Teaching critical questions about argumentation through the revising process: effects of strategy instruction on college students’ argumentative essays     

Yi Song  Ralph P. Ferretti 《Reading and writing》2013,26(1):67-90

The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the argument from consequences and argument from example schemes while writing about controversial topics. In the second condition, students were taught to revise their essays by using argumentation schemes to justify their standpoint, but did not learn the critical questions. In the third condition, students received no instruction about either the argumentation schemes or the critical questions. Compared to students in the contrasting conditions, those who were taught to ask and answer critical questions wrote essays that were of higher quality, and included more counterarguments, alternative standpoints, and rebuttals. These findings indicate that strategy instruction that includes critical standards for argumentation increases college students’ sensitivity to alternative perspectives.  相似文献   

Written Work and its Objectives: Attitudes to Written English in School     

Ralph G. Walker 《课程研究杂志》2013,45(2):110-119

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A Study of the Professional Curriculum Requirements for the Preparation of High School Teachers in the United States     

Kenneth Ralph Doane 《Journal of Experimental Education》2013,81(1):66-99

The authors present a method that ensures control over the Type I error rate for those who visually analyze the data from response-guided multiple-baseline designs. The method can be seen as a modification of visual analysis methods to incorporate a mechanism to control Type I errors or as a modification of randomization test methods to allow response-guided experimentation and visual analysis. The approach uses random assignment of participants to intervention times and a data analyst who is blind to which participants enter treatment at which points in time. The authors provide an example to illustrate the method and discuss the conditions necessary to ensure Type I error control.  相似文献   

The Number Of Days Required To Achieve Complete-Learning Of The Webster System Of Diacritical Marks     

Ralph W. House  Edward E. Gunter 《Journal of Experimental Education》2013,81(1):15-19

In an earlier study into learning by discovery, the variables of school grade and intelligence were investigated. This partial replication using a map-reading task consisted of a 2 X 2 X 2 factorial design involving instructional method (egrule and ruleg), school grade (grades 9 and 5), and intelligence (high and average). A set of eight dependent variables was used. Similar results were obtained from both studies and are discussed with respect to other recent findings.  相似文献   

The fiery life of the moment     

Ralph Waldo Emerson 《Quarterly Journal of Speech》2013,99(4)

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COMMISSION ON BIBLE STUDY IN RELATION TO PUBLIC EDUCATION     

Ralph W. Owens 《Religious education (Chicago, Ill.)》2013,108(5):455-458

Foundations of Jewish Education is a required course for masters degree students in Jewish Education offered by the William S. Davidson School of Jewish Education at the Jewish Theological Seminary of America. As an introduction to the theory and practice of Jewish education, it seeks to integrate theory from a wide range of fields as a way of helping students conceptualize the practice of Jewish education. Using syllabi from three different versions of the course, including an online version of it, this study identifies three central themes that animate the syllabi. The nature of the relationship between theory and practice, a key component of this course, is examined in light of the interdisciplinary orientation of the syllabi. Finally, questions about the distinctly religious dimensions of the course are raised as part of an inquiry into the implications of religious pluralism in Jewish education.  相似文献   

REALITIES,VISIONS, AND PROMISES OF A MULTICULTURAL FUTURE     

Mary Elizabeth Moore  Boyung Lee  Katherine Turpin  Ralph Casas  Lynn Bridgers  Veronice Miles 《Religious education (Chicago, Ill.)》2013,108(3):287-315

Religious education has changed considerably over the 100 years of the Religious Education Association (REA); urgency has increased for human communities to honor diversity. The focus of this article is realities, visions, and promises of cultural diversity. The article includes an overview of REA's recent history, exemplifying its efforts and limitations in diversity. It then turns to five commentaries on a multicultural future, drawing on autobiographical analysis, religious and educational literature, and empirical study. Authors explicate and argue for: engaging in post-colonial analysis, de-centering assumptions, searching for a story to claim, taking time, and entering deep waters.  相似文献   

IX NEW ECUMENICAL GROUND FOR THE WCCE     

Ralph N. Mould 《Religious education (Chicago, Ill.)》2013,108(5):376-382

The adolescent does not find challenge or help from the church in the turmoil of growing up, but a more radical secular view of Christianity might be effective  相似文献   

Validating the multimedia activity recall for children and adolescents in a large New Zealand sample     

Ralph Maddison  Louise S. Foley  Tim S. Olds  Kate Ridley  Yannan Jiang 《Journal of sports sciences》2013,31(5):470-478

Abstract

The aim of the study was to validate the self-report Multimedia Activity Recall for Children and Adolescents (MARCA) against accelerometry for the assessment of physical activity in New Zealand children. Participants (n = 716, 10–18 years) recalled 3–4 days of activity using the MARCA and underwent a partially overlapping 7-day accelerometry protocol during a national survey. Spearman correlation coefficients (ρ) assessed the association between accelerometer-derived counts per minute and MARCA-derived physical activity level and time in locomotion. Both data sources estimated time spent in light and moderate–vigorous physical activity. Association and agreement between methods for light physical activity and moderate–vigorous physical activity was assessed using correlations and Bland–Altman plots respectively, and paired t-tests conducted. Accelerometer-derived activity counts were moderately correlated with both MARCA-derived physical activity level and locomotion (ρ = 0.38, P < 0.0001). The correlation between methods was –0.14 for light physical activity and 0.28 for moderate–vigorous physical activity (P < 0.0001). The MARCA overestimated moderate–vigorous physical activity compared with accelerometry (120 min, P < 0.0001), which increased as moderate–vigorous physical activity time increased. Some sex and ethnicity (Māori [indigenous] versus non-Māori) differences were observed. Overall, the MARCA indicated moderate validity for assessment of physical activity level, locomotion and moderate–vigorous physical activity and poor validity for assessment of light physical activity. This was comparable to other self-report tools. The MARCA has utility for future large-scale research.  相似文献   

A Kinetic Analysis of the Ground Leg During Sprint Running     

Ralph Mann  Paul Sprague 《Research quarterly for exercise and sport》2013,84(2):334-348

Abstract

Fifteen highly skilled sprinters were filmed while running at maximum velocity. The results were digitized and computer processed with interest focused on the muscle moments generated about the hip, knee, and ankle of the ground leg. Muscle activity about the hip consisted of extensor (concentric) dominance from foot descent, through foot strike, and into mid-support. Muscle dominance shifted to the hip flexors (eccentric) during mid-support and continued through takeoff. Muscle dominance at the knee demonstrated a pattern of flexor (eccentric, then concentric) dominance from foot descent through foot strike and into mid-support. Knee extensors (eccentric, then concentric) then achieved dominance through takeoff. During the later stages of takeoff, the dominance decreased or reversed briefly to flexor (eccentric) activity prior to a period of minimal activity following the toe-off position. From a period of minimal activity prior and subsequent to ground contact, the plantar flexors (eccentric, then concentric) of the foot were dominant throughout the ground phase. Qualitatively, the unexpected knee flexor dominance during foot strike was generated to limit the braking action created during this portion of ground contact. The unanticipated hip flexor dominance during takeoff served to rotate the upper body forward and into the approaching air phase. In addition, both of these actions allowed efficient use of the two-joint muscles of the leg during the critical phases of ground contact. Finally, the minimizing or reversing of the knee extensor dominance during the later stages of takeoff served to protect the joint from injury. Quantitatively, the magnitude of hip extensor/knee flexor activity during foot strike was significantly related (r = .70, p = .01) to the prior occurrences of related leg injury in the subjects.  相似文献