Sociometric status and solitary play of LD boys and girls     

B W Gottlieb  J Gottlieb  D Berkell  L Levy 《Journal of learning disabilities》1986,19(10):619-622

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Word reading fluency: A transfer appropriate processing account of fluency transfer     

Sandra Lyn Martin-Chang  Betty Ann Levy 《Reading and writing》2006,19(5):517-542

Word reading fluency, as indexed by the fast and accurate identification of single words, predicts both general reading ability and reading comprehension. This study compared the effects of context training and isolated word training on subsequent measures of word reading fluency. Good and poor readers were given 12 repetitions of two sets of words; 48 new words were learned in each condition. Words were presented in a story during context training and on a computer screen during isolated word training. Target words were read in isolation at test, randomly displayed within a series containing 72 untrained words. Results show that words trained in isolation are remembered longer and read faster when presented in isolation at test compared to words trained in context. Theoretical implications are discussed in relation to transfer appropriate processing.  相似文献   

Investigating Psychometric Isomorphism for Traditional and Performance‐Based Assessment          下载免费PDF全文

Derek M. Fay  Roy Levy  Vandhana Mehta 《Journal of Educational Measurement》2018,55(1):52-77

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Are the Notion of Mean and Related Concepts too Difficult for 6th and 7th Grade Biology Students?     

Amos Dreyfus  Osnat Levy 《欧洲师范教育杂志》1996,19(2):137-152

Basic statistical concepts are considered to be part and parcel of any modern biological education. Micro‐computer assisted activities may offer new opportunities for the early development of relatively young children's skills and understandings, thus preparing them efficiently for a meaningful secondary school science education. However, the relevant skills and concepts may well be beyond the ken of such children. In this study, we attempted to check the level which could be reached with 6th and 7th grades primary school students (11‐12 years of age), concerning the connected concepts of “mean” and “deviation” from the mean, and some major implications of these concepts. Special learning activities were developed, and an electronic spreadsheet was used as the main tool for the quantitative tasks. A one year period of intensive teacher training preceded the actual experiment. The main results will be delineated, as well as the main responses of the students and of the teachers. Although the schools selected for the experiment (experimental as well as control groups) were located in areas of a relatively high socio‐economic level, there was some heterogeneity in the classes. The results will show that educators are confronted with problems of heterogeneity even in “good” classes, and that finding the appropriate level of intellectual stimulation of different pupils is not an easy task. Some concepts appeared to be at the limit of, or beyond, the abilities of many students, but by no means of all of them.  相似文献   

Universities as a meeting point with new academic knowledge,society and culture: cognitive and emotional transitions during higher education     

Naomi Weiner‐Levy 《Cambridge Journal of Education》2008,38(4):497-512

This paper examines how exposure to a different culture, acquired knowledge and everyday practices at Israeli universities affected the identities of the ‘First Women’ students from the Druze minority who broke gender roles and turned to acquire higher education. The short distance between the Druze villages and the university required a longer and far more complex journey than the women imagined when they decided to study. The paper analyses ways in which the university atmosphere imparts values, norms, knowledge and practices that enable individuals to reassess their identities. Thirty‐four interviews with Druze women, who were the first in their community or their respective villages to obtain higher education, were analysed, allowing a study of the different experiences and various paths of change and their intricate effects on framing identity.  相似文献   

Adolescent social competence: effectiveness in a group setting   总被引：5，自引：0，他引：5  

Englund MM  Levy AK  Hyson DM  Sroufe LA 《Child development》2000,71(4):1049-1060

We used a longitudinal data set to evaluate an observational assessment of adolescent competence within a group context. Participants were 40 (21 males, 19 females) ethnically diverse children who had earlier been observed in summer camp (age 10) and preschool (age 4 1/2), as well as in infancy. A revealed differences task was videotaped as part of an intensive weekend camp reunion at ages 15 to 16. Raters, blind to the adolescents' developmental histories, coded each adolescent on the following behavioral rating scales: enjoyment of the task, involvement, leadership, self-confidence in the task, and global social competence. Both concurrent validity (strong correlations with independent camp reunion counselor ratings and peer sociometric measures) and clear associations with antecedent measures of peer competence in preschool and middle childhood were demonstrated. A pattern of correlations revealed considerable discriminate validity. Neither IQ nor socioeconomic status accounted for these associations. Overall, the results confirm the power of a developmentally appropriate, taxing, behaviorally based assessment of group functioning as a measure of competence in adolescence.  相似文献   

Curriculum Development Procedures for Mainstreaming Educable Mentally Retarded Students: A Proposal     

Richard D. Levy 《Clearing house (Menasha, Wis.)》2013,86(7):325-326

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Blended university teaching using virtual learning environments: conceptions and approaches     

Petros Lameras  Philippa Levy  Iraklis Paraskakis  Sheila Webber 《Instructional Science》2012,40(1):141-157

This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers’ conceptions and approaches from ‘teacher-focused and content-oriented’, through ‘student-focused and content-oriented’, to ‘student-focused and process-oriented’. Using VLEs was described as a means of supporting: A—information transfer; B—application and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features. The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need for further discipline-focused research on blended teaching.  相似文献   

Migrant Laptops: Extending the Academic Day for the Children of Farm Workers and Their Credit Recovery via Laptops     

Michele Stafford Levy 《学校用计算机》2013,30(2):140-157

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SOME USES OF PUPPETRY IN JEWISH EDUCATION 44     

Mark B. Levy 《Journal of Jewish Education》2013,79(3):48-57

For the first time in the history of the American Jewish community, delegates from all corners of the country and from all groupings in Jewish life gathered at a national conference on January 13–14, 1951 to discuss not fundraising and philanthropy, not emergencies and responsibilities overseas, not even the frequently raised spector of anti-Semitism, but Jewish education.  相似文献