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The rationale behind the project is based on the belief that the study of a work of literature can effectively open a window of opportunity for pupils to study other countries’ cultures and identities as well as contribute to pupils’ own identity construction and to the understanding of the identity of others. Information and communication technologies serve as an educational catalyst for collaborative learning which transcends national boundaries and presents pupils with the opportunity to study cultural and identity similarities and differences, to strengthen their national identities and, at the same time, to appreciate the characteristics of other identities and cultures. L’étude de la Littérature et de la Culture dans un environnement fondé sur la Toile L’idée qui sous‐tend ce projet repose sur le fait que l’on croit que l’étude d’une ?uvre littéraire peut effectivement constituer une fenêtre pour les élèves, l’occasion d’étudier les cultures et les identités d’autres pays tout en contribuant à la construction de la propre identité de ces élèves et à la compréhension de l’identité des autres. Les TIC servent de catalyseur éducatif pour faciliter l’apprentissage collaboratif qui transcende les frontières nationales et offre aux élèves l’occasion d’étudier les ressemblances et les différences de cultures et d’identités, de renforcer leurs identités nationales et en même temps d’apprécier les caractéristiques d’autres identités et cultures. Das Studium von Literatur und Kultur in einer Web‐basierten Umgebung Die logische Grundlage dieses Projekts ist die Überzeugung, dass ein Studium im Bereich von Literatur wirksam sowohl ein Fenster zum Einblick in andere Kulturen und Identitäten öffnen kann, als auch zum eigenen Identitätsaufbau der Schüler und zum Verständnis der Identität anderer beitragen kann. ICT dient damit als Bildungskatalysator für kooperatives Lernen, damit die nationalen Grenzen überwunden werden können und bietet den Schülern die Gelegenheit, kulturelle‐ und Identitätsähnlichkeiten und Unterschiede zu erkennen, um ihre nationalen Identitäten zu stärken und gleichzeitig die Merkmale anderer Identitäten und Kulturen kennen und schätzen zu lernen. 相似文献
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In a typical inverted-file full-text document retrieval system, the user submits queries consisting of strings of characters combined by various operators. The strings are looked up in a text-dictionary which lists, for each string, all the places in the database at which it occurs. It is desirable to allow the user to include in his query truncated terms such as X1, 1X, 1X1, or X1Y, where X and X are specified strings and 1 is a variable-length-don't-care character, that is, 1 represents an arbitrary, possibly empty, string. Processing these terms involves finding the set of all words in the dictionary that match these patterns. How to do this efficiently is a long-standing open problem in this domain.In this paper we present a uniform and efficient approach for processing all such query terms. The approach, based on a “permuted dictionary” and a corresponding set of access routines, requires essentially one disk access to obtain from the dictionary all the strings represented by a truncated term, with negligible computing time. It is thus well suited for on-line applications. Implementation is simple, and storage overhead is low: it can be made almost negligible by using some specially adapted compression techniques described in the paper.The basic approach is easily adaptable for slight variants, such as fixed (or bounded) length don't-care characters, or more complex pattern matching templates. 相似文献
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Michael J. Kieffer Yaacov Petscher C. Patrick Proctor Rebecca D. Silverman 《Scientific Studies of Reading》2016,20(6):436-454
Language comprehension is crucial to reading. However, theoretical models and recent research raise questions about what constitutes this multifaceted domain. We present two related studies examining the dimensionality of language comprehension and relations to reading comprehension in the upper elementary grades. Studies 1 (Grade 6; N = 148) and 2 (Grade 3–5; N = 311) contrasted factor models of language comprehension using item level indicators of morphological awareness and vocabulary (Studies 1 and 2) and syntactic awareness (Study 2). In both studies, a bifactor model—including general language comprehension and specific factors for each language component—best fit the data, and general language comprehension was the strongest predictor of reading comprehension. In Study 2, the morphology-specific factor also uniquely predicted reading comprehension above and beyond general language comprehension. Results suggest the value of modeling the common proficiency underlying performance on tasks designed to tap theoretically distinct language comprehension skills. 相似文献
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Yaacov J. Katz Avraham Ben-Yochanan 《International journal for the advancement of counseling》1994,17(2):117-127
