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41.
Kathy A. Stephenson Rauno K. Parrila George K. Georgiou John R. Kirby 《Scientific Studies of Reading》2013,17(1):24-50
We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home literacy instruction prior to kindergarten, parents' beliefs about their children's reading ability, and children's task-focused behavior were significant predictors of two or more of the dependent variables. Storybook reading did not account for unique variance in any of the dependent variables. 相似文献
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In the present study, we develop and deploy a conceptual framework of “scaffolding” in groupwork learning, through the analysis of the pursuit of a learning goal over time. The analysis follows individuals’ different experiences of an interaction as well as collective experiences, considering individual attainment as a result of a bi-directional contextualized conversation and action. We detect, describe and evaluate two (2) types of interaction that can be characterized as “scaffolding process”: the first concerns “Scaffolding individual thinking” and the second “Scaffolding collective thinking”. The latter, apart from presenting the educational advantages of collective thinking through peer discussion (D) and curriculum-focused evaluation context of Teacher Initiation – Student Response – Teacher Follow up (IRF), also presents the advantage of ‘spiral’ verbal exchanges in which the teacher “tunes in” to the students’ present state of ability or understanding (spiral IDRF). 相似文献
44.
Robert M. Klassen Mimi Bong Ellen L. Usher Wan Har Chong Vivien S. Huan Isabella Y.F. Wong Tasos Georgiou 《Contemporary educational psychology》2009
The purpose of this article was twofold. The first purpose was to test the validity of the Teachers’ Sense of Self-Efficacy Scale (TSES) in five settings—Canada, Cyprus, Korea, Singapore, and the United States. The second purpose was, by extension, to establish the importance of the teacher self-efficacy construct across diverse teaching conditions. Multi-group confirmatory factor analysis was used to better understand the measurement invariance of the scale across countries, after which the relationship between the TSES, its three factors, and job satisfaction was explored. The TSES showed convincing evidence of reliability and measurement invariance across the five countries, and the relationship between the TSES and job satisfaction was similar across settings. The study provides general evidence that teachers’ self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers’ self-efficacy showed a similar relationship with teachers’ job satisfaction in five contrasting settings. 相似文献
45.
In this paper, we explore the process of becoming a teacher educator in the pedagogical use of digital tools in mathematics teaching. The study took place in the context of an in-service program during the trainees’ engagement in their practicum fieldwork activities including the process observation–reflection–design–implementation–reflection. We explored the features of this context that facilitated the trainees’ transition from the level of trainee educator to the level of teacher educator as well as the nature of the trainees’ documentation work for teachers. The results showed that observation of other teacher educators’ teaching in conjunction with reflection during the program’s respective sessions facilitated the trainees’ transition to the professional level. The identified operational invariants underlying the trainees’ designs concerned the focus of their observation in teacher education classrooms, the importance they attributed to the constraints and opportunities provided by the wider educational context and epistemological issues regarding the teaching and learning of mathematics with technology. The analysis of trainees’ designs revealed three kinds of documents (“explanatory,” “instructive” and “facilitative”) and corresponding roles of trainees during the implementation. These documents targeted different aspects of TPACK depending on the trainees’ conceptualizations of teachers’ roles either “as students” or “of students.” 相似文献
46.
The purpose of this study was to examine different hypotheses in relation to RAN deficits in dyslexia. Thirty university students with dyslexia and 32 chronological-age controls were assessed on RAN Digits and Colors as well as on two versions of RAN Letters and Objects (one with five items repeated 16 times and one with 20 items repeated four times). In addition, participants were tested on discrete letter and object naming, phonological awareness, orthographic knowledge, and speed of processing, and the RAN Letters and Objects total times were partitioned into pause times and articulation times. Results showed first that the dyslexia group was slower than the control group on all RAN tasks and the differences remained significant after controlling for discrete naming time. Second, both groups were slower in the large item set condition (20 ×?4) than in the small set condition (5 ×?16). Third, the dyslexia group was slower than the control group in both the pause and the articulation times. Although none of the processing skills was sufficient on its own to eliminate group differences in RAN Letters components, phonological awareness, and orthographic processing were sufficient on their own to eliminate group differences in the RAN Objects pause time. Taken together, our findings suggest that the deficits in RAN are not due to impaired anchoring, but rather due to subtle impairments in lexical access (specific to alphanumeric RAN), serial processing, and articulation. 相似文献
47.
