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141.
142.
Simpson Ian Craig Moreno-Pérez Francisco Javier Rodríguez-Ortiz Isabel de los Reyes Valdés-Coronel Marta Saldaña David 《Reading and writing》2020,33(2):329-348
Reading and Writing - Reading comprehension is a complex task requiring many underlying skills. Syntactic awareness and morphological awareness are two such skills that have been shown to be... 相似文献
143.
In English, positions of lexical stress in disyllabic words are associated with word categories; that is, nouns tend to be stressed more often on the first syllable, whereas verbs are more likely to be stressed on the second syllable (i.e. subject (noun) vs. subject (verb)). This phenomenon, which is called the stress typicality effect, has been shown to facilitate word recognition to native English speakers. However, there is little research on whether it also facilitates word recognition to non-native speakers of English, in particular, to English learners with a tonal first language. To fill this research gap, the present study investigated whether the stress typicality effect modulated word recognition in native speakers of Chinese who learned English as a second language. Both visual grammatical classification and lexical decision tasks were administered to ESL learners with intermediate and advanced English proficiency. The results revealed that Chinese intermediate ESL learners were not sensitive to stress typicality in English; however, the advanced learners were. The findings suggest that different performances in stress assignment among Chinese ESL learners were influenced by their English proficiency levels. 相似文献
144.
145.
Marta Civil 《Cultural Studies of Science Education》2016,11(1):77-80
This article presents my rejoinder to Jrène Rahm’s response to my article “STEM learning research through a funds of knowledge lens.” I focus on four themes that emerged from my reading of her commentary: the importance of the histories of youth of immigrant origin; her comments on globality; the theoretical lens that she brings to my research; and the methodological issues she discusses. I highlight Rahm’s humanizing component and the need to understand the complexity of immigration. What are we doing in our global settings to build on the diversity of experiences and backgrounds among the youth as a resource towards STEM learning? 相似文献
146.
In this article I discuss ways of increasing teacher efficacy identified as a key belief system in the enhancement of teacher
effectiveness. Teacher efficacy is defined and its impact on teacher effectiveness explored. The need to increase teacher
efficacy to enhance the design, implementation and outcomes of instruction is discussed with special focus on caring and its
potential as a catalyst for expanding teachers’ perception of their power to make a difference in the lives and performance
of their students.
Dr. Marta D. Collier is a tenured associate professor in the Department of Curriculum and Instruction in the College of Education
and Health Professions at the University of Arkansas, Fayetteville. Dr. Collier earned her undergraduate degree in elementary
education from Earlham College, Richmond, Indiana and her masters and Ph.D. degrees in elementary education from the University
of Iowa, Iowa City, Iowa. Her research interests include the impact of caring on teaching and learning, the incorporation
of culturally relevant children and youth literature into literacy instruction, and the design of preschool, primary and elementary
classrooms that promote active teaching and learning. Dr. Collier’s teaching interests include early childhood pedagogy and
program development, classroom learning theory and children’s literature. 相似文献
147.
Marta Sponsiello 《Ethnography and Education》2016,11(3):283-297
This paper moves from the data collected during an ethnographic research conducted in Second Life, which focuses on the observation of different technological difficulties in educational experiences. The main research interests focused on the social dynamics of educational experiences in Second Life and the opportunity to develop a proper research methodology. The main goal is to evaluate the educational experience in such a particular context through the stories of participants; therefore, the most appropriate methodology for researching the subject has been considered to be ethnography. As result of the research, it is observed that an appropriate use of the available tools and the adoption of innovative teaching strategies can promote the improvement of the educational experience in online worlds. This paper suggests interesting elements from the analysis of the data collected, which may help to adopt an innovative point of view on ethnographic research in an online world in education. 相似文献
148.
Marta Ramon-Casas Neus Nuño Ferran Pons Toni Cunillera 《Assessment & Evaluation in Higher Education》2019,44(5):653-663
This article presents an empirical evaluation of the validity and reliability of a peer-assessment activity to improve academic writing competences. Specifically, we explored a large group of psychology undergraduate students with different initial writing skills. Participants (n?=?365) produced two different essays, which were evaluated by their course peers and professors using a specific grading instrument (rubric). The validity of the task was demonstrated by a high inter-grader agreement and a strong degree of consistency between the ratings of the peers and professors. Although all students did not improve their writing skills between their first and second essays, the peer-assessment activity enhanced the writing abilities of low but not high-achieving participants. The pedagogical implications of these results are discussed. 相似文献
149.
Aimee Hilado Leanne Kallemeyn Christine Leow Marta Lundy Marla Israel 《Early Childhood Education Journal》2011,39(5):343-353
This article discusses the findings from a mixed-method study examining the relationship between social resources and levels
of parent involvement in state-funded preschool programs in Illinois. Using survey data from the Illinois Birth to Five Evaluation
(n = 843) and interviews with ten preschool administrators who completed the survey, the study found the number of social resources
provided by a program was positively associated with levels of parent involvement. The correlation analysis (r = −0.22, p = .0001) and analysis of variance (ANOVA) F(2,708) = 23.19, p = .0001 findings both demonstrated positive relationships wherein high numbers of social resources were associated with higher
levels of parent involvement in programs. Administrator interviews confirmed survey findings and suggested additional influences
on parent involvement levels and use of social resources in programs. Implications for supporting child welfare and policy
recommendations for early childhood programs are provided. 相似文献
150.
The Institute of Food Technologists’ (IFT) success skills highlight the importance of developing professional skills in the food science curriculum. On the other hand, many students in higher education report that the public school system feels disconnected and unrelated to their future. In this context, this study aimed to evaluate student's perceived importance of professional skills, as well as to enhance their awareness and confidence in them. Students in a sensory science class at the University of Illinois completed a questionnaire at the beginning, middle, and end of the semester to assess their opinion of and self‐assurance in professional skills, such as writing technical reports, providing leadership, making formal presentations, and applying critical thinking. During the semester, students received basic training and guidelines on each skill and were given assignments and activities to practice them as part of their coursework. Results showed increased knowledge about the existence of IFT core competencies, as well as an increased motivation to practice success skills regularly. They also showed an increased perceived importance of presentation skills, leadership, dealing with group conflict, researching scientific information, and library resources. Confidence in 80% of the skills increased significantly by the end of the semester, after students had been presented with opportunities to practice and discuss the skills in groups. Students were also able to relate their learning of specific success skills to different course assignments. This study concluded that a general exposure to the importance of practicing professional skills in a college setting enhanced student's experiences and awareness by connecting them to their future professional careers. 相似文献