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81.
82.
Dutch bisyllabic words containing open and closed syllables are particularly difficult to spell for children. What kind of support in spelling exercises improves the spelling of these words the most? Two extensions of a commonly used dictation exercise were tested: less skilled spellers in grade 2 (n = 50; 7 years and 10 months) either received explicit syllabic segmentation cues or received spelling cues by means of a visual preview. Comparisons between pre-, post-, and retention tests of spelling skill showed that extra syllabic cues did not show a significant improvement beyond normal spelling dictation and that visual preview was most effective as compared to the other types of training. The findings suggest that word-specific knowledge can effectively be improved by exposure to the correct letter pattern during exercises in spelling and seems to result in lasting improvement of word-specific orthographic representations, at least for 5 weeks. 相似文献
83.
On the basis of previously determined correlations between teacher behavior and student achievement, a training program for mathematics teachers was developed. Previous research had established that this training did change the behavior of teachers. This article reports the effects of the training program on teacher behavior, student achievement, and student attitudes towards mathematics. From this study it appeared that the timing of the training was important for its effect on student achievement. There was no effect on student attitude. 相似文献
84.
85.
Designing electronic collaborative learning environments 总被引:1,自引:3,他引:1
Paul Kirschner Jan-Willem Strijbos Karel Kreijns Pieter Jelle Beers 《Educational technology research and development : ETR & D》2004,52(3):47-66
Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their
own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with
different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically,
but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find
no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most
importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning
environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance
approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three
issues. 相似文献
86.
Pieter Verstraete Josephine Hoegaerts 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):491-497
AbstractIn order to introduce the special issue on “educational soundscapes” the editors, first of all, explore the intimate link between silence, sound and the production of social meaning. An acoustic history of education, so it is argued, cannot solely focus on silence nor can it solely focus on sound. After having demonstrated the necessity of taking into account sounds and silences at the same time, the term “educational soundscapes” consecutively is defined, historically contextualized and connected to the widely used concept of educationalization. Finally, the different contributions to the special issue are briefly introduced and connected to the main theme of the special issue, namely “educational soundscapes”. 相似文献
87.
88.
Bastiaan Breine Philippe Malcolm Ine Van Caekenberghe Pieter Fiers Edward C. Frederick Dirk De Clercq 《Journal of sports sciences》2017,35(15):1556-1564
This study assessed kinematic differences between different foot strike patterns and their relationship with peak vertical instantaneous loading rate (VILR) of the ground reaction force (GRF). Fifty-two runners ran at 3.2 m · s?1 while we recorded GRF and lower limb kinematics and determined foot strike pattern: Typical or Atypical rearfoot strike (RFS), midfoot strike (MFS) of forefoot strike (FFS). Typical RFS had longer contact times and a lower leg stiffness than Atypical RFS and MFS. Typical RFS showed a dorsiflexed ankle (7.2 ± 3.5°) and positive foot angle (20.4 ± 4.8°) at initial contact while MFS showed a plantar flexed ankle (?10.4 ± 6.3°) and more horizontal foot (1.6 ± 3.1°). Atypical RFS showed a plantar flexed ankle (?3.1 ± 4.4°) and a small foot angle (7.0 ± 5.1°) at initial contact and had the highest VILR. For the RFS (Typical and Atypical RFS), foot angle at initial contact showed the highest correlation with VILR (r = ?0.68). The observed higher VILR in Atypical RFS could be related to both ankle and foot kinematics and global running style that indicate a limited use of known kinematic impact absorbing “strategies” such as initial ankle dorsiflexion in MFS or initial ankle plantar flexion in Typical RFS. 相似文献
89.
This study investigates the influence of demographic and academic variables, intercultural communication self-efficacy, and multicultural personality dimensions on cross-cultural adaptation of Chinese students (N=168) who have stayed for a couple of months in the Netherlands. The results indicate that different personality dimensions have more or less predictive power depending on the aspects of cross-cultural adaptation. Specifically, emotional stability appears to be a positive predictor for academic performance, psychological well-being, and a negative predictor for experienced difficulties, whereas cultural empathy, open-mindedness and social initiative are more important predictors for indicators of social adjustment, such as having friends and receiving social support. Intercultural communication self-efficacy is related to higher academic performance, fewer experienced difficulties, and more satisfaction with life. In addition, a remarkable finding is that women do better than men do on academic performance, receive more social support and are more satisfied with their lives. 相似文献
90.
Abstract Zoos have some choice about which pro‐wildlife behaviors to ask their visitors to do, but with this freedom comes the difficult task of choosing behaviors that are appropriate, effective, and that do not affect visitors’ experiences. This paper presents attributes of pro‐wildlife behaviors that emerged from self‐completed questionnaires administered to 114 zoo visitors. Questions sought to elicit attributes that visitors felt should be considered in the behavior selection process. The results say that behaviors should: have an on‐site option; be new, or if known, include new learning that underpins why they are needed; be easy to do; and have a clear link between the behavior and how it helps wildlife. Respondents also made comments about specific behaviors as well as how behaviors should or should not be requested. We suggest that visitors’ perspectives be incorporated into pro‐wildlife behavior selection in zoos, and we propose that these findings may be relevant beyond zoos. 相似文献