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Menno Van Der Schoot Alain L. Vasbinder Tako M. Horsley Ernest C.D.M. Van Lieshout 《Journal of Research in Reading》2008,31(2):203-223
This study examined whether 10–12‐year‐old children use two reading strategies to aid their text comprehension: (1) distinguishing between important and unimportant words; and (2) resolving anaphoric references. Of interest was the question to what extent use of these reading strategies was predictive of reading comprehension skill over and above decoding skill and vocabulary. Reading strategy use was examined by the recording of eye fixations on specific target words. In contrast to less successful comprehenders, more successful comprehenders invested more processing time in important than in unimportant words. On the other hand, they needed less time to determine the antecedent of an anaphor. The results suggest that more successful comprehenders build a more effective mental model of the text than less successful comprehenders in at least two ways. First, they allocate more attention to the incorporation of goal‐relevant than goal‐irrelevant information into the model. Second, they ascertain that the text model is coherent and richly connected. 相似文献
133.
PROSPECTS - While numerous studies have highlighted the benefits of physical activity on cognitive health, learning, and executive function, maintaining physical activity throughout one’s... 相似文献
134.
Marie Van Reybroeck Jessica Penneman Charline Vidick Benoît Galand 《Reading and writing》2017,30(9):1965-1985
The production of grammatical markers takes a long time to master. Even when students know the rules, they do not systematically apply them. However, few studies have demonstrated the efficacy of interventions to improve this competence, and no study has addressed the issue at the cognitive and motivational levels jointly. Our study demonstrates the effect of combining progressive treatment, based on cognitive cost and self-assessment, on grammatical spelling and on self-efficacy beliefs. Over 8 weekly 50-minute lessons, four groups of 18, 20, 18 and 21 ninth graders received, respectively, progressive treatment alone, coupled with self-assessment, coupled with feedback, or coupled with self-assessment and feedback. These intervention groups were compared with a control group of 36 students receiving standard spelling instruction. The interventions focussed on past participle inflections, which are particularly difficult to learn for French-speaking students. The results indicated that (a) students who received progressive treatment made more progress than the control group students in spelling past participle inflections, presenting a transfer and a first degree of automatisation of the rules. The results also indicated that (b) students who participated in progressive treatment with self-assessment improved even more on the spelling tests, including free text production, and in their self-efficacy beliefs, demonstrating a deeper automatisation of the grammatical rules combined with an increase in perceived efficacy. This research shows that learning benefits from instructional practices that provide both cognitive cost and motivational support. 相似文献
135.
Susan Yoon Erminia Pedretti Larry Pedretti Jim Hewitt Kirk Perris Roland Van Oostveen 《Journal of Science Teacher Education》2006,17(1):15-35
In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the Grade 7 topic of robotics and fluids. While there was little evidence to show improvements in content knowledge, results indicate that the case acted as a boundary object for brokering between individual experiences and those found in the science teaching community by scaffolding for multiple points of entry, bridging the theory practice gap and offering beginning teachers more immediate access to the community of already practicing teachers.
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136.
José Ferreira Marques Edwin L. Herr Bernhard Jenschke Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2001,1(3):223-224
Volume Contents
Contents Vol. 1 相似文献137.
Pieter C. Duker Robert Didden Hubert Korzilius Mark Van Acht Paul Van Acht 《International Journal of Disability, Development & Education》1996,43(3):197-202
Knowledge of the literature among professionals in the area of problem behaviours and developmental disabilities is most likely soon out of date as several hundred useful studies appear each year. A literature database may be a useful tool for clinicians and researchers to conveniently retrieve needed information, preventing them from collecting, reading, processing, and storing all the available material. This report describes a database (i.e., Database Problem Behavior) encompassing information that goes far beyond presenting abstracts only. The third version of the database encompasses 885 empirical studies on the (functional) analysis, and behavioural and pharmacological treatment of problem behaviours (e.g., self‐injurious behaviour, aggressive behaviour, depression) for persons with developmental disabilities. 相似文献
138.
Angelo Van Gorp 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):285-299
AbstractThis article makes an “exercise in the archaeology of education” and focuses on the City of Birmingham (UK) in the year 1935 where the Education Committee allowed an experiment on the use of classroom film in senior elementary schools. Arrangements were made to provide projectors, films, operators, and screens for a series of exhibits at 80 schools. The aim of the experiment was to test the value of cinema for class teaching purposes. This article argues that this experiment with sound film could equally be considered an experiment in cultural learning. The first section describes the experiment and the local context in which it took place. The second section broadens the perspective by providing context beyond the local level that puts the experiment in time and place. The third and final section picks up on some of the findings of the first two sections and considers contemporary sources, mainly articles published in the British Film Institute’s film magazine Sight and Sound, as well as recent scholarship on both educational and documentary film in order to discuss the notions of “background” and “excursive” film and to show that the experiment was a genuine adventure in cultural learning. 相似文献
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140.
A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers. 相似文献