Manipulating Written Hebrew Roots Across Development: The Interface of Semantic,Phonological and Orthographic Factors     

Dorit?RavidEmail author  Amalta?Bar-On 《Reading and writing》2005,18(3):231-256

The study examined children and adolescents’ ability to improve root spelling in Hebrew words by paying attention to phonological, semantic and orthographic properties of priming roots. One hundred and fifty 8, 9, 10, 11 and 15-year olds were administered two spelling tests in Hebrew. The same 40 target words were used in both tests, each word containing a root with at least one homophonous letter. Target words were matched one-to-one with 40 priming words containing the same root. The pool of prime-target word pairs was classified into two major groups:Words containing genuine root primes, and words containing false root primes. In the first test, participants had to spell the 40 target words. In the second test they had to spell the same words, each primed by its written genuine or false match. Results showed that unprimed spelling improved with age. Priming – both genuine and false – improved spelling performance significantly, especially in younger grades, but genuine priming was more effective. Spellers were able to overcome phonological opacity in root primes and to take root semantics into account. This finding testifies to the robustness of the root as a unified morphological entity in Hebrew and to children’s ability to make use of their knowledge of lexical and morphological organization in learning to spell.We thank Dominiek Sandra, Harald Baayen and an anonymous reviewer for their important and constructive comments on an earlier version of this paper.  相似文献   

Globalization of education and Eastern Europe     

Attila Horváth  Ottó Mihály 《Prospects》1990,20(2):145-154

Specialized in the history and the philosophy of education on which he published many articles.  相似文献   

Actual Instructional Time in African Primary Schools: Factors that Reduce School Quality in Developing Countries     

Aaron?BenavotEmail author  Limor?Gad 《Prospects》2004,34(3):291-310

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The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis     

Alina Eugenia Iancu  Andrei Rusu  Cristina Măroiu  Roxana Păcurar  Laurențiu P. Maricuțoiu 《Educational Psychology Review》2018,30(2):373-396

We conducted a meta-analysis to investigate the effectiveness of interventions aimed at reducing teacher burnout. Online and reference list searches yielded 513 unique results, and the final sample contains 23 controlled trials (19 journal articles and 4 unpublished dissertations). More than two thirds of the studies had optimal quality, and the risk of bias was not related to the overall effectiveness of the interventions. The overall effects were small, but statistically significant (d = 0.18, SE = 0.05, Z = 3.26, p < 0.001, k = 23). Separate analyses on each burnout component showed similar intervention effects on emotional exhaustion and personal accomplishment, but almost null effects on depersonalization (d = 0.03, SE = 0.06, Z = 0.53, p > 0.05, k = 11). Additional moderator analyses suggested that mindfulness interventions had significant effects on exhaustion and personal accomplishment. Interventions on primary and middle school teachers reported effect sizes below the average effect. Similar to previous findings, interventions that lasted less than 1 month had the smallest levels of efficacy.  相似文献   

Multicultural Education and Newcomer Youth: Re-Imagining a More Inclusive Vision for Immigrant and Refugee Students     

Ramona Fruja Amthor  Kevin Roxas 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):155-176

In this article, we draw attention to the discourses and practices of multicultural and culturally relevant education as curricular contexts with long-lasting implications for newcomer youth. To best serve immigrant and refugee students and more explicitly include them in the field's discourse, we argue for a conceptual move to widen the scope of multicultural education and culturally relevant pedagogy. We highlight the tremendous contributions multicultural education approaches have made to equitable education, while also examining the ways in which some of their widespread theoretical framing have yet to address the particular needs of immigrant and refugee youth. We then suggest conceptual shifts to widen their scope to include newcomer youth's varied experiences and identity positions. These shifts are (a) advancing the role of genuine cross-cultural relationships over traditional forms of cross-cultural competence in multicultural educational spaces and (b) abdicating the search for cultural authenticity implied in some multicultural education practice in favor of facilitating cultural agency for newcomer youth.  相似文献   

The Tutor's Role in Teaching Practice in Initial Teacher Training     

Magda Fernandez  Ramona Gonzalez  Angels Subirats 《欧洲师范教育杂志》1988,11(2):123-130

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Hearing Students: The Complexity of Understanding What they are Saying,Showing, and Doing     

Tali?WallachEmail author  Ruhama?Even 《Journal of Mathematics Teacher Education》2005,8(5):393-417

