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323.
Frances Lawrenz 《科学教学研究杂志》1990,27(9):835-847
Science teachers are encouraged to emphasize higher-order thinking skills, but little is known about the use and relationships of teaching techniques related to these skills. This study reports on a recent survey in Minnesota designed to provide a picture of the instructional styles that are used by seventh and eighth grade science teachers. Further, the data were factor analyzed to identify underlying structure and the resulting factors were correlated to examine the relationships between the factors. Although relationships do exist, it appears that seventh and eighth grade science teachers are individualistic and diverse in their reported teaching technique preferences. 相似文献
324.
Lindsay Blake Frances M. Yang Hutton Brandon Benjamin Wilson Renee Page 《Medical reference services quarterly》2018,37(1):19-30
Adding patient encounters and simulation to the preclinical years of medical school is becoming increasingly popular. This article describes the creation of active learning opportunities by a clinical librarian that are aimed at training preclinical students through the use of simulated patient scenarios. Scenarios for second-year students walk them through the evidence-based resources needed in clinical years and beyond through a standardized patient encounter. Scenarios for first-year students involve role-play of cases where the patient and physician bring contrasting ideas to the outpatient interaction. All scenarios are carried out under the guidance of a clinician and librarian. 相似文献
325.
Abigail Reaser Frances Prevatt Yaacov Petscher Briley Proctor 《Psychology in the schools》2007,44(6):627-638
This study compared learning and study strategies of students with attention‐deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement for college students with ADHD compared to other students. Results indicate that several important differences may exist in the learning and study strategies of students with ADHD versus students with LD and students without disabilities. However, the LASSI may not be a useful tool for predicting academic achievement for college students with ADHD. Interventions for working with students with ADHD are given. © 2007 Wiley Periodicals, Inc. 相似文献
326.
The authors offer a conceptual framework for establishing an inter‐relationship of theory and practice. Experience is seen as playing a key role, antecedent to both, and the article describes in operational terms ways in which the training of Geography students at the University of London Institute of Education has attempted to draw on experience to inform theory and practice. 相似文献
327.
Regularisation of nonwords in dyslexia: contributions of visual orthographic and phonological onsets
This study investigated the contributions of visual orthographic (analogy) and phonological processes in mediating nonword reading in children with dyslexia. Three groups of primary school age children (n=15 in each group) were recruited. The first group were children with dyslexia (mean age 11 years 3 months, mean reading age 8 years 3 months), the second group were chronological age controls (mean age 11 years 3 months, mean reading age 11 years 8 months) and the third group were reading age matched controls (mean age 7 years 11 months, mean reading age 8 years 3 months). All participants were required to read aloud a list of nonwords. Nonwords in the list were derived from paired regular and irregular keywords in which onsets were manipulated to be either phonologically or visually similar to keyword onsets. ANOVAs revealed firstly that children with dyslexia were the least likely to regularise nonword pronunciation and secondly, that all groups displayed an overall preference for words that were phonologically manipulated. These findings have been interpreted within the context of dual‐route theory. 相似文献
328.
Frances P. Abderhalden Jamie A. Snyder Sara Z. Evans 《Journal of Criminal Justice Education》2016,27(3):410-431
High Impact Practices (HIPs) have been shown to increase critical thinking skills, student engagement, persistence, and GPA. Examples of HIPs include research experiences, collaborative projects, study abroad, and internships. One of the main characteristics of a HIP is the effort they require. This effort not only applies to the experience, but the development of the experience itself. In the fall of 2014, a HIP was utilized to provide criminal justice students an opportunity to engage in research and data collection. This paper will explore the logistics, best practices, benefits, and pitfalls of developing a high impact practice. 相似文献
329.
Seven hundred thirty-one income-eligible families in 3 geographical regions who were enrolled in a national food supplement program were screened and randomized to a brief family intervention. At child ages 2 and 3, the intervention group caregivers were offered the Family Check-Up and linked parenting support services. Latent growth models on caregiver reports at child ages 2, 3, and 4 revealed decreased behavior problems when compared with the control group. Intervention effects occurred predominantly among families reporting high levels of problem behavior at child age 2. Families in the intervention condition improved on direct observation measures of caregivers' positive behavior support at child ages 2 and 3; improvements in positive behavior support mediated improvements in children's early problem behavior. 相似文献
330.
English Learners (ELs) represent critical mass of K-12 students in public schools across the nation. However, states have failed to improve EL student academic outcomes, including college readiness. In 2013, California altered its school funding policy, providing additional support for English learners. Drawing on Vertical Equity and a Critical Community Strength Framework, this study examines the impact of local funding on college readiness among EL students by analyzing accountability plans and secondary data of 13 districts and assessing reforms using markers of college readiness. Document analysis shows: 1) school districts’ prioritization, 2) resource allocation based on those priorities, and 3) different approaches to operationalizing the construct of equity. Secondary data analysis reveals EL students lagged behind peers in performance on state assessments and enrollment in college preparatory and Advanced Placement varied across districts. These data confirm the critical need for intervention and targeted investment to raise overall college readiness rates among EL students in California and have national implications for states with growing Latino and EL student populations. 相似文献