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91.
Vandermeulen Nina van den Broek Brenda Van Steendam Elke Rijlaarsdam Gert 《Reading and writing》2020,33(2):239-266
Reading and Writing - In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying... 相似文献
92.
This study examined why some seniors attending Early College High Schools did not plan to continue their education at a 4‐year college immediately after graduation despite attending schools designed to provide coordinated academic and social supports with the expectation that all students would continue their education. Most students in our study (75%) did plan to continue their education at a 4‐year college immediately after graduation. For the remaining students, we used cluster analysis to identify four distinct groups of noncollege bound students. These groups were evaluated based on background characteristics, perceived opportunities and barriers, and schooling experiences. Results indicate that noncollege bound students are diverse in their reasons for not continuing their education at a 4‐year program and that any reform efforts designed to personalize opportunities and supports for these students must take into account how combinations of perceived opportunities and barriers shape their postsecondary decisions. 相似文献
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Nina Christenson Shu-Nu Chang Rundgren Dana L. Zeidler 《Research in Science Education》2014,44(4):581-601
In the present STEM (Science, Technology, Engineering, and Mathematics)-driven society, socioscientific issues (SSI) have become a focus globally and SSI research has grown into an important area of study in science education. Since students attending the social and science programs have a different focus in their studies and research has shown that students attending a science program are less familiar with argumentation practice, we make a comparison of the supporting reasons social science and science majors use in arguing different SSI with the goal to provide important information for pedagogical decisions about curriculum and instruction. As an analytical framework, a model termed SEE-SEP covering three aspects (of knowledge, value, and experiences) and six subject areas (of sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) was adopted to analyze students’ justifications. A total of 208 upper secondary students (105 social science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSI including global warming, genetically modified organisms (GMO), nuclear power, and consumer consumption. The results showed that the social science majors generated more justifications than the science majors, the aspect of value was used most in students’ argumentation regardless of students’ discipline background, and justifications from the subject area of science were most often presented in nuclear power and GMO issues. We conclude by arguing that engaging teachers from different subjects to cooperate when teaching argumentation on SSI could be of great value and provide students from both social science and science programs the best possible conditions in which to develop argumentation skills. 相似文献
96.
This article describes the journey of Daniel, a child with learning difficulties, into authorship through one-to-one tutoring. It discusses the powerful and positive influence the introduction of book making and publication had on Daniel's enthusiasm for writing and writing fluency. All this is set within a discussion of recent work on writing process teaching. 相似文献
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Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms part of a larger study focusing on higher education educators’ learning from and through their engagement with OER. The first part of the study was a quantitative survey investigating educators’ learning behaviour when they learned to use OER in their practice. The second part of the study explored qualitatively how educators engaged with OER and how they conceptualised their learning. Data were gathered through interviews with 30 higher education educators. This paper reports the analysis of these interviews. The analysis draws on the theory of self-regulated learning and cultural–historical activity theory to explore the challenges adult education practitioners encounter when changing their practice. The study tests the application of a framework that traces the discursive manifestations of contradictions, exploring how this framework can be used to examine different aspects of self-regulated learning as educators learn how to use OER. We have identified three distinct tensions in higher education educators’ practice: tensions between the emerging needs of the individual (as he or she adopts new forms of practice) and organisational policies; between the transfer of responsibilities from educators to students as new practice is embedded and institutional accountability; and between cost efficiency and learning objectives. The framework for the discursive manifestations of contradictions was a useful tool used to surface these apparent tensions. 相似文献
98.
Argument writing is challenging for elementary students. Previous experimental research has focused on scaffolding rhetorical goals, leaving content goals relatively unexplored. In a randomized experiment, 73 students in grades 5, 6, and 7 wrote persuasive texts about difficult-to-classify vertebrates. Each student received one of three sets of writing prompts: a persuasive goal only (control); a persuasive goal + rhetorical-subgoal prompts; or a persuasive goal + content-subgoal prompts. Rhetorical subgoals increased text quality, variety of rhetorical moves, number of complex propositions, and classification knowledge. Content subgoals increased the number of simple propositions in text. A path analysis indicated that content-subgoal prompts and rhetorical-subgoal prompts elicited different paths to writing and learning. 相似文献
99.
Helen E. Burn Nina White Vilma Mesa 《Community College Journal of Research & Practice》2016,40(6):550-553
In 2010, the Mathematical Association of America began a 5-year study of Calculus I, a critical gatekeeper for students interested in science, technology, engineering, and mathematics careers. The study, titled Characteristics of Successful Programs in College Calculus, included case studies of successful Calculus I programs conducted by multidisciplinary research teams. The purpose of this article is to present the community college case study findings and to highlight the benefit of the multidisciplinary research teams. Using multiple lenses and analytical frameworks, the study identified factors that jointly contributed to Calculus I program success, including high-quality instruction, academic and social support for students, loose course coordination, a culture of faculty autonomy and trust, and attention to course placement and transfer policies. The findings suggest areas of focus for faculty, administrators, and other stakeholders working collectively to improve Calculus I in community colleges. These include faculty professional development to improve interactive lecture, strategic use of outcomes assessment, and attention to institutional placement and transfer policies. 相似文献
100.
Facilitating communication between education and health services: the provision for children with speech and language needs 总被引:1,自引:0,他引:1
James Law Geoff Lindsay Nick Peacey Marie Gascoigne Nina Soloff Julie Radford & Sue Band 《British Journal of Special Education》2001,28(3):133-137
In this article, James Law, Marie Gascoigne and Nina Soloff, of the Department of Language and Communication Science at City University, London; Geoff Lindsay and Sue Band, of the Institute of Education, University of Warwick; and Nick Peacey and Julie Radford, of the Institute of Education, University of London, explore provision for children with speech and language needs. The authors report the outcomes of Government-funded research into the provision of speech and language therapy services and identify 13 key themes which emerge from a review of these findings. They proceed to make a series of important and challenging recommendations, many of which focus on the need for enhanced collaboration at a range of levels. 相似文献