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51.
Beverly Bell 《Research in Science Education》1987,17(1):244-252
Summary Science education in New Zealand continues to have a strong research base and now development work has begun that is modelled
on a view of how people learn and which is supported by the curriculum development of the wider Ministerial Review. 相似文献
52.
Steven Bell 《International Journal of Disability, Development & Education》1984,31(3):237-239
Since the passage of PL 94‐142, nearly every professional in public education is required to enrol in a course of educating exceptional children and youth. This paper is addressed to three audiences: 1) the instructors of such courses; 2) individuals responsible for in‐service training; and 3) teachers and parents of exceptional children and youth. In this brief article, a sixty‐minute group exercise designed to demonstrate the deleterious effects of overprotection is described. 相似文献
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54.
The relations between changes in the scalp-recorded electroencephalogram (EEG) and the development of the ability to perform successfully 2 cognitive tasks attributed to frontal lobe functioning were examined in 13 infants from 7 to 12 months of age. Infants successful in performing the A-not-B task with increasingly longer delays across the second half of the first year of life showed changes in power in scalp-recorded brain electrical activity in the frontal region and an increase in anterior/posterior EEG coherence. Infants with rapid mastery of object retrieval did not differ in frontal EEG development from infants who exhibited the normal developmental progression in object retrieval performance. In a task examining inhibition of reaching to a novel toy, there were no differences in frontal EEG as a function of performance. Results from a cross-sectional sample revealed similar findings. These data confirm work with nonhuman primates on the importance of maturation of frontal cortex in the successful performance on certain tasks (A-not-B), but do not confirm nonhuman primate data on the importance of frontal cortex for other tasks (object retrieval). The data also suggest that the electroencephalogram may be useful as a noninvasive measure of central nervous system development during the first year of life. 相似文献
55.
R. Steve McCallum Shannon Sharp Sherry Mee Bell Thomas George 《Psychology in the schools》2004,41(2):241-246
Seventy‐four students read passages from an individually administered test of reading comprehension (a subtest from the Test of Dyslexia, a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two conditions; 39 students read the passages silently and 35 read orally, with time recorded for each passage read. Comprehension and time were dependent measures for a Multivariate Analysis of Covariance (MANCOVA) and two follow‐up Analyses of Covariance (ANCOVA). After controlling for reading ability, results from the MANCOVA showed a significant combined effect ( p < .05); however, a comparison of mean reading comprehension scores showed no significant difference between silent readers and oral readers ( p > .05). On the other hand, with reading ability controlled, silent readers took significantly less time to complete passages compared to those who read orally ( p < .02). In fact, students took 30% longer to read orally than silently, on average. When test directions do not specify either oral or silent reading and error analysis is not a goal, testing will be more efficient via silent responding with no loss of comprehension. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 241–246, 2004. 相似文献
56.
57.
Awareness of the internal phonological structure of words is a causal factor in success with the alphabetic principle in word
recognition. However, findings with the Lindamood Auditory Conceptualization (LAC) Test reveal 25–30% of the population show
deficiency in a subtle component of phonological awareness termed comparator function. We argue that this comparator function—an
ability to hold the phoneme and/or syllable segments of two phonological structures in mind and compare and represent any
variations in the number, identity, or order of their segments—is a primary sensory-cognitive function underlying the secondary
function of self-correction in word recognition and spelling. And since word recognition correlates highly with comprehension,
comparator function also indirectly impacts this basic purpose for reading. We suggest that the needs of many individuals,
including educators themselves, for development and refinement of phonological awareness/comparator function may be misdiagnosed
and underaddressed unless more sensitive measures of phonological awareness are used. The consequence of inadequate assessment/remediation
of these deficiencies in educators is that they may be less able to assess and address these deficiencies in their students.
Standard phonics instruction is known to be ineffective in developing phonological awareness for many individuals. However,
phonological deficits can be addressed both preventively and remedially using procedures that are fundamentally different
from typical phonics instruction. 相似文献
58.
59.
Mary Ann Evans Michelle Bell Deborah Shaw Shelley Moretti Jodi Page 《Reading and writing》2006,19(9):959-989
In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author. Thank you is extended to the participating schools and children and to Ian Newby-Clark for his orientation to AMOS. Michelle Bell, Shelly Moretti and Jodi Page have since graduated from the University of Guelph 相似文献
60.
Eileen G. Merritt Jennie Chiu Erin Peters-Burton Randy Bell 《Research in Science Education》2018,48(6):1321-1337
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS. 相似文献