Fostering the Development of Reading Skill through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students     

Gunn B  Smolkowski K  Biglan A  Black C  Blair J 《The Journal of special education》2005,39(2):66-85

This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure.  相似文献   

Treating the Diploma Disease in Kenya: a modest counter‐proposal     

Anthony Somerset 《Assessment in Education: Principles, Policy & Practice》1997,4(1):91-106

In the 20 years which have elapsed since Ronald Dore's celebrated diagnosis, the ‘diploma disease’ has continued to take its toll. In many countries, pupils still prepare for major national examinations by ritualised learning, involving the rote memorisation of large quantities of poorly understood factual material. Dore proposed a radical cure: students should no longer be selected for scarce and highly valued opportunities in further education or employment on the basis of their scores in achievement‐based examinations. Instead other instruments—aptitude tests, school quotas, or even lotteries—should be used. The argument of this paper is that reform of examinations is a more viable alternative. It is not examinations per se that are the problem, but rather examinations of low quality. The most pervasive weakness of many national examinations is their propensity to focus on the testing of passive, inert knowledge: they require candidates to do no more than reproduce what they have remembered, in unchanged form. Good examinations, by contrast, test active ideas: they require candidates to think about what they know, and to restructure it in some way. Such examinations can be supportive, not subversive, of attempts to improve pedagogy. The fact that an education system employs achievement‐based examinations to allocate scarce opportunities does not mean that passive pedagogy and ritualised learning—the twin indicators of the diploma disease—are inevitable.  相似文献   

Book reviews     

Gilbert Seldes  Anthony W. Hodgkinson  Daniel V. Mattox  Francis A. Cartier  Edna May Strobel  Louis R. Glessmann  Robert Steele 《Educational technology research and development : ETR & D》1965,13(3):325-336

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Teaching Bad Apples: A Fun Way to Tackle Difficult Teaching Situations     

Nathaniel Turcotte  Anthony Betrus 《TechTrends》2016,60(4):398-401

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A closer look at bilingual students’ use of multimodality in the context of an area comparison problem from a large-scale assessment     

Anthony Fernandes  Leslie H. Kahn  Marta Civil 《Educational Studies in Mathematics》2017,95(3):263-282

In this article, we use multimodality to examine how bilingual students interact with an area task from the National Assessment of Educational Progress in task-based interviews. Using vignettes, we demonstrate how some of these students manipulate the concrete materials, and use gestures, as a primary form of structuring their explanations and making mathematical meaning. We use our results as a basis to challenge the possible deficit perspective of bilingual students’ mathematical knowledge in current assessment practices. Choosing tasks that afford multiple modes of engagement and recognizing multimodal explanations in assessment practices has the potential to move us towards a better understanding of what bilingual students know and can do mathematically.  相似文献   

CONFERENCE FEEDBACK : A NOTE ON NON‐RESPONDERS     

Anthony Hutton 《Assessment & Evaluation in Higher Education》1981,6(3):263-270

This is a report of a small study of non‐response to an evaluation questionnaire. Evidence is provided in support of the view that non‐response is independent of the questions. Some practical advice is provided for conference evaluators.  相似文献   

The interaction of conditioned taste aversions and schedule-induced polydipsia: Availability of alternative behaviors     

Anthony L. Riley  David B. Peele  Kathy D. Richard  Paul J. Kulkosky 《Learning & behavior》1981,9(2):287-290

Animals poisoned following exposure to saccharin subsequently avoided the schedule-induced consumption of saccharin. While this suppression was transient for subjects who had access only to the saccharin solution during the free-food presentations, recovery of schedule-induced saccharin consumption was significantly retarded for subjects who had concurrent access to saccharin and a running wheel. It has been suggested that the transient suppression of schedule-induced polydipsia by conditioned taste aversions results from the pellet-induced tendency to drink within the schedule-induced polydipsia procedure. That access to the running wheel reduces schedule-induced polydipsia in general and prolongs the suppression of schedule-induced polydipsia by taste aversions supports this view.  相似文献   

College and university planning in an era of contraction   总被引：1，自引：0，他引：1  

Anthony W. Morgan 《Higher Education》1982,11(5):553-566

Drawing from published case studies of U.S. institutions and from case studies conducted in the U.K., the author assesses the causes and characteristics of decline among institutions of higher education and the various types of institutional planning responses. Planning under conditions of instability and decline is held to be significantly different from planning under conditions of growth in that the politics of planning are more intensive and highly defensive. Changes in the standards for organizational consensus in planning under decline are also discussed. The problems and advantages inherent in developing strategic contingency plans as opposed to developing strategic planning policies are noted.The author concludes with a summarization of the contrasting planning styles characteristic of U.S. institutions, U.K. polytechnics and U.K. universities, noting that the model and success of recent University Grants Committee selective cuts among many institutions is more likely to be transferred to the polytechnic sector than across the Atlantic to U.S. institutions.  相似文献   

A Person-Centered Approach to Students' Evaluations of Perceived Fear Appeals and Their Association With Engagement     

Laura J. Nicholson  David W. Putwain  Ghada Nakhla  Benjamin Porter  Anthony Liversidge  Monika Reece 《Journal of Experimental Education》2019,87(1):139-160

A person-centered approach was employed to investigate how students' evaluation of perceived teacher utility value messages, i.e., fear appeals, as a threat and as a challenge, combined within individuals and how these combinations related to student engagement. Two studies were conducted with students in their final two years of secondary education. Empirically distinct clusters emerged at two time points in the academic year. Evaluating the message in the fear appeal at a higher level of challenge than threat was beneficial. Unexpectedly, high threat was associated with high engagement, as long as high challenge was also present, however, this combination was also related to high emotional disaffection. Moderate threat combined with moderate challenge had the most detrimental relationship with student engagement. Educational interventions should aim to increase the likelihood of a challenge evaluation.  相似文献   

Adolescent rats fail to demonstrate a LiCl-induced pre-exposure effect: Implications for the balance of drug reward and aversion in adolescence     

Matthew M. Clasen  Bradley B. Wetzell  Anthony L. Riley 《Learning & behavior》2016,44(4):356-365

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