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Richard B. Baldauf Jr. Robert Morley 《International Journal of Disability, Development & Education》1979,26(1):23-26
The matching cloze procedure, which does not require language production skills and which is simple enough for the classroom teacher to construct unaided, was originally developed to measure reading skills of elementary English‐second‐language pupils. The results of this pilot study with opportunity school children indicate the validity of the procedure as an evaluation technique for slow learning children. 相似文献
66.
Smith Dorothy V. Mulhall Pamela J. Hart Christina E. Gunstone Richard F. 《Research in Science Education》2020,50(5):2111-2130
Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)... 相似文献
67.
Pigeons pecked on three keys, responses to one of which could be reinforced after 3 flashes of the houselight, to a second
key after 6, and to a third key after 12. The flashes were arranged according to variable-interval schedules. Response allocation
among the keys was a function of the number of flashes. When flashes were omitted, transitions occurred very late. Increasing
flash duration produced a leftward shift in the transitions along a number axis. Increasing reinforcement probability produced
a leftward shift, and decreasing reinforcement probability produced a rightward shift. Intermixing different flash rates within
sessions separated allocations: Faster flash rates shifted the functions sooner in real time, but later in terms of flash
count, and conversely for slower flash rates. A model of control by fading memories of number and time was proposed. 相似文献
68.
Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures 总被引:2,自引:1,他引:2
It is usually assumed that successful problemsolving in knowledge-rich domains depends onthe availability of abstract problem-typeschemas whose acquisition can be supported bypresenting students with worked examples.Conventionally designed worked examples oftenfocus on information that is related to themain components of problem-type schemas, namelyon information related to problem-categorymembership, structural task features, andcategory-specific solution procedures. However,studying these examples might be cognitivelydemanding because it requires learners tosimultaneously hold active a substantial amountof information in working memory. In ourresearch, we try to reduce intrinsic cognitiveload in example-based learning by shifting thelevel of presenting and explaining solutionprocedures from a `molar' view – that focuseson problem categories and their associatedoverall solution procedures – to a more`modular' view where complex solutions arebroken down into smaller meaningful solutionelements that can be conveyed separately. Wereview findings from five of our own studiesthat yield evidence for the fact thatprocessing modular examples is associated witha lower degree of intrinsic cognitive load andthus, improves learning. 相似文献
69.
Richard Pring 《Asia Pacific Journal of Education》1996,16(2):7-19
Teachers, unlike their counterparts in other professions such as doctors and lawyers, lack professional control over their profession. This paper examines how this has come about in the United Kingdom by identifying the problems in seeing teaching as a profession and explains why the professional development of teachers should be a central concern of universities. Many parallels can be drawn with problems highlighted in this paper and those encountered elsewhere. 相似文献
70.
Richard K. Olson 《Reading and writing》2007,20(1-2):1-11
This introduction to the special issue on Genes, Environment, and Reading presents an overview of the background for behavior-
and molecular-genetic research on dyslexia and individual differences across the normal range. The general methods, questions
addressed, and selected results are summarized for each of the papers in the order of their presentation in the special issue.
Concluding comments reflect on the influence of environmental range on estimates of genetic and environmental influences,
and the future of behavior- and molecular-genetic research on reading. 相似文献