Giorgos?E.?PanselinasEmail author Vassilis?Komis 《Education and Information Technologies》2011,16(2):159-182
This study analyses the discourse among the teacher and the students, members of three (3) small groups, who learn in the
environment of a stand-alone computer. Two educational environments are examined: the first one, a “virtual laboratory” (Virtual
scale-DELYS) and the second one, a computer modeling environment (ModelsCreator). The ‘Virtual Scale’ environment provides
users with curriculum focused feedback and in that sense it can be categorized as directive. The ModelsCreator environment
provides users merely with a representation of their own conception of curriculum concepts, so it can be categorized as an
open-ended environment. The goal of this research is to exemplify the way the two educational software environments support
(a) the development of collective thinking in peer— and teacher-led discussion and (b) students’ autonomy. The software tools
of the “Virtual scale” along with the resources provided for the problem solving created an educational framework of hypothesis
testing. This framework did not limit the students’ contributions by directing them to give short answers. Moreover, it supported
the students’ initiatives by providing tools, representations and procedures that offered educationally meaningful feedback.
Based on the above results, we discuss a new educationally important structure of software mediation and describe the way
the two software activities resourced collective thinking and students’ initiatives. Finally, for each type of software environment,
we propose certain hypotheses for future research regarding the support of collaborative problem solving. 相似文献
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The purpose of this 4-year longitudinal study was to specify the direction of the relationship between RAN and word reading (accuracy and fluency) in Chinese. This is important in light of arguments that the developmental relationships between RAN and reading can disclose changes in the reading processes underlying reading as development proceeds. One hundred thirty-five Mandarin-speaking Chinese children (65 boys, 70 girls; M age = 96.40 months) were assessed on RAN (digits), word-reading accuracy (Character Recognition), and word-reading fluency (One-Minute Reading). The children were assessed on the same measures when they were in Grades 3, 4, and 5. The results of path analysis indicated that the effects between RAN and word reading were unidirectional and subject to the type of reading outcome: Only RAN predicted word reading and only when word reading was operationalized with a reading fluency measure. 相似文献
49.
Triantafillou Chrissavgi Psycharis Giorgos Potari Despina Bakogianni Dionysia Spiliotopoulou Vasiliki 《International Journal of Science and Mathematics Education》2021,19(1):21-37
This study explores teacher educators’ (TEs’) activity as they support mathematics and science teacher collaboration in co-designing and jointly implementing tasks. We view TEs’ activity through the lens of Activity Theory and expansive learning and draw evidence from data generated within the mascil project that linked mathematics and science teaching with workplace situations through inquiry-based teaching. We focus on five TEs’ actions and goals, use data from their professional development sessions with teachers and from the TEs’ interactions during their own meetings, and highlight the illuminating case of one teacher educator. We trace evidence indicating paths of actions followed by each Teacher Educator and look for indications of their professional learning. Our analysis reveals generic and content-focused actions. All TEs faced different kinds of contradictions and had difficulties handling them. In terms of professional learning, all TEs adapted their prior teacher education practices and appreciated the critical role of epistemological differences between the two disciplines.
相似文献50.
Apostolos S. Theodorou Vassilios Panoutsakopoulos Timothy A. Exell Polyxeni Argeitaki Giorgos P. Paradisis Athanasia Smirniotou 《Journal of sports sciences》2017,35(4):346-354
The aim of this study was to investigate the relative influence of step length (SL) and step frequency (SF) on step velocity (SV) during the approach run of high-level long jumpers and to quantify the asymmetry of these step characteristics. Spatiotemporal data of the approach run were collected during national competition from 10 long jumpers (age 26.2 ± 4.1 years, height 1.84 ± 0.06 m, mass 72.77 ± 3.23 kg, personal best performance 7.96 ± 0.30 m). Analyses were conducted for total approach, early approach and late approach. For the total approach 4/10 athletes were SF reliant and 6/10 athletes favoured neither characteristic. At the early approach, 3/10 athletes were SF reliant and 7/10 athletes favoured neither. During late approach 2/10 athletes demonstrated SL reliance, 7/10 athletes were SF reliant and 1/10 athletes favoured neither. Four athletes displayed significant asymmetry for SL and three for SF. However, no athletes demonstrated significant asymmetry for SV indicating that the asymmetrical demands of take-off do not have a marked influence on step characteristic asymmetry, probably due to the constraints of the event. Consideration should be given to the potentially conflicting demands between limbs for individual athletes. 相似文献