Learning via direct and mediated instruction by deaf students     

Marschark M  Sapere P  Convertino C  Pelz J 《Journal of deaf studies and deaf education》2008,13(4):546-561

Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peers, and use of simultaneous communication (sign and speech together) and American Sign Language (ASL) apparently were equally effective for deaf students' learning of the material. Students' self-rated sign language skills were not significantly related to performance. Two new findings were of particular importance. First, direct and mediated instruction (via interpreting) were equally effective for deaf college students under the several conditions employed here. Second, despite coming into the classroom with the disadvantage of having less content knowledge, deaf students' gain scores generally did not differ from those of their hearing peers. Possible explanations for these findings are considered.  相似文献   

Artists Becoming Teachers: Expressions of Identity Transformation in a Virtual Forum     

Jeff Adams 《The International Journal of Art & Design Education》2007,26(3):264-273

This article is an investigation of art and design graduates' identities as they embark upon their training as teachers. The expressive, ‘confessional’ nature of forum posts from their Virtual Learning Environment are analysed in relation to the students' identity transformation into teachers. This transition is profound in the case of artist teachers, for whom the contrast between their practice as a critical artist and that of a regulated professional can be severe. The usage of these socially‐oriented virtual forums, and the students' identity transition is analysed in terms of identity theorists such as Butler, hooks and Wenger. There are problems of expression that are brought about by the juxtaposition of visually and spatially adept artist‐learners constrained within a largely textual environment, yet this impediment appears to be ameliorated by their social‐expressive exploitation of the forums.  相似文献   

The use of a formative evaluation model for astep     

Lindsay D. Mackay  Jeff R. Northfield 《Research in Science Education》1974,4(1):65-75

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What Difference Does a Major Make? The Influence of College Major Field on Persistence by African American and White Students   总被引：1，自引：3，他引：1  

St. John  Edward P.  Hu  Shouping  Simmons  Ada  Carter  Deborah Faye  Weber  Jeff 《Research in higher education》2004,45(3):209-232

The results from this study indicate similarities and differences in the factors related to the persistence of White and African American students in their freshman and sophomore years in college. Using random samples of data from students enrolled in public institutions of higher education in a Midwestern state, OLS regression analyses indicated that African American sophomores in the high-demand major fields (e.g., Business, Health, and Engineering/Computer Science) were more likely to persist than were those in other major fields, but there were no statistically significant differences in persistence for African American freshmen in other fields. While major fields were not statistically significant for White sophomores, White freshmen in social sciences or undecided about their majors were less likely to persist. The effects of financial aid packages on persistence varied across race.  相似文献   

Changing Primary Students’ Perceptions of Teacher Interpersonal Behaviours in Science     

B. Waldrip  Paula Reene  Darrell Fisher  Jeff Dorman 《Research in Science Education》2008,38(2):213-235

The paper reports on part of a large-scale study aimed at examining students’ perceptions of teacher–student interactions. This paper will report on a study utilising mixed methodology in 12 Queensland primary classrooms. After the students’ perceptions were established, the teachers, through a consultative process, developed strategies to change the students’ perceptions of their classroom over a 3 month period. The paper reports on what strategies these teachers utilised and what changes in students’ perceptions resulted. The classroom teachers were interviewed about the change in students’ perceptions, what changes they had sought to promote in their classrooms, and what they felt had been achieved in their classrooms. The study found that students were able to articulate what changes the teacher had implemented, what their reaction was to these changes and their perception of the classroom environment as a result of these implemented strategies.  相似文献   

Holy Lemons! Learning from children's uses of the Internet in out‐of‐school contexts     

Cathy Burnett  Jeff Wilkinson 《Literacy》2005,39(3):158-165

The Internet offers new possibilities for engaging with information and is associated with a wide range of literacy practices. National guidance in the United Kingdom on ‘reading the web’, however, has focused largely on the different skills children may need to learn in school to navigate web‐based texts successfully. Here it is argued that much can be learned both about the potential of the web and of the kinds of reading associated with it by examining children's use of the Internet outside school. This article therefore begins with an overview of particular features of on‐screen reading and the different practices and orientations towards knowledge associated with this. It then reports on the use of the Internet out of school by a group of Year 6 children. It explores the purposes for which these children access the Internet, the attitudes and orientations they demonstrate in their approach to web‐based texts, and their own perceptions of what has enabled them to develop as Internet users. This exploration highlights the way that children may experiment and innovate in their use of the Internet out of school, and in doing so demonstrate considerable autonomy. These findings are used to make suggestions for framing and supporting children's Internet use in school.  相似文献   

Discursive Positioning and Emotion in School Mathematics Practices     

Jeff Evans  Candia Morgan  Anna Tsatsaroni 《Educational Studies in Mathematics》2006,63(2):209-226

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366 Days,366 Books     

Jeff Ryan 《考试》2013,(2):26-29

I made a New Year’s resolution to read a book a day in 2012.In 2013,you can too.  相似文献   

Bottom line: The veteran student in 2010     

Dr. Anthony M. Hassan  Dr. Robert “Jeff” Jackson  Dr. Douglas R. Lindsay  Dr. Damian G. McCabe  Dr. Joseph E. Sanders III 《About Campus》2010,15(2):30-32

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Throwing heat and light on Walther Nernst     

Jeff Ramsey 《Metascience》2010,19(1):75-77

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