Teachers are expected today to assess student understanding as an integral part of instruction, using a combination of various assessment methods and tools, among which are observing students solve problems in class and listening to their mathematical discussions. The aim of our study is to explore what it might mean for a teacher to hear students and to interpret their talk and actions. Analysis of an interview with Ruth – an experienced elementary school teacher – after she observed two of her students solve a mathematics problem, suggests four types of her interpretation: describing, explaining, assessing and justifying. This analysis illustrates the complexity of the way Ruth hears her students, as is indicated even in the relatively simple case of describing. Using various sources of data we also analyze different characteristics of Ruth’s hearing for the describing and explaining types of interpretation and examine possible resources for her over-hearing, compatible-hearing, under-hearing, non-hearing and biased-hearing.  相似文献   

Postmodernism as an epistemological phenomenon     

George Lăzăroiu 《Educational Philosophy and Theory》2018,50(14):1390-1391

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Diagnosis,Remediation, and Locus of Control     

Ramona Saunders-Harris  Russell H. Yeany 《Journal of Experimental Education》2013,81(4):220-224

The influence of locus of control, diagnosis, and remediation on immediate and retained achievement and attitudes of middle school science students was the focus of this study. Subjects in the experiment were assessed for locus of control and experienced one of three treatments: no diagnosis or remediation; diagnosis with no remediation; or, diagnosis and remediation. Immediate achievement was measured at two points during the experiment, and retention was measured 30 days following the experiment. Diagnosis and remediation proved to be significantly effective in increasing retained achievement. Internal locus of control subjects out-scored external subjects in the areas of both immediate and retained achievement. Whites achieved higher than blacks in retention. Attitudes of all groups tended to be positive. These findings suggest that diagnostic or diagnostic and remedial instruction is an effective means of increasing the retention level of middle school students.  相似文献   

Creativity as a developmental resource in sport training activities     

Ludvig J. T. Rasmussen  Lars D. Østergaard  Vlad P. Glăveanu 《Sport, Education and Society》2019,24(5):491-506

The multidimensional concept of creativity has a much wider scope of application than disclosed by prevailing research on sporting creativity. In this area, creativity is mostly perceived, praised, and approached for its performative, in-game benefits. Pointing to the belief that creativity requires well-developed technical skills, this phenomenon is often treated as a performative end. When targeting creative match performances, the developmental and experiential benefits of creative activities may be neglected, and creativity may be reserved for the best offensive players. To nourish and nuance practical and scholastic dialogues, the purpose of this paper is to conceptualize creativity as a developmental resource in sport training activities. This is accomplished by building on and articulating [Shilling, C. (2005). Body in culture, technology and society. London: SAGE] body-sociology, [Gl?veanu, V. P. (2012). What can be done with an egg? Creativity, material objects, and the theory of affordances. The Journal of Creative BehaviorJournal of Creative Behavior, 46(3), 192–208. doi:10.1002/jocb.13, Gl?veanu, V. P. (2016b). The psychology of creating: A cultural-developmental approach to key dichotomies within creativity studies. In The Palgrave handbook of creativity and culture research (pp. 205–223). London: Palgrave Macmillan UK. doi:10.1057/978-1-137-46344-9_10] socio-cultural notions about creativity, and [Dewey, J. (1916). Democracy and education– an introduction to the philosophy of education. New York, NY: The Free Press.] educational philosophy. Based on these positions, creativity is treated as a dynamic quality of action that is located in the transaction between the player and the specific situation (i.e. affordances, intentions, and norms). Hence, creativity regards the exploratory and playful processes of discovering, exploiting, and originating unusual action possibilities (i.e. acting on unperceived, unexploited, and uninvented affordances). Grounded in these ideas, we argue for the stimulation of creative actions during training, which should not be forgotten when trying to nurture in-game creativity. Essentially, the developmental benefits (e.g. learning and enjoyment) of creativity could apply to all players, at all levels. Among others, creativity may enhance their situated potential (e.g. expanding the boundaries of usual actions; developing the capacity for novel actions). For instance, the exploration of unexploited affordances (i.e. actions normally avoided due to norms) entails broad experiences and may help the players discover novel actions. Moreover, creative activities may develop the players’ capacity to search for, handle, and/or create unexpected, unusual, and novel situations. This is vital for players’ development and performance.  相似文献