Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study     

Selma Babayiğit  Rhona Stainthorp 《Reading and writing》2010,23(5):539-568

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident even when previous reading skills were taken into account. Broadly, the phonological and grammatical skills made reliable contributions to spelling performance but their effects were completely mediated by previous spelling skills. Different aspects of the narrative writing skills were related to different processing skills. While handwriting speed predicted writing fluency, spelling accuracy predicted spelling error rate. Vocabulary and working memory were the only reliable longitudinal predictors of the quality of composition content. The overall model, however, failed to explain any reliable variance in the structural quality of the compositions.  相似文献   

Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway     

Therese N. Hopfenbeck  María Teresa Flórez Petour  Astrid Tolo 《Assessment in Education: Principles, Policy & Practice》2015,22(1):44-60

This study investigates how different stakeholders in Norway experienced a government-initiated, large-scale policy implementation programme on Assessment for Learning (AfL). Data were collected through 58 interviews with stakeholders in charge of the policy; Ministers of Education and members of the Directorate of Education and Training in Norway, and the main actors such as municipality leaders, teachers, school leaders and students. Successful implementation of AfL processes was found in municipalities where there were dialogue and trust between the municipality level, school leaders, teachers and students and where the programme was adapted to the local context. Implementation was challenged when the policy was interpreted as a way of controlling the schools. Despite the successful implementation in some municipalities, the programme did not have any effect upon students’ learning outcome, as measured on national tests in reading and mathematics. The results are discussed in relation to how local assessment cultures with particular characteristics influence governing, accountability and trust.  相似文献   

Large-scale implementation of Assessment for Learning     

Therese N. Hopfenbeck  Gordon Stobart 《Assessment in Education: Principles, Policy & Practice》2015,22(1):1-2

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Assessing online learning and teaching: Adapting the minute Paper     

Vonderwell  Selma 《TechTrends》2004,48(4):29-31

Conclusion Online journals provided an essential way for the instructor to check student progress and understanding and to improve teaching and learning. Online learning requires the reconstruction of student and instructor roles, relations and practices. Instructors need to be aware of strategies and techniques they can use for improved communication and formative assessment of teaching and learning. Through adequate adaptation of the Minute Paper format or other classroom assessment techniques in online classrooms, instructors can benefit from ongoing assessment of student learning and their practices.  相似文献   

Humanoid robots go to school     

Chalmers  Christina  Keane  Therese  Boden  Marie  Williams  Monica 《Education and Information Technologies》2022,27(6):7563-7581

Education and Information Technologies - Humanoid robots are being used in some schools, however, research on the use of these robots is relatively new. In this three-year study, humanoid robots...  相似文献   

Correlates of early reading comprehension skills: a componential analysis     

Selma Babayiğit  Rhona Stainthorp 《教育心理学》2014,34(2):185-207

This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills, namely vocabulary, grammar and VSTM explained the relationship between kindergarten listening comprehension and early reading comprehension levels. Third, we examined the relative contributions of word-reading and listening comprehension skills to early reading comprehension in Turkish. For this purpose, 56 Turkish-speaking children were followed from kindergarten (mean age?=?67.7?months) into Grade 2 (mean age?=?90.6?months). The relative role of kindergarten listening comprehension, vocabulary, VSTM and grammatical skills in later reading comprehension tended to vary across time, and they partly explained the relationship between listening comprehension and reading comprehension. Finally, as anticipated, listening comprehension, rather than word-reading , was found to play a more powerful role in children’s reading comprehension levels even during the early primary grades. These results contradicted those reported in English and can be explained by the rapid development of accurate word-reading skills due to the consistency of the grapheme–phoneme relationships of the Turkish orthography.  相似文献   

Dragons,Ladybugs, and Softballs: Girls’ STEM Engagement with Human-Centered Robotics     

Gomoll  Andrea  Hmelo-Silver  Cindy E.  Šabanović  Selma  Francisco  Matthew 《Journal of Science Education and Technology》2016,25(6):899-914

Journal of Science Education and Technology - Early experiences in science, technology, engineering, and math (STEM) are important for getting youth interested in STEM fields, particularly for...  相似文献   

Peer Coaching: Professional Development for Experienced Faculty   总被引：1，自引：0，他引：1  

Therese Huston  Carol L. Weaver 《Innovative Higher Education》2008,33(1):5-20

The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer coaching program emerge from the literature and the authors’ experience.

Therese HustonEmail:

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Therese A. Huston   is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver   is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning.  相似文献   

Still keen and committed: piloting an instrument for identifying positive veteran teachers     

Geoffrey Lowe  Christina Gray  Peter Prout  Sarah Jefferson  Therese Shaw 《Teachers and Teaching》2013,19(4):418-433

ABSTRACT

Since the mid-1980s, the working lives of teachers has become an enduring research topic. Much research has focused on early-career teachers and is often reported from deficit positions, i.e. why they leave the profession. However, career trajectory studies have described a small cohort of veteran teachers who remain positive and committed to teaching. This article reports on the creation and piloting of an instrument designed to test whether this positive cohort can be empirically identified within a wider teaching population. Four constructs (experimentation, challenge, comfort and leadership) drawn from Huberman (1993), and Day and Gu (2007) formed the basis for an online pilot survey completed by 145 teachers. Exploratory and confirmatory factor analysis supported three of the four factors (experimentation, comfort, leadership), with challenge loading strongly with experimentation. Initial findings suggest the potential of the instrument in helping identifying positive veteran teachers within systems, as well as the voracity of the research approach. Examining and articulating how these veteran teachers maintain their positive outlook may prove valuable as many countries confront an ageing teaching workforce, increasing student numbers and difficulties in retaining experienced teachers, meaning those who remain will be expected to sustain their commitment for longer.  相似文献   

Inclusion and deaf education: the perceptions and experiences of young deaf people in Northern Ireland and Sweden     

Marie Therese Doherty 《International Journal of Inclusive Education》2013,17(8):791-807

The purpose of the present study is to examine what the concept of inclusion means and how it relates to children who are deaf. The paper begins with a background to deaf education, followed by specific reference to how inclusion is perceived in Northern Ireland and in Sweden. It investigates the experiences and opinions of deaf pupils in Schools for the deaf in both countries where different educational philosophies and forms of instruction prevail. A qualitative approach was adopted in which interviews were conducted with deaf pupils who were in their last school year, had left school recently or were in post-compulsory education. The results indicated that Swedish respondents described their experiences markedly more positively than those in Northern Ireland. The main reason for this was the encouragement of a deaf cultural environment where sign language was used by teachers and pupils for instruction and social interaction throughout the school. Although such a culture was not in evidence in Northern Ireland, positive experiences reported by respondents were associated with sign language and a deaf classroom assistant to facilitate comprehension between teachers and pupils. Implications are drawn for effective, inclusive practice in educational settings of deaf children.  相似文献