A project designed to foster integration between middle and upper-middle socioeconomic status students on the one hand and lower SES students in need of special educational attention and enrichment on the other was initiated at the Gush Etzion Regional Elementary School in Israel. Two school counsellors were invited to serve as consultants to and evaluators of the project. The counsellors decided to adopt the consultation and program evaluation model suggested by Mason, DeMers & Middleton (1984) as a basis for their work. A qualitative analysis of the consultation and program evaluation indicates that the model employed facilitated an effective and efficient contribution by the counsellors to the success of the integration project, especially regarding the advancement of the lower SES population both educationally and socially. 相似文献
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Yaacov Petscher Stephanie Al Otaiba Jeanne Wanzek Brenna Rivas Francesca Jones 《Scientific Studies of Reading》2017,21(5):376-391
An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills, whereas reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading. 相似文献
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Yaacov Petscher Barbara R. Foorman Adrea J. Truckenmiller 《Journal of research on educational effectiveness》2017,10(2):408-423
The objective of the present study was to evaluate the extent to which students who took a computer adaptive test of reading comprehension accounting for testlet effects were administered fewer passages and had a more precise estimate of their reading comprehension ability compared to students in the control condition. A randomized controlled trial was used whereby 529 students in Grades 4–8 and 10 were randomly assigned to one of two conditions, both of whom took a computerized adaptive assessment of reading comprehension. Participants in the experimental condition had ability scores estimated as a function of an item response model, which accounted for item-dependence effects in the reading assessment, whereas control students took a version where item-dependence effects were not controlled. Results indicated that examinees in the experimental condition took fewer passages (average Hedges' g = 0.97) and had more reliable estimates of their reading comprehension ability (average Hedges' g = 0.60). Findings are discussed in the context of potential time savings in assessment practices without sacrificing reliability. 相似文献
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Evelyn S. Johnson Joseph R. Jenkins Yaacov Petscher Hugh W. Catts 《Learning disabilities research & practice》2009,24(4):174-185
Screening for early reading problems is a critical step in early intervention and prevention of later reading difficulties. Evaluative frameworks for determining the utility of a screening process are presented in the literature but have not been applied to many screening measures currently in use in numerous schools across the nation. In this study, the accuracy of several Dynamic Indicators of Basic Early Literacy Skills (DIBELS) subtests in predicting which students were at risk for reading failure in first grade was examined in a sample of 12,055 students in Florida. Findings indicate that the DIBELS Nonsense Word Fluency, Initial Sound Fluency, and Phoneme Segmentation Fluency measures show poor diagnostic utility in predicting end of Grade 1 reading performance. DIBELS Oral Reading Fluency in fall of Grade 1 had higher classification accuracy than other DIBELS measures, but when compared to the classification accuracy obtained by assuming that no student had a disability, suggests the need to reevaluate the use of classification accuracy as a way to evaluate screening measures without discussion of base rates. Additionally, when cut scores on the screening tools were set to capture 90 percent of all students at risk for reading problems, a high number of false positives were identified. Finally, different cut scores were needed for different subgroups, such as English Language Learners. Implications for research and practice are discussed. 相似文献
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Yaacov Boaz Yablon 《Cambridge Journal of Education》2010,40(4):341-351
Religion could play a positive role in intergroup relations. However, this potential is usually overlooked and religion is often perceived as divisive and polarizing, perhaps even a source of intergroup conflict. This study examined religion as a possible tool for achieving positive intergroup encounters. A randomized control trial research design was used to study the contribution of religion to the enhancement of positive relations between Jewish and Arab high school students in Israel. The 255 eleventh‐grade students were randomly assigned into three groups: encounters based on religious content, encounters based on social content, and a control group. Findings revealed that the religion‐based intervention was more effective than the social‐based one, which merely slowed down the deteriorating relationships between the groups. The results suggest that religion can serve as a common denominator for different national and social groups and be used for enhancing tolerance and understanding between conflict groups. 相似文献