Assessing more than you teach: the difficult case of transfer

We conducted two case studies to evaluate the effectiveness of individualized remedial reading instruction linked to direct measures of student learning and transfer. The participants were two first grade children at serious risk of reading failure. The instruction targeted decoding of one syllable short vowel words and first emphasized onset-rimes and then phoneme manipulation. Forty words organized into 10 rime patterns were targeted for instruction. Probes consisting of all the instructional words were administered before each instructional session to monitor student progress. We also administered transfer probes to determine if the children could apply their knowledge more broadly. Instruction with onset-rime units yielded excellent maintenance and near transfer (novel words containing instructed rimes) but not far transfer (novel words derived from uninstructed rimes). The instructional change to phoneme manipulation yielded better far transfer for one of the two children. We consider the importance of administering measures that assess more than what is taught to get an accurate portrait of children’s responsiveness to instruction.     

CIPA: A Brief History

Passed in 2000, the Children's Internet Protection Act (CIPA) mandates Internet filtering for all public schools and libraries. Challenges to the law have been raised on constitutional grounds by free-speech advocates such as the American Library Association and the American Civil Liberties Union. After losing one such challenge in district court, the federal government appealed to the U.S. Supreme Court, where the law was upheld in June 2003, though not without possible future concerns. CIPA has profound implications for K–12 school leaders and technology specialists, and a history of the law reveals much about its origins and purpose.     

Sanitizing “Indians” in America’s Thanksgiving story

Children’s books about the Thanksgiving holiday offer a superlative example of America’s supposedly innocent interactions with “Indians.” In this essay, we describe how representations of “Indians” in children’s Thanksgiving books are often used to promote a Manifest Destiny ideology, we correct basic “facts” about the “first” Thanksgiving, and we urge educators to employ decolonizing and indigenizing pedagogical strategies when teaching about Thanksgiving in order to better explain America’s historical relation to “Indians” in their classrooms.     

新疆双语教师母语磨蚀的成因及其语言学特征

新疆双语教师因职业需要与少数民族语言的接触较多,习惯于按照交际合作的原则进行教学和交际,导致他们的母语表达受到少数民族语言的影响,产生不同程度的磨蚀,在词汇、语音、语法各方面表现出母语磨蚀现象。     

教学策略效能的不同水平

本文确认了一组被不同教学理论和有效实践所青睐的“首要教学原理”。作者认为成功地运用“首要教学原理”同教学策略的效能水平息息相关。四个具有不同效能水平的教学策略分别是：呈现相关信息；呈现相关信息与展示论证新知；呈现相关信息、展示论证新知和尝试应用练习；聚焦完整任务、展示论证新知和尝试应用练习。另外还有五个起到增量作用的教学策略分别是：激活相关旧知，理清知识结构，反思学习效果，鼓励探究发现和彼此交流所得。     

Did muslim survivors of the 1099 massacre of jerusalem settle in damascus? the true origins of the al-.(S)āli.(h)iyya suburb

This article retraces the genealogy of a mistaken contention, quoted and requoted by a legion of historians of the Crusades; namely, that Muslim survivors of the 1099 massacre in Jerusalem settled in the al-.(S)āli.(h)iyya suburb of Damascus. Actually, the al-.(S)āli.(h)iyya suburb was established some 60 years after the foundation of the Latin Kingdom of Jerusalem in 1099, by emigrants from Muslim villages in central Palestine, then under Frankish rule. Medieval Muslim sources hold no evidence to the relocation of any Jerusalemites of Damascus in 1099.     

对我国女子优秀体操运动员跳马起跳技术的研究

本文主要采用动力学研究，测试了我国女子优秀体操运动员跳马的动力学数据，为我国的体操理论建设、科研及教学训练实践提供了科学依据。     

培养高中生阅读浅易文言文能力初探

阅读浅易文言文是高中语文教学的重要内容之一,教师要在教学中增加趣味性,培养学生良好的学习习惯和科学的阅读方法,在实践中培养高中学生阅读浅易文言文的能力。     

《训诂学初稿》引文辨误（上）

本文指出了《训诂学初稿》一书中存在的衍文、脱文、讹文、出处误等四类引文错误,并对它们进行了辨正。     

A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas

The question of subject-specificity of achievement motivations is important, both for educational psychology, as well as for educational policy. This study contributes to the investigation of the heterogeneity in achievement motivations in the context of the expectancy-value model. Whereas existing research deals with middle and high school students and their motivations for a range of broad domains, this article focuses on university students (n = 264) and subject domains that are more congruent. We adopt an affect-extended version of the expectancy-value model. Using structural equation methods, we are able to decompose achievement motivations in generic and subject-specific components.