Screening for reading problems: The utility of SEARCH     

Delmont Morrison  Panayota Mantzicopoulos  Elizabeth Stone 《Annals of dyslexia》1988,38(1):179-192

To evaluate the accuracy of SEARCH as a screen for identifying children at risk for developing learning problems, 1107 kindergarten children were evaluated with SEARCH and 284 (26 percent) were classified as at risk. At-risk children were of average intelligence and SEARCH scores were significantly correlated with sequential and simultaneous information processing skills. Children whose group preacademic achievement scores were at or below the third stanine at the end of kindergarten were classified as having inadequate skills for learning how to read; those scoring above the third stanine formed the adequate skills group. Using this criterion, SEARCH predicted children who had adequate or inadequate preacademic reading skills with 77 percent accuracy. However, approximately half of the children identified as at risk by SEARCH performed adequately. A reading test was individually administered to a group of at-risk children at the end of first (N=49) and second (N=35) grade. Of those children identified at risk by SEARCH at kindergarten, 39 percent at first grade and 66 percent at second grade performed at grade level. Fewer children from the upper SES were identified by SEARCH as being at risk.  相似文献   

Everyday environmental education: five practices of ecologically minded teachers     

Scott A. Morrison 《Environmental Education Research》2018,24(11):1527-1545

Abstract

In this article, I report the findings from a qualitative study involving seven ecologically minded teachers who participated in a Critical Friends Group. Ecologically minded teachers are not necessarily trained or required to teach about environmental issues, yet they do so because of their values and beliefs. The participants shared the following five practices: exposing externalities, emphasizing active learning, providing multiple perspectives, asking critical questions, and collaborating with others. I describe these practices and make recommendations for future research.  相似文献   

Preschool teachers’ beliefs and practices related to child-centred education in Turkey     

Ramazan Sak  Feyza Tantekin-Erden  George S. Morrison 《Education 3-13》2018,46(5):563-577

This study describes the beliefs, self-reported practices and actual practices related to child-centred education of five female preschool teachers in Ankara, Turkey, and assesses the consistency between the participants’ beliefs and practices. Data were collected through interviews, classroom observations and document review. The results indicated that the participant teachers’ beliefs and practices as expressed through instructional activities, relationships, behaviour management, assessment, parental involvement and self-reporting were partially parallel to the child-centred education philosophy. Also, there was only partial consistency between teachers’ beliefs about, self-reported practices of and actual practices of child-centred education.  相似文献   

Obtaining more out of less text in CBI: Effects of varied text density levels as a function of learner characteristics and control strategy     

Steven M. Ross  Gary R. Morrison  Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(3):131-142

Learning from expository text in computer-based instruction (CBI) was examined as a function of text density level (high, low, or learner-controlled) and learner characteristics in achievement, attitudes, and reading ability. Low-density text was found to be as effective for learning as high-density text, but was more popular among students and also reduced completion time. The highest achievement was obtained in the learner-control condition, with low-ability readers showing a greater tendency to select high-density text than did high-ability readers. Reading ability was also positively related to achievement in learning from high-density computer text and to preferences for learning from CBI relative to print. Based on the resulte, use of low-density text is suggested as a standard feature or learner-control option for CBI lessons.  相似文献   

Faculty role orientation and perceived teaching effectiveness: The case of an intervening variable     

James D. South  Malcolm D. Hill  Dr. James L. Morrison 《Research in higher education》1979,11(2):99-110

This study was designed to explore the relationship between faculty role orientations and student perceptions of teaching effectiveness in community colleges. Survey questionnaires were completed by 260 faculty members and 12,396 students at five Pennsylvania community college campuses. Using a conceptual framework drawn from symbolic interaction theory, it was hypothesized that faculty members holding a student-centered role orientation will be perceived as more effective teachers than those holding a subject-matter orientation. Results indicate that whereas there is an association between a student-centered role orientation and perceived teaching effectiveness, the relationship is due to an intervening variable—the expected course grade. An examination of the causal chain of relationships among these variables is presented.This is a revision of a paper presented at the 1975 annual meeting of the American Educational Research Association (see South, Morrison and Hill, 1975).  相似文献   

Controlling split attention and redundancy in physical therapy instruction     

Fredrick D. Pociask  Gary R. Morrison 《Educational technology research and development : ETR & D》2008,56(4):379-399

In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous cognitive load through good instructional and message design practices.

Gary R. Morrison (Corresponding author)Email:

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Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education     

Morrison  Judith  Frost  Janet  Gotch  Chad  McDuffie  Amy Roth  Austin  Bruce  French  Brian 《International Journal of Science and Mathematics Education》2021,19(6):1103-1123

International Journal of Science and Mathematics Education - This study explored how teachers engage and support students at a project-based STEM high school to identify key elements defining...  相似文献   

The nature of lead users and measurement of leading edge status   总被引：1，自引：1，他引：1  

Pamela D Morrison  David F Midgley 《Research Policy》2004,33(2):351-362

“Lead users” are defined as being at the leading edge of markets, and as having a high incentive to innovate. Empirical research has shown the value of lead user need and solution data to new product development processes. However, the nature of the lead user construct itself has not been studied to date. In this paper we fill this significant gap by proposing and evaluating a continuous analog to the lead user construct, which we call leading edge status (LES). We establish the validity and reliability of LES and examine the characteristics of users having high levels of this variable. We also offer a first exploration of how LES is related to traditional measures in diffusion theory such as dispositional innovativeness and time of adoption (TOA). We find a strong relationship and explain how users with high LES can offer a contribution to both predicting and accelerating early product adoption.  相似文献   

Strengthening science attitudes for newcomer middle school english learners: visually enriched integrated science and language instruction     

Thomas R. Tretter  Yuliya Ardasheva  Judith A. Morrison  Anna Karin Roo 《International Journal of Science Education》2019,41(8):1015-1037

This study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n?=?79) under two conditions: (1) Extended Science?+?Extended Literacy (planetarium-based visualisations?+?vocabulary?+?comic and trade books) and (2) Extended Science?+?Literacy (planetarium-based visualisations?+?vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen’s d?=?0.43) after an 8-week science unit delivered under the Extended Science?+?Extended Literacy condition, which was maintained, but not increased, for the second 8-week unit under the Extended Science?+?Literacy condition. These results suggest that the combination of planetarium-based visualisations and comic and trade books can be effective for supporting newcomer ELs’ science attitudes. However, once achieved, this effect may be maintained with less intensive literacy (vocabulary only) support. Student judgments of the quality of the planetarium-based visualisation experiences in terms of clarity, easiness, excitement, and usefulness began high and went even higher with more experiences, Cohen’s d?>?0.50 for three out of four quality indicators. Interviews corroborated these results with teacher and students indicating that they highly valued the visually-rich nature of the program, the variety of learning opportunities within the program, and program continuity/close alignment between science and literacy supports—all components contributing to high levels of engagement and positive attitudes toward science. Ways to adopt program components across settings are discussed.  相似文献   

Enacting policy: the capacity of school leaders to support early career teachers through policy work     

Anna M. Sullivan  Chad Morrison 《The Australian Educational Researcher》2014,41(5):603-620

Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical ‘toolbox’, the findings indicate that school leaders can empower early career teachers to move beyond being ‘receivers’ of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers.  相似文献