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排序方式: 共有759条查询结果,搜索用时 15 毫秒
711.
Katherine L. Beissner David H. Jonassen Barbara L. Grabowski 《Performance Improvement Quarterly》1994,7(4):20-38
Structural knowledge, the knowledge of relationships between concepts in a content area, is essential for comprehension and problem solving. Learning structural knowledge can be facilitated through learner-generated two-dimensional diagrams of conceptual relationships. These diagrams include networks, concept maps, pattern notes, semantic maps and graphic organizers. In this paper, we describe the characteristics of graphic techniques and the cognitive processes that learners use to construct the diagrams. We then propose a model that can be used to choose between different graphic techniques based upon the cognitive processes elicited by the techniques and the learning outcomes derived from their use. 相似文献
712.
Katherine P. Barnett Harvey F. Clarizio Karen A. Payette 《Psychology in the schools》1996,33(4):285-293
This study explored the rates of grade retention among children with undiagnosed learning disabilities. During the 1990–91 school year, data were collected on 344 Michigan students who were referred for special-education evaluation due to learning problems. Of the 201 students determined to possess a learning disability (LD), 71.6% had been retained at least once before they were referred for special-education evaluation. Minority and urban LD students were more apt to be retained before being referred for evaluation. Retained LD students were usually one year older than nonretained LD students at the time of special-education referral. Although retention among LD students did not appear to be related to gender or grade placement, retained LD students generally exhibited lower levels of intelligence and weaker skills in reading comprehension, writing, and math at the time of their referral. © 1996 John Wiley & Sons, Inc. 相似文献
713.
Nicholas Tripodi Kate Kelly Maja Husaric Rebecca Wospil Michael Fleischmann Susan Johnston Katherine Harkin 《Anatomical sciences education》2020,13(6):769-777
Student engagement is known to have several positive effects on learning outcomes and can impact a student's university experience. High levels of engagement in content-heavy subjects can be difficult to attain. Due to a major institutional restructure, the anatomy prosection laboratory time per subject was dramatically reduced. In response, the authors set out to redesign their anatomy units with a focus on engaging the learning activities that would increase time-on-task both within and outside of the classroom. One of these curriculum changes was the implementation of a suite of anatomy learning activities centered on sets of three-dimensional printed upper limb skeleton models. A two-part mixed-method sequential exploratory design was used to evaluate these activities. Part one was a questionnaire that evaluated the students' engagement with and perceptions of the models. Part two involved focus groups interviews, which were an extension of the survey questions in part one. The results of the study indicated that the majority of students found the models to be an engaging resource that helped improve their study habits. As a result, students strongly felt that the use of the models inspired greater academic confidence and overall better performance in their assessments. Overall, the models were an effective way of increasing the engagement and deep learning, and reinforced previous findings from the medical education research. Future research should investigate the effects of these models on student's grades within osteopathy and other allied health courses. 相似文献
714.
Katherine S. Elkington Milton L. Wainberg Maria Ramos-Olazagasti Chen Chen Ana Ortin Glorisa J. Canino Hector R. Bird Cristiane S. Duarte 《Child development》2020,91(3):1044-1055
Sexual attraction (SA), the earliest stage of sexual orientation, is scarcely studied. This prospective study examined, over 3 years, prevalence, changes in SA, and the role of context, among 946 Puerto Rican youth, aged 11–13 years at initial assessment in the South Bronx (SBx), New York City, and Puerto Rico (PR). Overall, 98.1% of boys and 95.3% of girls reported opposite-sex only SA at some point, whereas 13.8% of girls and 12.0% of boys reported any-same SA. Opposite-sex only SA increased over time, whereas other SAs decreased except for any same-sex SA among SBx girls. Girls in the SBx and younger youth in PR reported more any same-sex SA. Context and culture may play a role in the developmental trajectories of adolescents’ SA. 相似文献
715.
716.
Because the vice presidency of the United States was for so many years considered a “nonjob,” it is hardly surprising that preserving its records has been a nonissue for most of the nation's history. However, the vice presidency in recent years has emerged as an executive rather than a decorative role, and vice presidential papers have been included both in legislation to promote access to historical documents, and presidential orders delaying that access, such as Executive Order 13,233. The end result is that researchers arguably have less access to vice presidential records than before the groundbreaking Presidential Records Act of 1978, which should have opened doors to this increasingly rich source of government information. 相似文献
717.
Katherine Runswick‐Cole 《British Journal of Special Education》2011,38(3):112-119
The UK coalition Government's call to end the ‘bias’ towards inclusion represents a shift in ‘policy speak’ as the new administration attempts to re‐narrate special education by putting forward a ‘reasonable and sensible’ solution to the ‘problem of inclusion’. However, implicit in the call is the assumption that there has, in fact, been a ‘bias towards inclusion’ in education policy and practice; here, that assumption is challenged. Using a critical disability studies perspective, Katherine Runswick‐Cole, who is a research fellow in Disability Studies and Psychology in the Research Institute of Health and Social Change at Manchester Metropolitan University, draws on the concept of ableism and critiques of neo‐liberal market systems in education to reveal and explore the persistent barriers to inclusive education embedded within the education system. It is argued that although there may have been an inclusive education policy rhetoric, this rhetoric is rooted in conceptual incongruities which, rather than promoting inclusion, undermine an inclusive approach to education. 相似文献
718.
As a new reform in Australian education, middle schooling has been gaining momentum. The rationale behind middle schooling
is to bridge the traditional primary-high school gap and provide a more developmentally appropriate educational experience
for young adolescents. Middle schooling in the USA has gone through a “boom-to-bust” cycle and is currently undergoing a “reinvention”
as research on practice and reporting of research on practice has, in the most part, been ad hoc and piecemeal. If Australian
middle schools are to avoid the boom-to-bust-to-reinvention cycle experienced in parts of the USA (Beane 2001), then a more
systematic approach to researching practice is required. Research-based criteria for systematic study and improvement of middle
school practice have been identified as (a) acceptance as part ofplanning alternative practice, (b)effectiveness as part ofimplementing alternative practice, and (c)sustainability as part ofevaluating alternative practice. 相似文献
719.
William J. Therrien Katherine Wickstrom Kevin Jones 《Learning disabilities research & practice》2006,21(2):89-97
Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random sampling. Instructional components and training were based on best practices reported in the literature. Students receiving intervention significantly improved their reading speed and ability to answer inferential comprehension questions on passages that were reread. Compared to the control group, students in the intervention group also made significant gains in oral reading fluency on independent passages. 相似文献
720.
Stability of Attachment Style in Adolescence: An Empirical Test of Alternative Developmental Processes
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Jason D. Jones R. Chris Fraley Katherine B. Ehrlich Jessica A. Stern C. W. Lejuez Phillip R. Shaver Jude Cassidy 《Child development》2018,89(3):871-880
Few studies have examined stability and change in attachment during adolescence. This 5‐year longitudinal study (a) examined whether prototype or revisionist developmental dynamics better characterized patterns of stability and change in adolescent attachment (at T1, N = 176; Mage = 14.0 years, SD = 0.9), (b) tested potential moderators of prototype‐like attachment stability, and (c) compared attachment stability in adolescence to stability in adulthood. The results supported the prototype model, which assumes that there is a stable, enduring factor underlying stability and change in attachment. Exploratory moderation analyses revealed that family conflict, parental separation or divorce, minority status, and male sex might undermine the prototype‐like stability of adolescent attachment. Stability of attachment was lower in adolescence relative to adulthood. 相似文献