Antonyms反义词     

李守锡 《英语辅导》2003,(4):29-29

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新新语词     

末末  文东  Jamie 《初中生》2004,(18)

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Teaching Computer-Mediated Visual Communication to a Large Section: A Constructivist Approach     

Jamie S. Switzer 《Innovative Higher Education》2004,29(2):89-101

A constructivist approach to teaching encourages students to seek answers for themselves, while the instructor acts as a guide and facilitator as students pursue information gathering and knowledge construction. In a large class, it is difficult to use a constructivist model of education simply because of the number of students involved. This article discusses how a university instructor was successful in creating a constructivist learning environment in a large class section.  相似文献   

The effects of age and sublexical automaticity on reading outcomes for students with reading disabilities          下载免费PDF全文

Jamie L. Metsala  Margaret D. David 《Journal of Research in Reading》2017,40(Z1):S209-S227

For students with reading disabilities, reading fluency has proven difficult to remediate. The current study examined age‐related effects on measures of word and text‐reading outcomes, within the context of a phonologically based remedial reading program. The contribution of speeded‐reading of sublexical sound–spelling patterns to fluency outcomes was also examined. The youngest group of participants showed better outcomes on measures of word and pseudoword reading. All age groups made significant and meaningful improvements on measures of reading fluency and reading comprehension. Participants' mastery of speeded, sublexical sound–spelling reading contributed variance to fluency outcomes beyond pre‐intervention fluency scores. Practice with sublexical spelling patterns may be one important component of programs directed at remediating accuracy and fluency deficits for students with reading disabilities. What is already known about this topic

• Reading fluency has proven difficult to remediate for students with reading disabilities.
• Training with sublexical sound–spelling patterns has increased recognition of the trained patterns, but transfer has been limited.
• Young children with reading difficulties appear to have an advantage at closing the reading achievement gap; however, there are some inconsistencies in the literature.

What this paper adds

• Automaticity with sublexical patterns made a unique contribution to fluency outcomes in this sample of students with reading disabilities.
• In the context of the reading program examined, all age groups made significant and meaningful standard score gains on reading fluency.
• Young children did not score higher than the two older groups on measures of oral reading fluency or reading comprehension; bringing into question conclusions drawn from prevention versus intervention studies.

Implications for theory and practice

• Findings lend support to models of reading acquisition that emphasize multilayered, sublexical spelling–sound knowledge as important to reading fluency, beyond that of sight‐word reading efficiency.
• Including speeded practice of a broad range of sublexical sound–spelling patterns and training these to mastery deserves further study as one potential approach to improving fluency interventions for students with reading disabilities.
• We suggest that this sublexical training may mimic reading practice in terms of building orthographic representations that support fluent reading.

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The influence of tennis court surfaces on player perceptions and biomechanical response     

Chelsea Starbuck  Loïc Damm  James Clarke  Matt Carré  Jamie Capel-Davis  Stuart Miller 《Journal of sports sciences》2016,34(17):1627-1636

This study aimed to examine player perceptions and biomechanical responses to tennis surfaces and to evaluate the influence of prior clay court experience. Two groups with different clay experiences (experience group, n = 5 and low-experience group, n = 5) performed a 180° turning movement. Three-dimensional ankle and knee movements (50 Hz), plantar pressure of the turning step (100 Hz) and perception data (visual analogue scale questionnaire) were collected for two tennis courts (acrylic and clay). Greater initial knee flexion (acrylic 20. 8 ± 11.2° and clay 32.5 ± 9.4°) and a more upright position were reported on the clay compared to the acrylic court (P < 0.05). This suggests adaptations to increase player stability on clay. Greater hallux pressures and lower midfoot pressures were observed on the clay court, allowing for sliding whilst providing grip at the forefoot. Players with prior clay court experience exhibited later peak knee flexion compared to those with low experience. All participants perceived the differences in surface properties between courts and thus responded appropriately to these differences. The level of previous clay court experience did not influence players’ perceptions of the surfaces; however, those with greater clay court experience may reduce injury risk as a result of reduced loading through later peak knee flexion.  相似文献   

MOOCocracy: the learning culture of massive open online courses     

Jamie Loizzo  Peggy A. Ertmer 《Educational technology research and development : ETR & D》2016,64(6):1013-1032

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Can’t pay,can’t play? Talent lead’s perspectives on the financial constraints experienced by athletes on the England Talent Pathway*     

David Morley  Jim McKenna  Stephen Gilbert  Jamie French  Kevin Till  Tom Quarmby 《High Ability Studies》2018,29(1):51-64

This study explored the extent of financial constraints experienced by athletes on the England Talent Pathway, as perceived by talent leads from various sports. Using a mixed-methods approach, 34 participants completed online surveys with 26 follow-up interviews. Findings showed the prevalence of financial constraints on individuals within the system, with three emerging themes: costs; demands on athletes; and potential funding support. “Pinch points”, causing the greatest severity of financial constraint, emerged further along the pathway and there were infrequent examples of mechanisms to identify talented athletes experiencing financial hardship. A means-tested system, premised on the demonstration of potential, is suggested by talent leads as a way of providing funding for athletes to ameliorate financial constraints in the future.  相似文献   

The datafication of discipline: ClassDojo,surveillance and a performative classroom culture     

Jamie Manolev  Anna Sullivan  Roger Slee 《Learning, Media and Technology》2019,44(1):36-51

ABSTRACT

This paper critically examines the ways in which ClassDojo is altering the disciplinary landscape in schools through the datafication of discipline and student behaviour. ClassDojo is one of the most popular and successful educational technologies and is used internationally. It is a school-based social media platform that incorporates a gamified behaviour-shaping function, providing school communities with a centralised digital network in which to interact. We argue that ClassDojo’s datafying system of school discipline intensifies and normalises the surveillance of students. Furthermore, it creates a culture of performativity and serves as a mechanism for behaviour control.  相似文献   

Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors          下载免费PDF全文

Amanda P. Williford  Jennifer LoCasale‐Crouch  Jessica Vick Whittaker  Jamie DeCoster  Karyn A. Hartz  Lauren M. Carter  Catherine Sanger Wolcott  Bridget E. Hatfield 《Child development》2017,88(5):1544-1553

A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers.  相似文献   

How Portuguese and American teachers plan for literacy instruction     

Louise Spear-Swerling  Joao Lopes  Celia Oliveira  Jamie Zibulsky 《Annals of dyslexia》2016,66(1):71-90

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