Reading comprehension interventions for middle school students with learning disabilities: a synthesis of 30 years of research     

Solis M  Ciullo S  Vaughn S  Pyle N  Hassaram B  Leroux A 《Journal of learning disabilities》2012,45(4):327-340

The authors conducted a synthesis of studies of reading comprehension interventions for middle school students (Grades 6-8) identified with a learning disability. They identified 12 studies between 1979 and 2009 with treatment and comparison designs and 2 single-participant studies. Findings from the studies indicate large effect sizes for researcher-developed comprehension measures. Few studies (n = 4) reported standardized measures of reading comprehension, which indicated medium effect sizes. The majority of study treatments (n = 13) utilized strategy instruction related to main idea or summarization.  相似文献   

Emotional intelligence and academic attainment of British secondary school children: a cross-sectional survey     

Carmen L. Vidal Rodeiro  Joanne L. Emery  John F. Bell 《Educational studies》2012,38(5):521-539

Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students’ academic success and it has been claimed that those with high scores on a trait EI measure perform better. This research investigated whether scores on a questionnaire measure of trait EI were related to school performance in a sample of British pupils. Results showed that high performing students had higher trait EI scores than low performing students and that some aspects of trait EI (motivation and low impulsivity) as well as total trait EI were significant predictors of academic achievement after controlling for prior attainment at school. Therefore, initiatives to develop the emotional and social abilities of schoolchildren might be worthwhile and more effective than concentrating solely on teaching and curriculum activities.  相似文献   

Students’ conception of infinite series     

Rafael Martínez-Planell  Ana Carmen Gonzalez  Gladys DiCristina  Vanessa Acevedo 《Educational Studies in Mathematics》2012,81(2):235-249

This is a report of a study of students’ understanding of infinite series. It has a three-fold purpose: to show that students may construct two essentially different notions of infinite series, to show that one of the constructions is particularly difficult for students, and to examine the way in which these two different constructions may be built so that we may uncover ways to help students improve their understanding. The theoretical framework consists of action–process–object–schema theory and the specific model of conceptions in Balacheff’s theory of conception, knowing, and concept. Approaching the problem from these two different theoretical perspectives allows us to provide different and at the same time complementary explanations of observed phenomena. The two different infinite series constructions are, briefly stated, series as an infinite unending process of addition and series as a sequence of partial sums. Students are found to have difficulty building an understanding of series as a sequence of partial sums and thus tend to have difficulty in problem situations that require this interpretation. The study uses semi-structured interviews with 10 graduate students. The interviews explore situations that might give insight into students’ notion of the sequence of partial sums.  相似文献   

Does TV Viewing Cultivate Meritocratic Beliefs? Implications for Life Satisfaction     

Carmen D. Stavrositu 《Mass Communication and Society》2014,17(1):148-171

The purpose of this article was to explore the cultivation effects of television viewing on meritocratic belief systems (particularly, system justification) and ultimately on perceived life satisfaction. Results of a cross-sectional survey (N = 276) reveal that genre-specific TV viewing cultivates system-justifying beliefs. More specifically, findings suggest that heavy viewing of competition-based reality TV viewing shapes viewers' economic system-justifying beliefs (i.e., the belief that the economic system is fair and legitimate, rewarding those who put in the effort and hard work). Economic system justifying beliefs, in turn, were shown to enhance viewers' perceived life satisfaction.  相似文献   

Marking and feedback provision on essay-based coursework: a process perspective     

Carmen Tomas 《Assessment & Evaluation in Higher Education》2014,39(5):611-624

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Teachers' Awareness of the Learner–Teacher Interaction: Preliminary Communication of a Study Investigating the Teaching Brain     

Vanessa Rodriguez  S. Lynneth Solis 《Mind, Brain, and Education》2013,7(3):161-169

A new phase of research on teaching is under way that seeks to understand the teaching brain. In this vein, this study investigated the cognitive processes employed by master teachers. Using an interview protocol influenced by microgenetic techniques, 23 master teachers used the Self‐in‐Relation‐to‐Teaching (SiR2T) tool to answer “What are you focusing your mind on throughout the process of teaching?” A number of emergent themes were identified in participants' responses and one, awareness of interaction, is discussed here. This theme refers to teachers' recognition of the learner–teacher (L‐T) relationship as a separate entity or system. Within interaction, at least three types of awarenesses emerged in teachers' responses: (1) connection, (2) collaboration, and (3) mutual effects. Furthermore, some teachers described a sense of synergy with their students due to this L‐T interaction. The results suggest that a teacher's awareness of interaction plays an important role in the teaching brain, and support the implications of the proposed teaching brain framework.  相似文献   

Planning as action research     

Carmen Beatriz de Gonzalez  Teresa Hernandez  Jim Kusch 《Educational Action Research》2013,21(1):59-76

Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.  相似文献   

Procesos cognitivos en el aprendizaje de la multiplicación     

Carmen Gómez Granell 《Infancia y Aprendizaje》2013,36(15):109-119

Resumen

En este trabajo se aborda el estudio de los procedimientos y estrategias desarrollados por los niños para solucionar situaciones problemáticas relacionadas con la multiplicación aritmética. El análisis de dichos procedimientos nos muestra cómo dicha noción comporta un nivel de mayor complejidad que la adición, lo que es necesario tener en cuenta en el momento de enseñarla.  相似文献   

Parental background and university dropout in Italy     

Carmen Aina 《Higher Education》2013,65(4):437-456

Using longitudinal data drawn from the European Community Household Panel, this paper examines Italian university entry and dropout rates in the context of specific parental and family characteristics. We are interested in the effects of the household’s cultural and financial conditions on shaping investment in tertiary education and its failure, at the national level. Our estimates confirm the persistence of intergenerational correlations related to education. Cultural constraints affect outcomes—enrolment in and withdrawal from tertiary education; low income negatively affects the transition from high school to college. Our results suggest that a comprehensive policy intervention is needed to ensure optimal human capital investment.  相似文献   

Collaborative lifelong learning and professional transfer. Case study: ECO European Project     

Carmen Marta-Lazo  Divina Frau-Meigs  Sara Osuna-Acedo 《Interactive Learning Environments》2019,27(1):33-45

This research reviews the formative model of the sMOOCs (social MOOC) characterized by the interaction and the implication of the participants who, relying on collective intelligence, look for the co-creation of knowledge in every educational action. The fieldwork focuses on the analysis of the “Step by Step” sMOOC of ECO Project (the second and third editions), that aims at the training of e-teachers and the transfer of learning to the professional field. The research methodology is mixed, with quantitative and qualitative techniques: it uses a semi-structured questionnaire, in order to compare possible bivariate correlations between the different variables; it conducts a content analysis of the fragments of messages written by the participants in the forums of the course. One of the most significant conclusions is the high degree of satisfaction of the participants with regard to the value of the course for their professional life. This form of transfer of the learning process leads to the proposal of a new modality for MOOCs, the tMOOC as “transferMOOC”.  相似文献