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191.
Cultural Studies of Science Education - Over the last few decades, there has been an international focus on productive talk in science classrooms, requiring teachers to use more dialogic practices... 相似文献
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Joe D. Nichols 《Learning Environments Research》2006,9(2):149-161
This project focused on the goal of establishing a classroom model of motivation in which the source of student motivation is based on internal mechanisms or structures, along with the establishment of greater self-regulatory opportunities for students, and which results in greater student empowerment and motivation. One-hundred current elementary and secondary teachers and 100 university preservice teacher education students completed a 40-item Likert-type questionnaire that focused on four classroom dimensions of affirmation, rejection, student empowerment and teacher control. The results of this project suggested that, although veteran and preservice teachers agreed on the need for teacher control in the classroom, there was less agreement about their perceptions of the need to create a classroom environment of positive affirmation and student empowerment. Implications for future research and the need for creating an affirming, empowering, motivational classroom environment are discussed in light of the limitations for teachers and schools to encourage these constructs associated with recent federal legislative policies. 相似文献
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196.
A. W. E. A. Bakx J. M. M. Van der Sanden K. Sijtsma M. A. Croon Y. J. M. Vermetten 《Higher Education》2006,51(1):71-104
An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies.
The purpose of this study was to investigate the role students’ personality characteristics, self-perceived communicative
competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed
and tested a hypothetical model on the student-related variables – self-perceived communicative competence, learning conceptions
and reported learning activities regarding communication – in relation to performance scores. We were interested in developmental
trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study
was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and
twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics,
reported deployed learning activities and study results during their first academic year. Except for confidence in “showing
sympathy”, which was already relatively high at the beginning of the study, all scores on aspects of students’ self-perceived
social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly.
Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness
decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may
serve as a starting point for further research into the development of social-communicative competence. 相似文献
197.
Olson RK 《Annals of dyslexia》2006,56(2):205-238
This article presents an overview of some methods and results from our continuing studies of genetic and environmental influences
on dyslexia, and on individual differences across the normal range that have been conducted over the past 25 years in the
Colorado Learning Disabilities Research Center (CLDRC) and in related projects. CLDRC investigators compare the similarities
of identical twin pairs who share all their genes and fraternal twins who share half their segregating genes to assess the
balance of genetic, shared family environment, and nonshared environment influences on dyslexia and on individual differences
across the normal range. We have learned that among the children we have studied in Colorado, group deficits in reading (dyslexia)
and individual differences in reading across the normal range are primarily due to genetic influences, and these genetic influences
are often shared with some of the same genetic influences on deficits and individual differences in language and ADHD. We
have also learned from our molecular-genetic linkage studies that there are regions on several chromosomes likely to contain
genes that influence dyslexia. Several specific genes within these regions have been tentatively identified through molecular-genetic
association analyses, but much more research is needed to understand the pathways among specific genes, regions of noncoding
DNA that regulate the activity of those genes, the brain, and dyslexia. I conclude with a discussion of our research on individual
differences in early reading development, on the role of early learning constraints in dyslexia, and on how genetic influences
are expressed through their interaction and correlation with the environment. 相似文献
198.
Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties 总被引:1,自引:0,他引:1
Vaughn S Linan-Thompson S Mathes PG Cirino PT Carlson CD Pollard-Durodola SD Cardenas-Hagan E Francis DJ 《Journal of learning disabilities》2006,39(1):56-73
The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). 相似文献
199.
Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch 总被引:1,自引:0,他引:1
This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family, and the role of gender were considered. None of these risk factors were significantly related to reading performance. Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with reading. Kindergarten teachers' judgments, including a task assignment scale and teachers' predictions, demonstrated a significant relationship with reading. Finally, to judge whether these predictors could identify reading disabilities, the discriminatory power of all predictors was assessed and appeared to be insufficient. Implications for screening purposes are discussed. 相似文献
200.
The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources. 相似文献