Building-stones—elements of strength in their constitution and structure     

Alexis A. Julien 《Journal of The Franklin Institute》1899,147(6):430-442

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Autumn     

Alexis Gomez Rosa 《International journal of qualitative studies in education》2013,26(2)

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Critical Consciousness: A Critique and Critical Analysis of the Literature     

Alexis Jemal 《The Urban Review》2017,49(4):602-626

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From description to explanation: An empirical exploration of the African‐American pipeline problem in STEM     

Bryan A. Brown  J. Bryan Henderson  Salina Gray  Brian Donovan  Shayna Sullivan  Alexis Patterson  William Waggstaff 《科学教学研究杂志》2016,53(1):146-177

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Celebrating Book Culture: The Aims and Outcomes of UNESCOs World Book and Copyright Day in Europe     

Carlota Larrea  Alexis Weedon 《Publishing Research Quarterly》2007,23(3):224-234

World Book and Copyright Day was established by a resolution of the 28th General Council of UNESCO in 1995. Its avowed aim was ‘to pay a world-wide tribute to books and authors on this date, encouraging everyone, and in particular young people, to discover the pleasure of reading and gain a renewed respect for the irreplaceable contributions of those who have furthered the social and cultural progress of humanity.’ This article examines the context for World Book and Copyright Day, the extent to which cultural and commercial interests have converged in the activities of the day and argues that an analysis of the activities of the day reveal a specifically European attitude to book culture.

Alexis WeedonEmail:

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LONGITUDINAL PREDICTION OF 1ST AND 2ND GRADE ENGLISH ORAL READING FLUENCY IN ENGLISH LANGUAGE LEARNERS: WHICH EARLY READING AND LANGUAGE SKILLS ARE BETTER PREDICTORS?     

Emily J. Solari  Terese C. Aceves  Ignacio Higareda  Cara Richards‐Tutor  Alexis L. Filippini  Michael M. Gerber  Jill Leafstedt 《Psychology in the schools》2014,51(2):126-142

This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency.  相似文献   

Deep impact: a study of the use of hand‐held computers for teacher professional development in primary schools in the Global South1     

Jenny Leach  Alexis Peters  Thomas Power  Atef Ahmed  Shumi Makalima 《欧洲师范教育杂志》2004,27(1):5-28

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Integrating Scaffolding Strategies Into Technology-Enhanced Assessments of English Learners: Task Types and Measurement Models     

Mikyung Kim Wolf  Danielle Guzman-Orth  Alexis Lopez  Katherine Castellano  Igor Himelfarb  Fred S. Tsutagawa 《Educational Assessment》2016,21(3):157-175

This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as an instructional strategy for English learner students, into the design of technology-enhanced assessment tasks. The article includes sample tasks and student responses to illustrate the design of scaffolding assessment tasks and their potential to increase the accuracy of measuring students' English language proficiency. We also explore possible scoring and psychometric models for the scaffolding tasks in large-scale standardized assessments.  相似文献   

The neuroscience of perceptual categorization in pigeons: A mechanistic hypothesis     

Onur Güntürkün  Charlotte Koenen  Fabrizio Iovine  Alexis Garland  Roland Pusch 《Learning & behavior》2018,46(3):229-241

We are surrounded by an endless variation of objects. The ability to categorize these objects represents a core cognitive competence of humans and possibly all vertebrates. Research on category learning in nonhuman animals started with the seminal studies of Richard Herrnstein on the category “human” in pigeons. Since then, we have learned that pigeons are able to categorize a large number of stimulus sets, ranging from Cubist paintings to English orthography. Strangely, this prolific field has largely neglected to also study the avian neurobiology of categorization. Here, we present a hypothesis that combines experimental results and theories from categorization research in pigeons with neurobiological insights on visual processing and dopamine-mediated learning in primates. We conclude that in both fields, similar conclusions on the mechanisms of perceptual categorization have been drawn, despite very little cross-reference or communication between these two areas to date. We hypothesize that perceptual categorization is a two-component process in which stimulus features are first rapidly extracted in a feed-forward process, thereby enabling a fast subdivision along multiple category borders. In primates this seems to happen in the inferotemporal cortex, while pigeons may primarily use a cluster of associative visual forebrain areas. The second process rests on dopaminergic error-prediction learning that enables prefrontal areas to connect top down the relevant visual category dimension to the appropriate action dimension.  相似文献   

Constructing a Sense of Purpose and a Professional Teaching Identity: Experiences of Teacher Candidates with Disabilities     

Adam Moore  Victoria Kern  Alexis Carlson  Annemarie Vaccaro  Jordan A. Abbott 《The Educational forum》2020,84(3):272-285

Abstract

Using grounded theory, we examined the ways in which undergraduate teacher candidates with disabilities developed a sense of purpose and constructed professional identities. Our findings suggest K-12 experiences with advocacy as well as exclusionary school experiences influenced their emerging professional identities. Resistance to a deficit view of disability was central to teachers’ professional identities and influenced their desire to become “change agents” in their future professions. We describe collegiate experiences that affirmed or presented roadblocks to their career path.  相似文献