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151.
152.
Volume Contents
Contents of Volume 26 2002 相似文献153.
K M Christensen 《American annals of the deaf》1990,135(3):222-226
Teachers of the deaf are challenged to facilitate maximum cognitive and linguistic growth in each student. Often these teachers are not given models to use in assessment and classroom intervention practice with their students. This article suggests that a Piagetian approach to education of the deaf can be applied to other bodies of research to understand what occurs as a deaf child comes to a point of knowledge. The article reviews current research in language acquisition and cognitive development. It makes suggestions for the application of this research to education of the deaf. 相似文献
154.
155.
Conclusion Our decision to choose the Open University S101 Science: A Foundation Course represents a direct attempt on our part to provide
a background in science for our prospective infant and primary teachers. Our objective that this course achieve parity with
first year Faculty of Science courses may appear to be an unattainable goal, given the methodological problems that have to
be faced for such a general purpose course. It would certainly not be feasible for a lecture staff of four persons were it
not for the printed readers, texts, assignments, examinations, and audio-visual software purchased, with approval, from the
Open University in the United Kingdom.
Our pilot study in 1983 gave us some encouragement and, most interestingly, 10 out of the 17 students continued with Science
study into Year 2 in 1984, thus committing them to the major study in science in Years 3 and 4. Given that three students
failed, 10 out of 14 is a far higher retention rate than anything we have experienced previously.
Clearly, the evaluation of our efforts to influence the teaching of science in Tasmanian primary schools must wait, but these
evaluative studies should make a contribution to the research data on curriculum issues in Australia.
This course could play an important in-service function for present primary teachers. We are hopeful that such a content-based
approach to science teacher education may help to convince teachers to take the extensive range of available curriculum materials
seriously. 相似文献
156.
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills. 相似文献
157.
Gaston Mialaret Wolfgang Mitter James Liesch Ursula Giere Helga Pfundt Klaus Schleicher Walter Hahn Kenneth Travers Peter Sachsenmeier Len Goad Saul Megnaghi Walter Hahn Rex Gibson Jindra Kulich Lyn Corno Eric Hewton Trevor Williams Endre Ballér Rodney Skager R. L. Smith David Phillips 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(1):97-124
158.
159.
Peterman Karen Kermish-Allen Ruth Knezek Gerald Christensen Rhonda Tyler-Wood Tandra 《Journal of Science Education and Technology》2016,25(6):833-845
Journal of Science Education and Technology - This article describes Energy for ME and Going Green! Middle Schoolers Out to Save the World, two Science, Technology, Engineering, and Mathematics... 相似文献
160.
Carol A. Christensen 《教育心理学》2005,25(5):441-453
There is a strong relationship between orthographic–motor integration related to handwriting and students' ability to produce creative and well‐structured written text. This relationship is thought to be due to the cognitive load which results when attention is required by writers to write letters and words on the page. Lack of automaticity in orthographic–motor integration means that writers do not have sufficient cognitive resources to accomplish the more demanding aspects of text production such as ideation, text monitoring, and pragmatic awareness. A systematic handwriting program can significantly improve the quality of written text by young children experiencing problems with orthographic–motor integration. This study investigated the effectiveness of a handwriting program in remediating older students' problems in orthographic–motor integration and consequently enhancing their written language skills. Two groups of students in Grades 8 and 9 were provided with either practice in handwriting or daily completion of a written journal. There were no differences between the two groups at pre‐test. However, at post‐test, the handwriting group had significantly higher scores in orthographic–motor integration as well as for the length and quality of the text they wrote. 相似文献