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31.
Kenneth R. Pugh W. Einar Mencl Annette R. Jenner Jun Ren Lee Leonard Katz Stephen J. Frost Sally E. Shaywitz Bennett A. Shaywitz 《Learning disabilities research & practice》2001,16(4):240-249
Converging evidence from a number of neuroimaging studies, including our own, suggest that fluent word identification in reading is related to the functional integrity of two left hemisphere posterior systems: a temporo-parietal system and a ventral occipito-temporal system. These posterior systems are functionally disrupted in developmental dyslexia. Reading disabled, relative to nonimpaired, readers demonstrate heightened reliance on both inferior frontal and right hemisphere posterior regions, presumably in compensation for the LH posterior difficulties. We propose a neurobiological account suggesting that for normally developing readers the temporo-parietal system predominates at first, and is associated with aspects of processing critical in learning to integrate orthography with phonological and lexical-semantic features of printed words. The occipito-temporal system, by contrast, constitutes a fast, late-developing, word-identification system that underlies fluent word recognition in skilled readers. 相似文献
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This article is based on a discussion document written for all schools in Suffolk, England by the English advisory team. It resulted from a small-scale survey of nine schools where results for National Curriculum test AT4 (Spelling) in 1994 and 1995 were particularly high. This in turn stemmed from concerns raised by monitoring local education authority results in this aspect of English and aimed to uncover common factors in these schools' approaches to teaching spelling and supporting pupils' development in this skill. The key factors indicated by the survey included the systematic teaching of both spelling patterns and phonics; the fostering of early independence in writing and reading; regular learning of spellings at home and effective partnership with parents in this; regular testing; effective short teaching sessions on spelling, and differentiation based on high expectations of all pupils. 相似文献
34.
Despite their rapid growth, online programs routinely face student attrition. How to retain students and help them successfully complete is usually a top priority for online programs. This study investigated persistence factors that contributed to students’ successful completion from one of the largest and most successful online programs in the United States of America. Results show that both personal and program attributes contributed to students’ successful completion of a fully online program. Main individual attributes include interest in or career goals related to technology, time and effort invested, and perceived utility of learning. Main program attributes include relevancy of courses to individual or professional needs, satisfaction with courses and program, and ties between coursework and job promotion. Results of this study have implications in terms of prioritizing different attributes and strategizing resources to improve completion and graduation rates for fully online programs. 相似文献
35.
Sally Baker 《Assessment & Evaluation in Higher Education》2017,42(1):18-36
The lament that ‘students can’t write’ remains loud and defiant, even after years of research pointing to the myriad factors that make students’ writing challenging, particularly when they move into university. This paper reports on a longitudinal, ethnographic study which explored students’ writing ‘in transition’, from A-levels to university in the UK, through the critical lens offered by the academic literacies conceptual framing. This paper offers critical analysis of the ways that students, teachers and institutions position writing at A-level and university, exploring the assumptions and beliefs that underpin their understandings and practices using Ivani?’s framework of discourses of writing. The analysis proposes that the centrality of assessment in the treatment of language at both levels creates an ‘assessment discourse of writing’, which originates in school, and becomes a defining and restrictive frame for students’ writing as they move into higher education. The analysis further suggests that assessment is the principal cause for the students’ challenges with adapting to the writing requirements of university. Moreover, assessment is used as a metalanguage for discussing writing at A-levels, and can become an unhelpful ‘anchor of continuance’ for students as they move into university. 相似文献
36.
Research Findings: This study examined associations between the expressive vocabulary of classroom peers and children’s own vocabulary knowledge using conceptual scoring in a linguistically diverse sample of 4-year-olds who attended universal preschool programs in a metropolitan area. Higher peer conceptually scored expressive vocabulary was associated with higher conceptually scored expressive vocabulary for all children. The association was stronger for children who were dual language learners (DLLs), such that higher peer ability was associated with stronger growth in conceptually scored expressive vocabulary for DLLs across languages than for children fluent in English. Practice or Policy: This research suggests that policymakers may want to investigate the advantages of setting aside slots in targeted programs for children who have stronger conceptual vocabularies. Administrators should consider conceptual and verbal ability and classroom composition when assigning children to classes. This research also suggests that greater use of intentional pairs or small groups and strategies such as coaching peers in supporting one another’s conceptual vocabulary may be particularly important for DLLs. 相似文献
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The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students' critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of "who does science, and why." We report here the results of an assessment that addressed C.R.E.A.T.E. students' attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students' confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students' analytical abilities and understanding of scientists as people, but can also positively affect students' confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning. 相似文献
38.
The purpose of this qualitative study was to examine how district leaders of two school systems in the USA describe an effective principal. Membership categorisation analysis revealed that district leaders believed an effective principal had four major categories of characteristics: (1) documented characteristics (having a track record and being a good manager), (2) instructional skills (instructional leadership and data leadership), (3) interpersonal skills (team player and community leader) and (4) perceptual characteristics (being a perfect fit for school and passionate leader). Based on the findings, a graphical model of portraying an ‘effective principal’ from the point of view of district leaders is constructed. Implications for policy, research, practice and leader preparation are offered. 相似文献
39.
This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been articulated using an academic backdrop. The use of multi-factorial supervision has been heralded as being able to give a more rounded form of supervision which, despite its challenges, has, in this example, stood the test of time. Further data are required to try to understand if this form of supervision provides better coaching to the executive field in South Wales and beyond, and what can be learnt from the practice of supervision in general. 相似文献
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