken by one English teacher and a secondary PGCE student‐teacher to bring about changes to the work culture in a Year 8 mixed‐ability class. It is written by the PGCE tutor, student‐teacher, class teacher and external examiner, following an observation of one lesson, in a series of lessons, given by the student‐teacher. This lesson is analysed through its motivating content, approach to critical reading, inherent creativity and active approaches to learning. It indicates how a challenging class has been changed by approaches that provide alternatives to currently advocated objectives‐driven and direct instructional approaches. 相似文献
977.
978.
Agreement between 57 African American mothers and their early adolescent daughters on measures of maternal support, maternal restrictive control, and parent-adolescent conflict were examined. To assess the relative validity of these reports, the study then evaluated them against the ratings of independent observers. Additionally, mother and daughter reports were combined to examine validity coefficients based on aggregate scores of each construct. All analyses were based on 2 sets of objective criterion ratings, ratings provided by coders of similar ethnic background (African American) and coders who were ethnically dissimilar (non-African American) to the families they rated. Overall, adolescents provided ratings that were more valid than those of their mothers when evaluated against both sets of independent ratings. Adolescent ratings of maternal control and parent-adolescent conflict converged at significantly higher levels than the ratings provided by their mothers. Maternal and adolescent reports of maternal support converged with objective criteria at statistically comparable levels. Validity coefficients for adolescent reports were also higher than those based on aggregate mother-daughter scores. Secondary analyses further revealed that African American coders rated mothers as less controlling and rated the dyadic interactions as less conflictual, and that their ratings were more consistent with the perceptions of the African American mothers and adolescents than were those provided by non-African American coders. 相似文献
979.
Jane Butler Kahle Ph.D. Andrea Anderson M.A.T. Arta Damnjanovic M.S. 《Research in Science Education》1991,21(1):208-216
A study, originally don in Australia in 1983, was replicated in an urban-suburb in the Unitd States. The Australian project
vivolved matched pairs of year-fiv teachers in one of two workshops. One workshop taught the skills of teaching electricity,
while the other one discussed issues in gender equity in science education (active participation of both girls and boys, comparble
student-teacher interactions, and research findings concerning equity). The U.S. study provided three types of workshops (skills,
equity and skills, and equity) for comparable groups of fourth and fifth grade teachers. All teachers and their students were
subsequently obseved during lessons involving an electricity unit, queried both students and teachers concerning the appropriateness
of different fields of science for boys and girls and their interest and aptitudes in doing various types of science. Results
from both studies suggest that gender differences in student attitudes toward science may be amellorated by specific types
of teacher workshop.
Specializations: Gender research, science teacher education, science education national policy.
Specializations: Elementary and middle school science education, classroom research.
Specializations: Secondary science education, data analysis. 相似文献
980.
Jane Kenway Sue Willis Jill Blackmore Leonie Rennie 《British Journal of Sociology of Education》1994,15(2):187-210
This paper explores the work and effects of gender reform in schools through the use of feminist post‐structuralist theory. Focusing on the discourses designed to enhance girls’ post‐school options, it examines the ways in which teachers and students, particularly girls, write, read and rewrite these discourses and on the basis of this suggests some new directions for researching, theorising and practicing gender reform in schools. In particular, it raises questions about the ways in which feminist pedagogies in schools deal with the female body, difference, pleasure and pain. 相似文献