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981.
Disruptive behavior can waste a great deal of teaching time in the classroom, leading to feelings of frustration in teachers and an increase in academic failure among pupils. Prior research indicates that intervening in these kinds of behaviors improves the classroom atmosphere and facilitates the learning process. With this in mind, the aims of this article are to (a) reduce the incidence of disruptive behaviors such as standing up without the teacher's permission, shouting, fighting, and interrupting the teacher or a fellow classmate, using a combination of the Good Behavior Game (GBG) and Say‐Do‐Report (S‐D‐R) Correspondence training; (b) achieve long‐term maintenance of results following the gradual withdrawal of the intervention; and (c) introduce the GBG in a different educational context than those discussed so far in the empirical literature. The intervention took place with the 15 children of a standard primary classroom (Cycle 1) at a state‐run school in Andalusia (Spain). Using a multiple baseline design across situations, the GBG and Say not‐not Do‐Request not (Sn‐nD‐Rn) Correspondence training were introduced. A significant reduction in the incidence of disruptive behavior was observed, contingent on the respective application of the intervention in each baseline. The combined application of the GBG and the S‐D‐R Correspondence proved to be an effective way of decreasing disruptive behaviors (shouting, interrupting, etc.) in the classroom, and the results were maintained for 1 year following the gradual withdrawal of the treatment. © 2010 Wiley Periodicals, Inc. 相似文献
982.
Previous research has demonstrated the importance of examining the instructional efficiency of academic interventions and has defined efficiency as the number of items learned per instructional minute. Maintenance of the skill is also an important instructional goal, however. Therefore, the current study compared efficiency metrics using initial learning and maintenance with 25 fourth‐grade students. Each student was taught the pronunciation and English translation of 12 words from the Esperanto international language with two instructional conditions (six words for each condition). The first condition was traditional drill (TD) rehearsal with all unknown words, and the second was incremental rehearsal (IR) with one unknown and eight known words. Results indicated that, although the IR condition led to significantly more words being retained, TD was significantly more efficient using initial learning. The two conditions were equally efficient, however, when maintenance data were used. Therefore, evaluating the efficiency of instructional interventions should consider maintenance data as well. © 2009 Wiley Periodicals, Inc. 相似文献
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985.
In an eye‐tracking experiment, we investigated whether and how a comma influences the reading of Chinese sentences comprised of different types of syntactic constituent such as word, phrase and clause. Participants read Chinese sentences that did or did not insert a comma at the end of a syntactic constituent. The results showed that the fixation times were shorter for the target word followed by a comma than for that followed by no comma, which suggests that a comma facilitated word identification during the reading of Chinese sentences. Furthermore, the insertion of commas shortened the total fixation times in the post‐target region only for the clause condition. The data are consistent with previous findings concerning the role of segmentation cues in reading, and compatible with the implicit prosody hypothesis. 相似文献
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987.
Riikka Hirvonen George K. Georgiou Marja‐Kristiina Lerkkanen Kaisa Aunola Jari‐Erik Nurmi 《Journal of Research in Reading》2010,33(3):302-319
The purpose of this study was twofold: (a) to examine the effect of task‐focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task‐focused behaviour. Two hundred and seven Finnish‐speaking children were followed from preschool until their fourth year at school and were tested for reading fluency, spelling and reading comprehension. The teachers also rated the children's task‐focused behaviour. The results showed that task‐focused behaviour was a significant predictor of later reading comprehension and spelling skills. However, all three literacy skills predicted subsequent task‐focused behaviour. 相似文献
988.
In this paper the authors draw on the perspectives of black teachers to provide a more nuanced analysis of male teacher shortage. Interviews with two Caribbean teachers in Toronto, Canada, are employed to illuminate the limits of an explanatory framework that foregrounds the singularity of gender as a basis for advocating male teachers as role models. The study concludes that educational policy attempting to address male teacher shortage would benefit from engaging with both analytic frameworks and empirical research that is capable of unravelling the politics of representation and intersectionality as they relate to addressing questions of male teacher shortage in elementary schools. 相似文献
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