Effects of writing instruction and assessment on functional composition performance     

Hans Kuhlemeier  Huub Van Den Bergh 《Assessing Writing》1997,4(2):203-223

In this study the relationships between writing instruction and functional composition performance were analyzed. The data were obtained in a national assessment on the language proficiency of students in the third year of Dutch secondary education (age ±15). Multivariate multilevel analysis showed that 10 out of 36 instructional characteristics were related to functional composition performance. The effective instructional characteristics included: instruction and exercises in writing functional texts, writing for a specific purpose, tailoring to a particular audience, global rating of writing products by the teacher, and frequent evaluation of Dutch language proficiency through teacher-made tests and written assignments. No effects were found for the rather popular subskill exercises on idiom, syntax, spelling and punctuation, and for pre-writing activities, text revisions and peer-review. Furthermore, the effect of instructional characteristics was often different on one task than on another. Finally, there was little differential effectiveness for different groups of students. If one instructional characteristic was more effective than the other, this was generally true, to an equal degree, for boys and girls and for promoted and non-promoted students.  相似文献   

Conceptualizing, Measuring, and Evaluating the Developmental Course of Gender Differentiation: Compliments, Queries, and Quandaries     

Diane N. Ruble  & Carol Lynn Martin 《Monographs of the Society for Research in Child Development》2002,67(2):148-166

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BETTER EDUCATION FOR HANDICAPPED CHILDREN IN THE UNITED STATES     

Edwin W. Martin  Alan J. Weston 《International Journal of Disability, Development & Education》1970,17(2):68-74

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Knowledge and dependency—A reply to Howard Woodhouse     

Martin Mclean 《Interchange》1985,16(4):52-56

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Editorial     

Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2005,5(1):1-3

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A Response to Karmiloff and Karmiloff-Smith (1998) 'Everything your baby would ask If only she or he could talk '     

Conrad Martin 《Educational Psychology in Practice》2001,17(3):287-291

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Against the current: A grounded theory study on the estrangement experiences of a select group of Filipino gay older persons     

Allan B. de Guzman  Les Paul Valdez  Maverick B. Orpiana  Nikki Angela F. Orantia  Patrick Van E. Oledan  Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340

According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement.  相似文献   

Raising children’s self-efficacy through parental involvement in homework     

Keith Williams  Jennifer Swift  Hefin Williams  Victor Van Daal 《Educational research; a review for teachers and all concerned with progress in education》2017,59(3):316-334

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Masculinity Politics, Myths and Boys' Schooling: A Review Essay     

Martin Mills  & Bob Lingard 《British Journal of Educational Studies》1997,45(3):276-292

This essay reviews two recently published American books about masculinity politics—Michael Kimmel's pro-feminist Manhood in America and his edited collection The Politics of Manhood —in order to comment critically on the current debate underway in various parts of the world on 'boys' and their schooling which sees them as the 'new victims' of the educational process.  相似文献   

Conditioning with taste as the CS in conditioned flavor preference learning     

Elizabeth D. Capaldi  Martin J. Hunter  Sandra A. Lyn 《Learning & behavior》1997,25(4):427-436

There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose.  相似文献