Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text     

Hebert  Michael  Bazis  Pamela  Bohaty  Janet J.  Roehling  Julia V.  Nelson  J. Ron 《Reading and writing》2021,34(7):1711-1740

Reading and Writing - Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing...  相似文献   

笼中之驼     

珍妮特·珀莱兹·爱考丝  刘克 《海外英语》2008,(8)

1 一只小驼羔不解地问妈妈:"为什么我们脚上要长这么巨大的蹄子呢?"妈妈转向他,答道:"上帝如此创造我们,自有其特、殊原因."随即,她进一步做了解释."这些大蹄子将会确保我们不陷入沙中."  相似文献   

Sex differences in student preferences for,and perceptions of,learning outcomes and classroom activities in year 11 biology     

Janet V. Keightley 《Research in Science Education》1977,7(1):123-129

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Is outdoor education a discipline? Insights,gaps and future directions     

Tom G. Potter  Janet E. Dyment 《Journal of Adventure Education & Outdoor Learning》2016,16(2):146-159

This article critically explores ‘if’ and ‘how’ outdoor education (OE) is a discipline. This exploration stems from our experiences that OE is often undervalued, and from the belief that if OE is considered a discipline, then it would have greater acceptance, enhanced academic standing, importance, resourcing and prestige. Our analysis is rooted in a six-component discipline model which provides a framework for examining OE in relation to commonly understood attributes of stand-alone disciplines. In this article, we examine the final three components of the model. First, we explore the reference disciplines, such as education, psychology and sociology, which inform the OE field. Second, we examine the principles and practices of risk and reflection to chart how OE’s principles and practices have evolved over time. Finally, we report on the structures that support the OE field, such as academic programmes, journals, textbooks and curriculum. We draw on a range of historical and contemporary evidence to provocate on if and how OE is a discipline. We conclude the article with a discussion of the implications of these analyses juxtaposed alongside a discipline model and the challenges and opportunities that lie ahead for OE in the context of being a discipline.  相似文献   

Developmental and Temperamental Differences in Emotion Regulation in Infancy   总被引：2，自引：0，他引：2  

Sarah C. Mangelsdorf  Janet R. Shapiro  Donald Marzolf 《Child development》1995,66(6):1817-1828

One of the major adaptations during the infancy period is the development of the ability to cope with arousing or uncertain events. The following study was designed to examine emotion regulation strategy use between 6 and 18 months. 75 infants (25 each of 6-, 12-, and 18-month-olds) were videotaped interacting with 3 female strangers. Coping strategies were coded using a portable computer with a continuous sampling program, enabling coders to record both frequencies and durations of behaviors. Results indicated that 6-month-olds were more likely than 12- or 18-month-olds to use gaze aversion and fussing as their primary emotion regulation strategies, and were less likely than the older infants to use self-soothing and self-distraction. 18-month-olds were more likely than the younger infants to attempt to direct their interactions with the strangers. Infants' strategy use also differed as a function of their wariness of strangers, particularly at 12 months of age.  相似文献   

A written,reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships     

Gail Crimmins  Gregory Nash  Marama Liebergreen  Janet Turley  Richard Bond 《Assessment & Evaluation in Higher Education》2016,41(1):141-153

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.  相似文献   

The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers          下载免费PDF全文

Emily Harrison  Clare Wood  Andrew J. Holliman  Janet I. Vousden 《Journal of Research in Reading》2018,41(1):220-241

Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy‐three typically developing 4‐ to 5‐year‐old children were randomly allocated to one of three treatment groups and received a speech‐rhythm‐based intervention, a phonological‐awareness‐based intervention, or a control intervention over 10 weeks. All children completed pre‐test, post‐test and delayed post‐test measures of speech rhythm sensitivity, single‐word reading, phonological awareness and vocabulary. The results show that it is possible to train speech rhythm sensitivity in this age group and that children who undertook the speech rhythm intervention showed a significant improvement in their word reading performance compared to children in the control group. Group differences were maintained 3 months later.  相似文献   

Computer conferencing with access to a 'guest expert' in the professional development of special educational needs coordinators     

Janice Wearmouth  Alice Paige Smith  Janet Soler 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):81-93

This article describes and outlines the implications of a one‐year case study of students’ use of the computer conferencing facility of a postgraduate module for special educational needs coordinators (SENCOs) at a distance‐learning institution. This facility incorporates a virtual space for a ‘guest expert’. The aim of the study was to inform future development of courses at a time when computer conferencing was just becoming widespread in the university concerned. Quantitative data associated with the volume and patterns of individual participation in the computer conference were collected as well as interview material from students, tutors and the ‘guest expert’. Findings from the study indicate that computer conferencing has the potential to facilitate the professional development of teachers as reflective practitioners and researchers. However, they also point to a number of barriers to student participation that must be addressed. These include access issues related to time constraints, unfamiliarity with the medium, and lack of confidence in expressing personal views in a public arena. A major conclusion drawn from this study is that it may be appropriate to consider future developments which incorporate the assumption that, in computer conferences of large professional development courses, students are much more likely to participate through reading rather than making personal contributions to conference discussions. This opens the possibility of reconceptualising the role of the ‘guest expert’ as two or more discussants with relevant expertise dialoguing with each other while students follow a threaded discussion and/or make personal contributions.  相似文献   

Racial Dynamics in the Teacher's Union     

Janet Morgan 《Equity & Excellence in Education》2013,46(4):67-70

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Brazilian schools: comparing students' interests with what is being taught     

Janet Collins 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):157-166

This paper aims to explore the complex relationship between self-image and community membership. It draws on an in-depth case study,which was originally part of a larger study examining the factors which contribute to pupils’ quiet, withdrawn and non-participatory behaviour in school. Based on observations and interviews collected during her last two years in primary school, this paper explains Rasheeda’s habitual non-participation in school in terms of her limited and unchanging self-image and her failure to perceive herself, and be perceived as, a member of a learning community.  相似文献