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181.
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Lovett MW De Palma M Frijters J Steinbach K Temple M Benson N Lacerenza L 《Journal of learning disabilities》2008,41(4):333-352
This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth. 相似文献
183.
Book reviews 总被引:1,自引:0,他引:1
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Brendan O’Connell Paul De Lange Mark Freeman Phil Hancock Anne Abraham Bryan Howieson 《Assessment & Evaluation in Higher Education》2016,41(3):331-349
Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence. 相似文献
186.
van der Wal Nathalie J. Bakker Arthur Drijvers Paul 《International Journal of Science and Mathematics Education》2017,15(1):87-104
Due to increased use of technology, the workplace practices of engineers have changed. So-called techno-mathematical literacies (TmL) are necessary for engineers of the 21st century. Because it is still unknown which TmL engineers actually use in their professional practices, the purpose of this study was to identify these TmL. Fourteen semi-structured interviews were conducted with engineers with a background in different educational tracks in higher professional education (e.g. civil, chemical, biotechnical and mechanical engineering). As a result of the data analysis, 7 commonly used TmL are identified: data literacy, technical software skills, technical communication skills, sense of error, sense of number, technical creativity and technical drawing skills. Engineers also noted a discrepancy between their education and workplace needs; they characterized mathematics in their education as an island with limited relevance. These findings lead to recommendations for the future of science, technology, engineering and mathematics (STEM) in higher technical professional education that can help students learn STEM for the future. 相似文献
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日语母语学习者趋向补语习得情况分析--基于汉语中介语语料库的研究 总被引:8,自引:0,他引:8
杨德峰 《暨南大学华文学院学报》2004,(3):23-35
本文以汉语中介语语料库中日语母语学习者使用的带趋向补语的句子为样本,考察了不同水平的学生习得趋向补语的情况,分析了影响他们习得趋向补语的因素.文章指出宾语类推泛化是日语母语学习者习得趋向补语的主要问题,这种类推泛化既有语内迁移的影响,也有语际迁移的影响. 相似文献
190.
Anton De Grauwe 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,5(1):269-287
School-based management is being increasingly advocated as a shortcut to more efficient management and quality improvement
in education. Research, however, has been unable to prove conclusively such a linkage. Especially in developing countries,
concerns remain about the possible detrimental impact of school-based management on school quality; equity among different
schools in the same system; the motivation of and relationships between principals and teachers; and financial as well as
administrative transparency. The present study defines school-based management and, in view of its implementation in different
world regions, examines some of its advantages and disadvantages. In particular, the author explores the strategies which
must accompany school-based management in order to ensure a positive impact on quality. These are found to include (1) guaranteeing
that all schools have certain basic resources; (2) developing an effective school-support system; (3) providing schools with
regular information on their performance and advice on how they might improve; and (4) emphasizing the motivational element
in the management work of the school principal. 相似文献