A behaviour‐genetic analysis of orthographic learning,spelling and decoding     

Brian Byrne  William L. Coventry  Richard K. Olson  Jacqueline Hulslander  Sally Wadsworth  John C. DeFries  Robin Corley  Erik G. Willcutt  Stefan Samuelsson 《Journal of Research in Reading》2008,31(1):8-21

As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification.  相似文献   

The fault is in ourselves: looking at ‘failures in implementation’     

Razia Fakir Mohammed  Brian Harlech‐Jones 《Compare》2008,38(1):39-51

While implementers are often blamed, reformers themselves are usually responsible for sub‐optimal implementation of educational reform projects. This article shows that the conditions for successful implementation, which are known and accessible, are frequently ignored. The case study concerns a university that is engaged in in‐service teacher education reform in Pakistan, focusing on introducing a ‘learner‐centred’ approach in schools. The research identified severe shortcomings related to implementation of the new approach, mostly relating to a failure by the teacher‐educators to understand and adapt to the actual contexts in which the teachers work. Finally, we suggest reasons why there are so many instances of failed reforms in developing countries.  相似文献   

Seeing the Forest and the Trees: Comparison of Two IRTree Models to Investigate the Impact of Full Versus Endpoint-Only Response Option Labeling     

Elisabeth M. Spratto  Brian C. Leventhal  Deborah L. Bandalos 《Educational and psychological measurement》2021,81(1):39

In this study, we examined the results and interpretations produced from two different IRTree models—one using paths consisting of only dichotomous decisions, and one using paths consisting of both dichotomous and polytomous decisions. We used data from two versions of an impulsivity measure. In the first version, all the response options had labels; in the second version, only the endpoints were labeled. Based on past research, we hypothesized that the endpoints would be selected more frequently in the endpoint-only labeled condition, and the midpoint response option would be selected more frequently in the fully labeled condition. Results from the two models (dichotomous and polytomous) were similar and indicated that our hypotheses were partially supported—specifically, there was no consistent pattern in terms of which condition saw a higher frequency of midpoint response selection. However, our hypotheses regarding extreme responding in the endpoint-only labeling condition were supported.  相似文献   

Values-Alignment Messaging Boosts Adolescents’ Motivation to Control Social Media Use     

Brian M. Galla  Sophia Choukas-Bradley  Hannah M. Fiore  Michael V. Esposito 《Child development》2021,92(5):1717-1734

Two preregistered experiments with 2,733 U.S. high school students (age range = 13–19 years) compared the impact of different messages on adolescents’ motivation to control social media use (SMU). A traditional message emphasized the benefits of avoiding SMU, whereas a values-alignment message framed controlling SMU as being consistent with autonomy and social justice. Compared to no message or a traditional message, in both studies, a values-alignment message led to greater motivation to control SMU immediately afterward, and in Study 2, awareness of “addictive” social media designs 3 months later. As hypothesized, values-alignment messaging was more motivating for girls than boys. Results offer preliminary support for leveraging adolescents’ drives for autonomy and social justice to motivate self-regulation of SMU.  相似文献   

Using Natural Language Processing to Predict Item Response Times and Improve Test Construction     

Peter Baldwin  Victoria Yaneva  Janet Mee  Brian E. Clauser  Le An Ha 《Journal of Educational Measurement》2021,58(1):4-30

In this article, it is shown how item text can be represented by (a) 113 features quantifying the text's linguistic characteristics, (b) 16 measures of the extent to which an information‐retrieval‐based automatic question‐answering system finds an item challenging, and (c) through dense word representations (word embeddings). Using a random forests algorithm, these data then are used to train a prediction model for item response times and predicted response times then are used to assemble test forms. Using empirical data from the United States Medical Licensing Examination, we show that timing demands are more consistent across these specially assembled forms than across forms comprising randomly‐selected items. Because an exam's timing conditions affect examinee performance, this result has implications for exam fairness whenever examinees are compared with each other or against a common standard.  相似文献   

The Politics of Reversing the Ratchet in Secondary Education, 1969‐1986     

Brian Salter  E. R. Tapper 《Journal of educational administration and history》1988,20(2):57-70

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Diarrhea Management Training in Early Childhood Settings     

Scott D. Winnail  Lynn M. Artz  Brian F. Geiger  Cynthia J. Petri  Rebecca Bailey  J. W. Mason 《Early Childhood Education Journal》2001,28(4):231-236

This study addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. A baseline survey showed the prevalence of oral rehydration solution (ORS) usage at last diarrhea bout to be low. An educational workshop was developed to train parents and child care professionals on how to properly manage young children with diarrhea and reduce the risk of diarrhea spread at home and in early childhood settings. Specific intervention activities are discussed and program activities, including specially designed materials for mixing homemade ORS are described. A comparison of pre- and postintervention data indicates substantial gains in knowledge among both urban and rural populations. Implications of research findings are discussed along with suggestions for future research.  相似文献   

Australians and Americans make test-tube babies too     

Lee B  Gwynne P 《New scientist (1971)》1980,85(1200):991

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The Challenges of Change in the Fiji Junior Secondary Science Curriculum     

Brian Coles 《Asia-Pacific Journal of Teacher Education》1978,6(2):124-129

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Instructions for Authors     

Brian A. Davies 《International journal for the advancement of counseling》2000,22(4):335-342

Instructions for Authors

Instructions for Authors  相似文献