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Scott A. Crossley Dani Francuz Rose Cassondra Danekes Charles Wesley Rose Danielle S. McNamara 《Reading and writing》2017,30(3):569-589
This paper examines the effects of attended and unattended demonstratives on text processing, comprehension, and writing quality in two studies. In the first study, participants (n = 45) read 64 mini-stories in a self-paced reading task and identified the main referent in the clauses. The sentences varied in the type of demonstratives (i.e., this, that, these, and those) contained in the sentences and whether the referent was followed by a demonstrative determiner and noun (i.e., an attended demonstrative) or a demonstrative pronoun (i.e., an unattended demonstrative). In the second study, 173 persuasive essays written by high school students were rated by expert judges on overall writing quality using a standardized rubric. Expert coders manually counted the number and types of demonstratives (attended and unattended demonstratives) in each essay. These counts were used to predict the human scores of essay quality. The findings demonstrate that the use of unattended demonstratives as anaphoric references is disadvantageous to both reading time and referent identification. However, these disadvantages become advantages in terms of essay quality likely because linguistic complexity is a strong indicator of high proficiency writing. From a text processing and comprehension viewpoint, the findings indicate, then, that anaphoric reference is not always beneficial and does not always create a more cohesive text. In contrast, from a writing context, the use of unattended demonstratives leads to a more linguistically complex text, which generally equates to a higher quality text. 相似文献
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This article describes a model for an interactive, introductory secondary‐ or tertiary‐level statistics course that is designed to develop students' statistical reasoning. This model is called a ‘Statistical Reasoning Learning Environment’ and is built on the constructivist theory of learning. 相似文献
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The distinction between quantitative and qualitative differences in mastery is essential when monitoring student progress and is crucial for instructional interventions to deal with learning difficulties. Mixture item response theory (IRT) models can provide a convenient way to make the distinction between quantitative and qualitative differences in mastery. The use of latent groups, rather than focusing on manifest groupings like gender or grade, in these models is very informative to give a substantive interpretation to the qualitative differences. In the current study, mixture IRT modeling is applied to the mastery of two crucial rules in vowel duration spelling in Dutch by pupils in the four final grades of primary school. Results indicate that differences in mastery of the spelling rules are not strictly quantitative. Three latent groups of pupils can be distinguished that show qualitative differences in the mastery of one of the crucial spelling rules involved. 相似文献
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Danièle Coquin-Viennot Stéphanie Moreau 《European Journal of Psychology of Education - EJPE》2003,18(3):267-279
The objective of this research was to compare two types of models used in problem solving: those which give priority to intermediate qualitative representations, such as the episodic situation model, and those which are centred on the activity of the participant and are of a procedural nature. Two-step distributive problems were chosen that could be solved using two different strategies: factorisation or development. These problems were given to French primary school pupils in year groups 3rd grade (8–9 years old) and 5th grade (10–11 years old). Each problem was formulated in four different ways by crossing two variables which modify the text: on the one hand, the presence of an element structuring the objects enumerated in the problem and on the other hand, the order of the numerical data. We have noted the percentage of ‘factorisation’ strategies used by the pupils. The results show that (1) factorisation was most often used by the older pupils; (2) the presence of a structuring element increased the number of factorisations whereas the order of the numerical data had no effect. This suggests that the problem-solving models which involve the episodic situation model are more suited to result interpretation than procedural models. 相似文献
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The purpose of this research was to examine and compare physical educators'value profiles. The Value Orientation Inventory was used to collect data from 528 elementary and 637 secondary physical education teachers in Flanders. Teacher characteristics, including gender and years of teaching experience revealed only minor differences in value orientations. Significant differences in teachers' value orientations were observed between teachers in elementary and secondary schools. The different value profiles of these two teacher groups are discussed in the perspective of the recently introduced conceptual innovations in physical education mandated by the Flemish government. The teachers at the elementary level placed a high priority on the disciplinary mastery and the self-actualization orientations; those at the secondary level scored high on the social responsibility and disciplinary mastery orientations. The findings from this study suggest that teaching level influences teachers' value orientation. Teachers appeared to adjust their curricular priorities to meet the demands and needs of students in elementary versus secondary schools. 相似文献
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In recent years, big data has become ubiquitous in our day-to-day lives. Therefore, it is imperative for educators to integrate nontraditional (big) data into statistics education to ensure that students are prepared for a big data reality. This study examined graduate students' expressions of uncertainty while engaging with traditional and nontraditional big data investigation activities. We first suggest a theoretical framework based on integrated insights from statistics education and data science to analyze and describe novices' reasoning with the various uncertainties that characterize both traditional and big data—the Variability, Data, and Phenomenon (VDP) framework. We offer a case study of graduate students' participation in the integrated modeling approach (IMA) learning trajectory, illustrating the utility of the VDP framework in accounting for the different types of articulated uncertainties. We also discuss the teaching implications of the VDP. 相似文献
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Daniël W. van der Palm L. Andries van der Ark Klaas Sijtsma 《Journal of Educational Measurement》2014,51(4):339-357
The latent class reliability coefficient (LCRC) is improved by using the divisive latent class model instead of the unrestricted latent class model. This results in the divisive latent class reliability coefficient (DLCRC), which unlike LCRC avoids making subjective decisions about the best solution and thus avoids judgment error. A computational study using large numbers of items shows that DLCRC also is faster than LCRC and fast enough for practical purposes. Speed and objectivity render DLCRC superior to LCRC. A decisive feature of DLCRC is that it aims at closely approximating the multivariate distribution of item scores, which might render the method suited when test data are multidimensional. A simulation study focusing on multidimensionality shows that DLCRC in general has little bias relative to the true reliability and is relatively accurate compared to LCRC and classical lower bound methods coefficients α and λ2 and the greatest lower bound. 相似文献
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The aim of this study is to investigate learners’ transforming participation as they enter and engage in a learning community. To do this, we investigated the micro-development of two students’ learning and collaborative practices in the context of a unique learning community that was fostered within a graduate level course. Interpretations of the data, which were reviewed by the researchers and triangulated by a group of expert and novice peers, led us to suggest three dimensions of transforming participation that is based on a group psychotherapy framework: (a) the social microcosm—examining one’s learning and collaboration practices in the LC in comparison with one’s everyday life; (b) developing the motivation to change based on dissatisfaction or a desire to grow; and (c) making incremental changes to practices in a socio-cultural context. We discuss the intricacies and implications of this framework for future research on learning communities. 相似文献
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冯大霓 《成都航空职业技术学院学报》2021,37(4):89-92
实现乡村振兴,发展农村产业、提高农民生活水平,文化建设至关重要.发挥文化的引领作用能全面促进农村经济、生态、文明、人才等方面的发展.以文化价值聚合主体力量,以打造经济文化产业发展为再生动力,以促进精神文明建设为前进方向都是乡村振兴的重要途径.贵州富含多元的少数民族文化、红色文化及地方文化,通过继承和发展这些文化能改进农村建设中的不足,促进新农村的建设. 相似文献