Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship   总被引：1，自引：0，他引：1  

Robert Savage  Natalie Lavers  Vanitha Pillay 《Educational Psychology Review》2007,19(2):185-221

This paper examines the role of Working Memory (WM) in developmental reading problems, considering: 1) The operationalization of WM; 2) The unique contribution of WM to reading; 3) Domain-general or -specific explanations of decoding and reading comprehension deficits; and 4) The capacity of WM constructs to distinguish between reading disabilities and attention-deficit/hyperactivity disorder (ADHD). It is concluded that: 1) Significant problems operationalizing working memory measures remain; 2) No clear unique role for WM is evident in longitudinal studies of reading acquisition; 3) Existing evidence concerning the domain-specificity or generality of WM problems is hard to interpret given problems in identification and sampling of poor readers and operationalization of WM constructs; 4) Further work is required to specify the nature of WM problems in samples of poor readers, as distinct from other co-occurring problems such as ADHD. Additional research is suggested to address these issues more fully.  相似文献   

Early social communication development in infants with autism spectrum disorder     

Jessica Bradshaw  Courtney McCracken  Moira Pileggi  Natalie Brane  Abigail Delehanty  Taylor Day  Alexis Federico  Cheryl Klaiman  Celine Saulnier  Ami Klin  Amy Wetherby 《Child development》2021,92(6):2224-2234

Social-communication differences are a robust and defining feature of autism spectrum disorder (ASD) but identifying early points of divergence in infancy has been a challenge. The current study examines social communication in 9- to 12-month-old infants who develop ASD (N = 30; 23% female; 70% white) compared to typically developing (TD) infants (N = 94, 38% female; 88% white). Results demonstrate that infants later diagnosed with ASD were already exhibiting fewer social-communication skills using eye gaze, facial expression, gestures, and sounds at 9 months (effect size: 0.42–0.89). Moreover, three unique patterns of change across distinct social-communication skills were observed within the ASD group. This study documents that observable social-communication differences for infants with ASD are unfolding by 9 months, pointing to a critical window for targeted intervention.  相似文献   

Library Cartography: Mapping Workflow Processes in an Academic Library     

Natalie Ornat  Renee Moorefield 《图书馆管理杂志》2019,59(2):175-192

This article will introduce and illustrate process mapping as a valuable tool in the academic library setting. Commonly used in the business world, process mapping is the practice of gathering information regarding a specific workflow and diagraming it visually, usually in the form of a flowchart. This representation can then be analyzed for process improvement. In addition to helping assess current workflow efficiency, process mapping is a valuable way for employees throughout the library to see how they are contributing to essential processes. Process mapping can also help to identify areas where departments can work to further collaborate and can contribute to knowledge management and continuity. This article will highlight the valuable benefits of process mapping and document the authors’ experience focusing this activity on the operations at the University of North Carolina at Charlotte’s J. Murrey Atkins Library.  相似文献   

Comparison of standardized assessment methods: logistics,costs, incentives and use of data     

Natalie Simper  Brian Frank  Jake Kaupp  Nerissa Mulligan  Jill Scott 《Assessment & Evaluation in Higher Education》2019,44(6):821-834

Critical thinking, problem solving and communication are fundamental elements of undergraduate education, but methods for assessing these skills across an institution are susceptible to logistical, motivational and financial issues. Queen’s University conducted two research studies investigating the use of standardised tests to assess cognitive skill development across the institution. Synthesis of results from implementing the Collegiate Learning Assessment (CLA+), the Critical Thinking Assessment Test (CAT), and the HEIghten^TM test found that student test effort was a significant factor, and effort level correlated with performance at r?=?.33. Test incentives were also a significant factor; effort levels for the $25 financial incentive group were one standard deviation higher than effort for the in-class test group. A dedicated computer lab was the preferred option for computer-based testing. A paper-based test was found to be much simpler to administer, but test results were not available for a long time, therefore limiting the usefulness of data. The true cost of tests was greater than the price of the instrument; recruitment, training, proctoring and marking costs need to be included in the calculation. Generally speaking, alignment of test objectives with student or course objectives, and timeliness of data, were key for participation and motivation.  相似文献   

