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61.
The relationship between visual disorders and reading disability has been a source of controversy. Although much has been written, few clear relationships have been established. This study examined a particular visual disorder, alternating the use of the eyes. It has been generally assumed in the professional literature that eye alternation has a negative impact on a child's ability to read and perform visual-motor tasks. To date, however, this assumption is without scientific validation. The purpose of this study was to determine whether alternating the use of the eyes does in fact have a negative effect on reading ability and on timed visual-motor tasks. Forty school-aged children, aged six to 14, were selected from the patient population of four ophthalmologists. Twenty alternators, whose ocular conditions were verified by ophthalmologic examination, were obtained. The control group was obtained by matching children with normal eye exams to the alternators. All subjects were given the WISC-R (Wechsler, 1974) and the Woodcock Reading Mastery Tests, Form B (1973). Results of the study indicated that the reading achievement of eye alternators was no different than it was for visually normal children. Also, alternators are no more likely to have difficulty with the visual-motor tasks. Although alternators may score poorly on vision screening tests, there is no indication that their visual problems will affect their school achievement. 相似文献
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Heather J. Hough David Kerbow Anthony Bryk Gay Su Pinnell Emily Rodgers Emily Dexter 《School Effectiveness & School Improvement》2013,24(4):452-485
In this paper, we report on 2 studies developing, testing, and using an observation tool for measuring primary literacy instruction, the Developing Language and Literacy Teaching (DLLT) rubrics. In Study 1 (an instrumentation study), we show that the DLLT has a high level of internal consistency, that there are high levels of inter-rater reliability when the tool is used by in-school coaches, that the items order consistent with a hypothesized developmental trajectory, and that the DLLT can distinguish between novice and more experienced teachers at one time point. In Study 2 (a 3‐year longitudinal study), we show that the DLLT is sensitive to growth in teaching practice, that this growth is related to exposure to one-on-one coaching, and that teacher practice as measured by the DLLT is related to teachers' value added to student achievement year by year. 相似文献
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Renee Cole Nicole Becker Marcy Towns George Sweeney Megan Wawro Chris Rasmussen 《International Journal of Science and Mathematics Education》2012,10(1):193-211
In this report, we adapt and extend a methodology for documenting the collective production of meaning in a classroom community.
A cornerstone of the methodological approach that we develop is a close examination of classroom discourse. Our efforts to
analyze the collective production of meaning by examining classroom interaction are compatible with the relatively recent
emphasis in mathematics and science education research that focuses on how communities of learners establish ideas through
discourse and inquiry. The methodological approach we take builds on and extends an approach from mathematics education that
uses Toulmin’s argumentation model to document and analyze students’ conceptual progress. Our modification introduces a new
criterion for empirically demonstrating when particular ways of reasoning become part of the normative practices of the community.
An example from an undergraduate course in physical chemistry is used to illustrate the methodology. 相似文献
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Mark J. Gierl Jeffrey Bisanz Gay L. Bisanz Keith A. Boughton Shameem Nyla Khaliq 《Educational Measurement》2001,20(2):26-36
What is differential bundle functioning and how is this different from differential item functioning? Can test specifications be used to identify and aid in the interpretation of differential bundle functioning? How can differential bundle functioning lead to an improved understanding of why groups perform differently on achievement tests? 相似文献
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Meadow Schroeder Anne Mckeough Susan Graham Hayli Stock Gay Bisanz 《Research in Science Education》2009,39(2):231-250
Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e.,
a literary work intended for sale to the general public) in North American school classrooms to support the development of
science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books
were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined
in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science
topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is
inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s
first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting
science literacy. Implications for using trade books in the classroom are discussed.
相似文献
Hayli StockEmail: |
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James C. Impara Katherine P. Divine Franklin A. Bruce Milton R. Liverman Aaron Gay 《Educational Measurement》1991,10(4):16-18
To what extent do teachers possess the competence to interpret state testing program results properly? 相似文献