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Robin Campbell 《Journal of Research in Reading》1994,17(2):147-154
The teacher response to the miscues of substitution, produced by two beginning readers (6 years old) during the course of a complete academic year within the naturalistic setting of an infant classroom, was explored. The teacher responses were categorised into five main types. The study demonstrated that the teacher response was determined, in part, by the nature of the miscue in terms of its graphophonic, syntactic and semantic link with the text word. The effectiveness of the teacher response was also explored. It was found that although ‘providing the word’ was the most effective strategy to employ for immediate results it was least effective for supporting the child during future readings. Non-response when used for meaningful substitutions did not impede the child's subsequent reading. Most effective was the restarting of the sentence for the child; this helped the child to repair the miscue immediately and had a continuing positive effect when the word was next met. 相似文献
724.
Robin L. Kear 《International Information and Library Review》2018,50(1):60-62
The Global Postcards column is pleased to present a column dedicated to examining ways that libraries are promoting and supporting the United Nations (UN) 2030 Agenda and the Sustainable Development Goals (SDGs). Our first article, by column editor Robin L. Kear, provides a look at one of IFLA's regional workshops for their International Advocacy Program that helps libraries understand how to promote their role in development goals. Next, Roseline Bawack from the University of Yaoundé shares how academic libraries in Cameroon are working to achieve the SDGs. Then, Magnus Osahon Igbinovia and James Afe Aiyebelehin summarize the 2017 Nigerian Library Association meeting that addressed ways that libraries can support development goals.
If you would like to send a submission for a future Global Postcards column, please contact either of the column's co-editors: Jacqueline Solis, University of North Carolina, Chapel Hill, jsolis@email.unc.edu, and Robin L. Kear, University of Pittsburgh, rlk25@pitt.edu. 相似文献
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In response to global interest in the quality of post-secondary teaching, institutions are placing increasing emphasis on teaching development. This study evaluated the effect of a campus-wide, non-evaluative classroom observation initiative on teaching development at a post-secondary institution. A survey found that participants in this study were likely to initiate and/or engage in self-directed learning in the area of teaching development simply by watching other instructors. Participants also reported that they would adopt or adapt teaching techniques they had observed. In general, the initiative was positively received and found to be a low-cost, low-investment tool. We discuss the benefits of and potential challenges to implementing non-evaluative classroom observations. 相似文献
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Justin C. Wise Hye Kyeong Pae Christopher B. Wolfe Rose A. Sevcik Robin D. Morris Maureen Lovett Maryanne Wolf 《Learning disabilities research & practice》2008,23(3):125-136
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion. 相似文献
728.
This paper considers the applicability and adaptability of service-learning pedagogy to online and distance education teaching environments. More specifically, it looks at the community-embedded learning model (CEL), which asks distance students to conduct service projects in their local communities, as manifested in a project undertaken by online graduate students in the library science programme at Appalachian State University, a mid-sized university in the United States of America. For this assignment, students, who are located throughout the state of North Carolina and surrounding areas, performed service work in libraries located within their own communities and neighbourhoods, coming together to discuss their experiences in regular synchronous course meetings conducted online. In addition to describing this project, this paper will offer analysis of student reflections, describing what students perceived as challenging, important and rewarding about the experience. Through this study, the researchers highlight the potential value of community-embedded learning experiences for classes conducted in online environments. 相似文献
729.
Robin P. Goin‐Kochel Barbara J. Myers Dawn R. Hendricks Staci E. Carr Shirley B. Wiley 《International Journal of Disability, Development & Education》2007,54(2):151-175
Archival data from a private day‐school offering early intensive behavioural intervention based on the principles of applied behaviour analysis to preschoolers with autism (N = 29) were analysed longitudinally. Teacher reports on the Assessment of Basic Language and Learning Skills (ABLLS) were available up to 4 times and on the Vineland Adaptive Behavior Scales—Classroom Edition (VABS‐CE), at 2 time points. Parent reports on the Autism Treatment Evaluation Checklist (ATEC) were available at 2 time points. All assessments occurred approximately at 6‐month intervals. Children showed statistically significant progress across all skill domains on the ABLLS and on selected subscales and the composite scales of the VABS‐CE and ATEC. Gains were substantial for some children and minor for others. When divided into performance‐based groups, both higher‐performing and lower‐performing groups showed improvement over time, with greater improvement for the higher‐performing group. Nine of 16 children who had been discharged from the programme entered inclusive kindergarten or first‐grade classrooms with an aide. Seven discharged children entered special education classrooms. No child progressed to the point that special education services were not needed. Findings are discussed relevant to the extant literature on early intensive behavioural intervention outcomes among young children with autism. 相似文献
730.
The histopathologic reliability of tissue taken from cadavers within the gross anatomy laboratory
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Guenevere Rae William P. Newman III Robin McGoey Supriya Donthamsetty Aryn C. Karpinski Jeffrey Green 《Anatomical sciences education》2018,11(2):207-214
The purpose of this study was to examine the histopathologic reliability of embalmed cadaveric tissue taken from the gross anatomy laboratory. Tissue samples from hearts, livers, lungs, and kidneys were collected after the medical students’ dissection course was completed. All of the cadavers were embalmed in a formalin‐based fixative solution. The tissue was processed, embedded in paraffin, sectioned at six micrometers, and stained with H&E. The microscope slides were evaluated by a board certified pathologist to determine whether the cellular components of the tissues were preserved at a high enough quality to allow for histopathologic diagnosis. There was a statistically significant relationship between ratings and organ groups. Across all organs, there was a smaller proportion of “poor” ratings. The lung group had the highest percentage of “poor” ratings (23.1%). The heart group had the least “poor” ratings (0.0%). The largest percentage of “satisfactory” ratings were in the lung group (52.8%), and the heart group contained the highest percentage of “good” ratings (58.5%) The lung group had the lowest percentage of “good” ratings (24.2%). These results indicate that heart tissue is more reliable than lung, kidney, or liver tissue when utilizing tissue from the gross anatomy laboratory for research and/or educational purposes. This information advises educators and researchers about the quality and histopathologic reliability of tissue samples obtained from the gross anatomy laboratory. Anat Sci Educ 11: 207–214. © 2017 American Association of Anatomists. 相似文献