Fear appeals in the primary classroom: Effects on test anxiety and test grade   总被引：1，自引：0，他引：1  

David William Putwain  Natalie Best 《Learning and individual differences》2011,21(5):580-584

The present study investigated whether fear appeals used prior to a test increased self-reported test anxiety and had a detrimental effect on test scores. Forty primary school pupils were instructed for one week under a low threat condition under which no fear appeals were made and another week under a high threat condition in which fear appeals were made salient. An end-of-week test was given in both conditions. Pupils reported an increase in test anxiety related worrisome thoughts and autonomic reactions under the high threat condition, but not in off-task behaviours. Test scores were lower under the high threat condition, but were not attributable to the increases in test anxiety related thoughts and autonomic reactions. This study adds weight to the argument that fear appeals are a damaging classroom strategy, but the mechanism by which fear appeals are reducing test scores is not yet clear.  相似文献   

The instrumentation of test-based accountability in the autonomous dutch system     

Natalie Browes  Hülya K Altinyelken 《教育政策杂志》2021,36(1):107-128

ABSTRACT

Test-based accountability or ‘TBA,’ as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess ‘school quality’ (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated this phenomenon and its effects, much of it focusing on Anglo-Saxon cases. This paper, drawing on expert interviews and key policy documents, couples a policy borrowing with a policy instruments approach to critically examine how and why TBA has developed in the highly autonomous Dutch system. It finds that TBA evolved incrementally, advancing towards higher stakes for schools and boards. Further, it argues that school autonomy has been central to the development of TBA in two ways. Firstly, following a period of decentralisation that increased school(board) autonomy, the Dutch government saw a need to strengthen accountability to ensure education quality. This was influenced by international discourse and accelerated by a (politically exploited) national ‘quality crisis’ in education. Secondly, the traditionally autonomous Dutch system, shaped by ‘Freedom of Education’, has at times conflicted with TBA, and has played a significant role in (re)shaping global policy and in mitigating the GERM.  相似文献   

Preparing beginning teachers for technology integration in education: ready for take-off?     

Jo Tondeur  Natalie Pareja Roblin  Johan van Braak  Joke Voogt  Sarah Prestridge 《Technology, Pedagogy and Education》2017,26(2):157-177

The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, while few created opportunities for student-centred technology use. Further, pre-service learning experiences that impact graduate teachers’ technology use are identified. While teacher educators modelling technology use are an important motivator for beginning teachers to use technology in their own teaching, field experiences seem to be the most critical factor influencing their current practice. Based on the results of this study, recommendations about how to prepare and support pre-service and beginning teachers for technology integration are discussed.  相似文献   

Ethnicity and engagement in first-year New Zealand law programmes     

Lynne Taylor  Erik Brogt  Ursula Cheer  Natalie Baird  John Caldwell  Debra Wilson 《高等教育研究与发展》2017,36(5):1047-1060

This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pākehā (European), Māori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students’ backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities.  相似文献   

A Study of Burnout in International and Country of Origin Teachers     

Mary Ann Coulter  Paul C. Abney 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,9(3):105-121

The study examined the extent to which burnout levels of teachers working in international schools differed from the burnout level of teachers working in their country of origin. All participants of the study were Canadian citizens who were educated in Canada, held Ontario College of Teachers certification and were teaching credit courses in high schools offering the Ontario curriculum under the auspice of the Ontario Ministry of Education. All teachers completed the Burnout Test Form 1 – Revised (Jerabeck, Burnout Test Form 1 – Revised, 2001) online. The study found that international teachers had a statistically lower level of burnout than teachers working in their country of origin.  相似文献   

International education: educating for a global future     

Natalie Papanastasiou 《教育政策杂志》2013,28(2):288-290

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