Achievement as development     

Willard C. Olson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(2):135-142

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SISS-U.S.A.: Advanced science student achievement     

Arleene M. Ferko  Rodney L. Doran  Willard J. Jacobson 《Studies in Educational Evaluation》1990,16(3)

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Learning novel words by ear or by eye? An advantage for lexical inferencing in listening versus reading narratives in fourth grade     

Esther Geva  Kama Galili  Tami Katzir  Michal Shany 《Reading and writing》2017,30(9):1917-1944

This study examined the ability to infer the meaning of novel made-up words that appeared in 16 short narrative texts, presented in two modalities—reading and listening. Hebrew-speaking 4th grade students (N = 54) were asked to infer the meanings of the made-up words in both modality conditions. In this cross-group design, students were randomly assigned to one of two order conditions: reading first or listening first. Regardless of condition, participants were better able to infer the meaning of the made-up words in the listening condition than in the reading condition. Individual differences in word reading, vocabulary, and reading comprehension mediated novel word learning but working memory did not. Results are discussed in relation to the challenges faced by 4th grade Hebrew readers in the transition from reading a fully pointed (vowelized) shallow orthography to an unpointed, deep orthography. The ability of 4th grade readers to infer novel words appears to be enhanced when listening to animated narration, and is mediated by extant vocabulary knowledge and higher-order comprehension processes, but also by basic decoding skills.  相似文献   

Does out-of-print= Out-of-copyright?     

Gary Becker  Esther R. Sinofsky Ph.D. 《TechTrends》1998,43(2):2-3

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On our way to the European higher education space A proposal for a teaching guide for the management control course in the business management and administration degree     

RUIZ Mercedes TIRADO Pilar MENOR Esther 《美中教育评论》2009,6(6):9-22,36

In order to adapt curricula to the new European system of credits, ECTS （European Credit Transfer System）, it is necessary to previously elaborate a teaching guide. The teaching guide clarifies the subject syllabus making it easier for learners to understand, sets objectives related to the competencies and skills to be acquired, plans activities that should be developed according to new objectives and analyzes the learner workload that involved in these activities. This paper proposes a teaching guide written by the lecturers of management control, a fifth year subject in the Business Management and Administration Degree. For its elaboration, we followed the guidelines in the White Book sponsored by the Spanish National Agency for the Evaluation of Quality and Accreditation, as well as the guidelines for specific curricula used in the institution, together with the lecturers＇ experience and knowledge in this field.  相似文献   

Relations Between Parenting Quality and Cognitive Performance of Children Experiencing Varying Amounts of Childcare     

Esther Adi-Japha  Pnina S. Klein 《Child development》2009,80(3):893-906

Associations between parenting quality and 3-year-olds' school readiness, receptive, and expressive language were examined in relation to the amount of time they spent in childcare, based on data from the NICHD Study of Early Child Care and Youth Development ( N = 1,364). Associations for school readiness and receptive language were stronger among children who experienced medium amounts of childcare than among children who experienced high amounts of childcare, and they were not weaker than among children who experienced primarily maternal care. Contrary to expectations, the association between parenting quality and school readiness among children who experienced medium amounts of childcare was significantly stronger than among children who experienced predominantly maternal care.  相似文献   

Trajectories of Physical Discipline: Early Childhood Antecedents and Developmental Outcomes     

Jennifer E. Lansford  Michael M. Criss  Kenneth A. Dodge  Daniel S. Shaw  Gregory S. Pettit  John E. Bates 《Child development》2009,80(5):1385-1402

This study examined childhood antecedents and developmental outcomes associated with trajectories of mild and harsh parental physical discipline. Interview, questionnaire, and observational data were available from 499 children followed from ages 5 to 16 and from 258 children in an independent sample followed from ages 5 to 15. Analyses indicated distinct physical discipline trajectory groups that varied in frequency of physical discipline and rate of change. In both samples, family ecological disadvantage differentiated the trajectory groups; in the first sample, early child externalizing also differentiated the groups. Controlling for early childhood externalizing, the minimal/ceasing trajectory groups were associated with the lowest levels of subsequent adolescent antisocial behavior in both samples and with parent–adolescent positive relationship quality in the second sample.  相似文献   

“Somewhere better than this place/nowhere better than this place”: the lifemap of Rolland G. Paulston (1929–2006)     

Esther E. Gottlieb 《Prospects》2009,39(1):91-101

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Home Visits: How Do They Affect Teachers’ Beliefs about Teaching and Diversity?     

Miranda Lin  Alan B. Bates 《Early Childhood Education Journal》2010,38(3):179-185

Based on Bronfenbrenner’s ecological systems theory, this qualitative study examined the impact of home visits on a group of six Head Start educators. Each participant conducted two home visits. For the first home visit, participants were not provided any guidance. On the second visit, participants were provided a handout with questions intended to guide their visit. The participants were asked to document, in a reflective journal, their feelings and attitudes toward the children’s families on two visits. Additionally, participants commented on their teaching beliefs and practice as impacted by their home visit. Results of the study indicated that home visits enabled participants to see the families and children that they work with from a different and more positive perspective. The guided home visit questions allowed participants to better understand children and their families from historical and cultural perspectives. Also, participants were better able to create a more multicultural learning environment and lesson plans for their children.  相似文献   

Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading     

Gloria Ramirez  Xi Chen  Esther Geva  Heidi Kiefer 《Reading and writing》2010,23(3-4):337-358

This study investigated within and cross-language effects of morphological awareness on word reading among Spanish-speaking children who were English Language Learners. Participants were 97 Spanish-speaking children in grade 4 and grade 7. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading after controlling for other reading related variables. English morphological awareness also explained unique variance in English word reading. Cross-linguistic transfer of morphological awareness was observed from Spanish to English, but not from English to Spanish. These results suggest that morphological awareness is important for word reading in Spanish, a shallow orthography with a complex morphological system. They also suggest that morphological awareness developed in children’s L1 is associated with word reading in English, their L2.  相似文献