The Development of Text Evaluation and Revision Skills   总被引：1，自引：0，他引：1  

Carole R. Beal 《Child development》1990,61(1):247-258

Children in elementary school settings generally do not revise frequently or skillfully, but relatively little is known about the source of their difficulty with revision. 3 studies were conducted to investigate children's developing ability to evaluate and revise problematic texts. In the first 2 studies, fourth-grade (10 years) and sixth-grade (12 years) students were asked to evaluate 3 types of problematic texts and suggest changes to make the texts easier to understand. In the third study, children were asked whether 4 types of revisions improved the comprehensibility of problematic stories. The results showed, first, that older children detected more of the text problems; second, that when younger children spontaneously detected a text problem they were as likely as older children to revise the text adequately; third, that younger children were less able than older children to revise text problems that they had originally overlooked; and, fourth, that younger children overestimated the informativeness of several types of revisions. The results suggest that developmental differences in constructive processing contribute to children's ability to detect and revise text problems.  相似文献   

Enhancing the early student experience   总被引：1，自引：0，他引：1  

Eileen Trotter  Carole A. Roberts 《高等教育研究与发展》2006,25(4):371-386

This paper is concerned with identifying how the early student experience can be enhanced in order to improve levels of student retention and achievement. The early student experience is the focus of this project as the literature has consistently declared the first year to be the most critical in shaping persistence decisions. Programme managers of courses with high and low retention rates have been interviewed to identify activities that appear to be associated with good retention rates. The results show that there are similarities in the way programmes with high retention are run, with these features not being prevalent on programmes with low retention. Recommendations of activities that appear likely to enhance the early student experience are provided.  相似文献   

Students’ transition from elementary to high school and changes of the relationship between motivation and academic performance     

Thérèse Bouffard  Lucille Boileau  Carole Vezeau 《European Journal of Psychology of Education - EJPE》2001,16(4):589-604

336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance.  相似文献   

The Need for Randomised Controlled Trials in Educational Research   总被引：4，自引：0，他引：4  

Carole J. Torgerson  & David J. Torgerson 《British Journal of Educational Studies》2001,49(3):316-328

This paper argues for more randomised controlled trials in educational research. Educational researchers have largely abandoned the methodology they helped to pioneer. This gold-standard methodology should be more widely used as it is an appropriate and robust research technique. Without subjecting curriculum innovations to a RCT then potentially harmful educational initiatives could be visited upon the nation's children.  相似文献   

Learning from Action Research About Science Teacher Preparation     

Carole P. Mitchener  Wendy M. Jackson 《Journal of Science Teacher Education》2012,23(1):45-64

In this article, we present a case study of a beginning science teacher’s year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An extended action research experience in the second year of induction proved valuable to her in learning how to modify her teaching to reach her goal, using evidence of student learning as her guide. This article closes with reflections on the value of extended action research within science teacher preparation, particularly early in one’s career, and explores the promise for ongoing practice-based professional development throughout a teacher’s career.  相似文献   

Over the barrel?—try computer-based training     

Carole Bagley  Harold F. Rahmlow 《Performance Improvement》1980,19(6):40-42

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CAI update: To CAI or not to CAI     

Carole Bagley  Harold F. Rahmlow  Harold F. Rahmlow 《Performance Improvement》1980,19(1):48-48

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Field-responsive ID and CBTE     

Joseph J. Stowitschek  Carole E. Stowitschek 《Performance Improvement》1977,16(5):10-13

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Upward feedback for organizational change     

Karen Stoneman  Edward Bancroft  Carole Hailing 《Performance Improvement》1995,34(7):12-17

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The experts' views of computer based instruction     

Carole Bagley 《Performance Improvement》1981,20(2):38-39

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