A Comparison of Lower‐ and Higher‐Resourced Tier 2 Reading Interventions for High School Sophomores     

Christina M. Bemboom  Kristen L. McMaster 《Learning disabilities research & practice》2013,28(4):184-195

The purpose of this study was to compare the effects of peer‐mediated versus teacher‐directed reading intervention on the reading performance of high school sophomores. Participants (n = 57) from the lowest 25th percentile of their sophomore class in reading were assigned randomly to peer‐mediated or teacher‐directed intervention. Fifteen to sixteen 25‐minute intervention sessions over 12 weeks included listening passage preview, retelling, and main idea questioning. Linear regression revealed statistically significant main effects of intervention on maze selection, with both treatment groups outperforming a nonequivalent control group (ES = .69–1.00). There were no statistically significant differences on oral reading fluency or maze selection between the peer‐mediated and teacher‐directed groups. Participating in peer‐mediated intervention and receiving more minutes of instruction were significantly associated with higher performance on the district reading assessment. Implications for allocating resources to tiered intervention in secondary schools are discussed.  相似文献   

A comparative study of three methods for the popularization of a physical phenomenon     

L. Maury  O. Betbeder‐Matibet  M. Hulin 《International Journal of Science Education》2013,35(3):319-326

A study of Norwegian science textbooks for grade 8 indicates an individualistic image of science where individual scientists are discovering truth, through experiment. Scientific rationality is grounded in procedures of inquiry alone and not in debate and argumentation within scientific communities. The communal aspects of science tend to become visible in historical examples where science did not function properly due to prejudices or ignorance. Furthermore, science proper and school science are not differentiated between, and 'scientific knowledge about nature' and 'nature' are one and the same. The discourse identified is well suited to provide students with broad and general knowledge about natural and everyday phenomena. However, it is less suitable for teaching about the scientific enterprise in contemporary society. This is worrying for students' scientific literacy as future adults, as this dimension is essential for understanding the nature of science and for democratic citizenship in socio-scientific issues.  相似文献   

Qualitative studies in education at the beginning of the twenty‐first century     

James Joseph Scheurich  M. Carolyn Clark Co‐Editors 《International journal of qualitative studies in education》2013,26(4)

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Models in physics: perceptions held by final‐year prospective physical science teachers studying at South African universities     

J. J. A. Smit  M. Finegold 《International Journal of Science Education》2013,35(5):621-634

Abstract

The nature of physics as a scientific discipline is largely determined by the models of reality it utilizes. It is therefore appropriate that teachers of physics have a sound knowledge of the origin and nature of these models, their functions and the role they play in the development of the discipline. The results of a study with regard to the perceptions of models held by prospective physical science (a combination of physics and chemistry) teachers studying at South African universities are reported in this paper. The overall conclusion drawn from the study is that these students are far from prepared to incorporate models properly in their teaching. General misconceptions about models have also been identified. These misconceptions can have far‐reaching effects on the structuring of the physics knowledge of pupils exposed to them.  相似文献   

THE JEWISH CENTER AND GROUP WORK     

Edwin D. Starbuck∗  J. M. Artman∗ 《Religious education (Chicago, Ill.)》2013,108(2):72-83

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From the editor: One student,one story     

Jean M. Henscheid 《About Campus》2012,17(1):1-1

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Finding teaching positions through substituting     

Bonny M. Baur 《The Teacher Educator》2013,48(4):22-23

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Thinking about University Video Centres in the Netherlands     

W. de Vogel M.D. 《Educational Media International》2013,50(2):19-25

The introduction and use of forward thinking in modern planning is nowadays no longer merely a fashion but an absolute necessity, be it only to make sure that the skeleton of each new university building is provided with the right holes and channels through which to run the cables that might be needed at a future date for internal and external communications.  相似文献   

Escape from Inertia: An Introduction to a Systems Approach to Learning     

M. W. Neil 《Educational Media International》2013,50(3):10-16

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Reflective teaching for student teachers     

Gwen L. Rudney  Andrea M. Guillaume 《The Teacher Educator》2013,48(3):13-20

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