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31.
32.
William D. Eiserman Lenore Shisler Terry Foust Jan Buhrmann Randi Winston Karl R. White 《Early childhood research quarterly》2007
This study assessed the feasibility of doing hearing screening in Migrant, American Indian and Early Head Start programs using otoacoustic emissions (OAE) technology. Staff members were trained to screen 0–3-year-old children for hearing loss using hand-held OAE equipment and a multi-step screening and referral protocol. Of the 3486 children screened as a part of the study, 77% passed an OAE screening at the first step, 18% more passed an OAE screening at the second step, and 5% were ultimately referred for medical or audiological follow-up. Eighty children were identified as having a hearing loss or disorder of the outer, middle or inner ear requiring treatment. Of these 80, six had permanent bilateral or unilateral hearing loss. Although the protocol suggested that the multi-step screening procedure should be completed within a 4-week time period or less, analysis of the data showed that for children requiring more than an initial OAE screening, the length of time over which the screening was completed ranged from 7 to 12 weeks. The median time required to complete a single OAE screening session was 4 minutes per child. The results demonstrate that OAE screening of young children using this protocol is practical and effective. The implications for conducting periodic hearing screening throughout early childhood are discussed. 相似文献
33.
While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some
way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what
goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions
and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional
and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions
of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors
to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement
of learning for students.
相似文献
Susan J. LeaEmail: |
34.
Susan R. Goldman M. Anne Britt Willard Brown Gayle Cribb MariAnne George Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. 相似文献
35.
Susan M Markle 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(3):222-227
The emotional and intellectual advantages claimed for teaching by discovery have a long history, but actual designs for instructional environments in which discovery learning is facilitated are still all too rare. Contrary to many people's assumptions, the Socratic dialogues show no evidence of discovery-based learning, nor are they even examples of good questioning technique. Those who work with hypertext need to give deep thought to what it means to discover while being told. 相似文献
36.
This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned
news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast
every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and
commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel
One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective
of prospective teachers and post-secondary education.
A. J. Angulo is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University.
His research interests include history of education, technology and education, and student rights.
Susan K. Green is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola
University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her
interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues
in education. 相似文献
37.
38.
Generic noun phrases (e.g., "Bats live in caves") are important for expressing knowledge about abstract kinds. Past work has found that parents frequently use generic noun phrases in their speech to young children. However, little is known regarding how children understand these expressions, nor which cues signal generic meaning. The present set of 5 studies examined the influence of linguistic form class (e.g., "What color are dogs?" [generic] versus "What color are the dogs?" [nongeneric]) and of pragmatic context (e.g., "What color are they?" in the presence of either a single exemplar [generic] or multiple exemplars [nongeneric]). Participants were 2-year-olds (N = 42), 3-year-olds (N = 40), 4-year-olds (N = 40), and adults (N = 51). The data indicate that by 2 years of age, children use linguistic form class, and by 3 years of age, children use pragmatic context. These findings demonstrate that young children have begun to understand the distinction between generic and nongeneric noun phrases from a very young age, and that identification of generics is signaled not by formal or pragmatic cues alone, but by a combination of information from both language form and pragmatic context. It is suggested that children make use of multiple linguistic and conceptual cues to acquire and interpret generics. 相似文献
39.
40.
Pascale Marguerite Josiane Engel de Abreu Susan Elizabeth Gathercole Romain Martin 《Learning and individual differences》2011,21(5):569-574
This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition. 相似文献