Has educational technology misplaced the deaf learner?     

R R Kelly 《American annals of the deaf》1972,117(4):427-430

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A Politeness Theory Analysis of Cell-Phone Usage in the Presence of Friends     

Aimee E. Miller-Ott  Lynne Kelly 《Communication Studies》2017,68(2):190-207

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African American Students at Predominantly White Institutions: A Motivational and Self-Systems Approach to Understanding Retention     

Kelly A. Rodgers  Jessica J. Summers 《Educational Psychology Review》2008,20(2):171-190

Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process proposed by Bean and Eaton [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider how African American students attending PWIs may experience the processes in retention. We first give a brief overview of Bean and Eaton’s [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation, achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications and directions for future study.  相似文献   

Sample, Random and Variation: The Vocabulary of Statistical Literacy     

Jane M. Watson  Ben A. Kelly 《International Journal of Science and Mathematics Education》2008,6(4):741-767

This paper considers the development of school students’ ability to define three terms that are fundamental to statistical literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random” and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally. For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics and literacy educators are discussed.  相似文献   

“Doing What I can,but I got no Magic Wand:” A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic     

Crawford  April  Vaughn  Kelly A.  Guttentag  Cathy L.  Varghese  Cheryl  Oh  Yoonkyung  Zucker  Tricia A. 《Early Childhood Education Journal》2021,49(5):829-840

Early Childhood Education Journal - The COVID-19 pandemic impacted early childhood programs serving infants, toddlers, and preschoolers in dramatic ways. After temporarily closing, many educators...  相似文献   

Assessment of Students’ Understanding of Variation     

Jane M. Watson  Ben A. Kelly 《Teaching Statistics》2007,29(3):80-88

Several tasks used in research studies are presented with assessment rubrics and examples of the development of student understanding. The tasks focus on students’ appreciation of variation in several contexts and illustrate the need to discuss variation in the classroom and to ask students specifically about it during assessment.  相似文献   

Education as a vehicle for combating HIV/AIDS     

Carol Coombe  Michael J. Kelly 《Prospects》2001,31(3):435-445

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Girls and science and technology     

Alison Kelly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(4):501-503

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Private speech in children with ADHD and their typically developing peers during problem-solving and inhibition tasks     

Penny Corkum  Kelly Humphries  Jennifer C. Mullane  France Theriault 《Contemporary educational psychology》2008

This study compared private speech of children with ADHD and normal controls during problem solving and inhibition tasks. Thirty-two children (16 children with ADHD and 16 matched controls) aged 6–11 years participated. Consistent with previous studies, children with ADHD produced more task-irrelevant and task-relevant external private speech than control children during problem-solving tasks, but did not differ in their use of task-relevant internal private speech. During the inhibition/attention task (Continuous Performance Test-II), children with ADHD produced more task-relevant external and more task-relevant internal private speech, suggesting that they may have employed a less mature strategy to aid in self-regulation. The educational implications of the current study are that there should be an increased awareness of the developmental nature and functional significance of private speech and how private speech usage may differ in children with ADHD.  相似文献   

BOOK REVIEWS     

Wendy Sutherland‐Smith  Chris Richards  Kelly Buckley  Marie‐Pierre Moreau  Michelle A. Kessler  Michele Cohen 《Gender and education》2008,20(3):291-302

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