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The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents 总被引：1，自引：0，他引：1
Adjunct question research has typically focused on the effects of adjunct questions on improving the learning of college students. This study investigated the effects of inserted and massed postquestions (inference, main idea, and detail), with and without feedback, on improving the comprehension skills of adolescents labeled as reading disabled. Students practiced using adjunct questions for 6 weeks. The results suggested that inserted questions (and to a lesser extent massed postquestions) were beneficial in improving the comprehension of texts that did not contain adjunct questions. Specifically, the results indicated that (a) inserted questions were more effective than massed postquestions or no questions, (b) massed postquestions were more effective than no questions, and (c) the effects of inserted questions on comprehension increased over the time of treatment. The beneficial effects of feedback were limited to inference and main idea questions. Copyright 2001 Academic Press. 相似文献
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Relations between preschool attention span-persistence and age 25 educational outcomes 总被引：3，自引：0，他引：3
Megan M. McClelland Alan C. Acock Andrea Piccinin Sally Ann Rhea Michael C. Stallings 《Early childhood research quarterly》2013
This study examined relations between children's attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children's age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. Relations between attention span-persistence and later achievement were not fully mediated by age 7 achievement levels. Logistic regressions also revealed that age 4 attention span-persistence skills significantly predicted the odds of completing college by age 25. The majority of this relationship was direct and was not significantly mediated by math or reading skills at age 7 or age 21. Specifically, children who were rated one standard deviation higher on attention span-persistence at age 4 had 48.7% greater odds of completing college by age 25. Discussion focuses on the importance of children's early attention span-persistence for later school achievement and educational attainment. 相似文献
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The purpose of this study was to quantitatively combine and examine the results of studies examining the effectiveness of periodized (PER) compared to nonperiodized (Non-PER) training programs for strength and/or power development. Two analyses were conducted to (a) examine the magnitude of treatment effect elicited by PER strength training programs compared to Non-PER programs and (b) compare these effects after controlling for training volume, frequency, and intensity. Studies meeting the inclusion criteria were coded based on characteristics that might moderate the overall effects (i.e., participant characteristics and characteristics related to the training program). Effect sizes (ESs) were calculated for each study, and an overall ES of 0.84 (+/- 1.41) favoring PER training was found. Further analyses identified the treatment effect specific to training variation to be ES = 0.25. Significant moderating variables included age, training status, and length of training program. As a result of this statistical review of the literature, it is concluded that PER training is more effective than Non-PER training for men and women, individuals of varying training backgrounds, and for all age groups. In line with the overload principle, additions to volume, intensity, and frequency result in additional training adaptations. 相似文献
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The purpose of this study was to investigate the concurrent validity of subtests on the Comprehensive Assessment of Spoken Language (CASL) by comparing them with the assessment of communication and social skills on the Vineland Adaptive Behavior Scales (Vineland). The participants were 35 children and adolescents with higher functioning autism spectrum disorders (ASD) who had received both the CASL and the Vineland. Results of the study suggest that the Pragmatic Judgment and Inferences subtests of the CASL appeared to document the difficulties that individuals with ASD had in adaptive use of language for communication. 相似文献
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Eileen Carlton Parsons Rhea Miles Michael Petersen 《Research in Science & Technological Education》2013,31(3):257-274
Background: Research has primarily concentrated on adults’ implicit theories about high quality science education for all students. Little work has considered the students’ perspective. This study investigated high school students’ implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students’ implicit theories of what facilitates their learning of science?; (2) With respect to students’ self-classifications as African American or European American and female or male, do differences exist in the students’ implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p < .05 to ascertain ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students’ implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students’ implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think and perceive to be important, addressing students’ implicit theories may be one way to enhance science education reform. 相似文献
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Zane Ma Rhea 《Asia-Pacific Journal of Teacher Education》2018,46(2):199-216
This paper draws on research I have conducted about the cultivation of wisdom in Thailand and Australia. I examine the ancient pedagogy of pavī?aupāya skillful means investigating how this pedagogy can inform contemporary development of teacher educators and teachers. I examine the Panjaawítee Wisdom Method that has its foundations in the Buddhist A??hangika-Magga Eightfold Path. Teaching people to walk this path, the pedagogical pavī?aupāya skillful means described in the Buddhist texts (Various, 2005) has traditionally been underpinned by siinsamaadipanjaa, a series of practices designed to guide the learner to both develop and find balance between morality, concentration, and insight understanding leading to the cultivation of wisdom. I critically discuss the concept of pavī?aupāya skillful means as the key pedagogical skill needed by the teacher educator and teacher in order to know how to develop this balance and thereby create the causes and conditions for wisdom to emerge in their students. 相似文献
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Zane Ma Rhea 《Prospects》1995,25(4):669-682
Conclusion Thailand is an important regional power in south-east Asia. At present it is experiencing a time of rapid economic development
that brings tension into the traditional storehouses of knowledge. Local Thai knowledge and wisdom are being eclipsed by newer
knowledge coming into Thailand from the outside. Thailand, however, has a long and proud tradition of adaptation and some
Thais believe that this trait of adaptation describes the essence of Thailand. The task is well summed up by the Office of
the National Education Commission (1991, p. 17) which says, ‘[The new graduate] must think out how to produce a well-balanced
combination of modern knowledge and local wisdom for future economic and social development’. Traditional knowledge is being
blended with newer knowledge to form wisdom that is distinctly Thai and enables Thailand to join the global community as a
well-informed regional power.
A doctoral candidate in sociology at Flinders University, Adelaide, South Australia. In her research, she encourages universities
to reassert the importance of local knowledge, and to incorporate new ways of thinking into their institutions that balance
the influences of global commerce with the needs of local people. She defines this imperative as the search for wisdom in
higher education.
I would like to acknowledge Dr. Arphorn Chuaprapaisilp, the Hongladarom family, Wipawan Kulsamrit, Helen Printer, Dr. Constance
Lever-Tracy, Associate Professor Puangkaew Poonyakanok, the Suttisan family, Dr. Amnuay Tapingkae, Drs. Pairoj and Peansiri
Vongivipanond and friends at Suan Mokkh for sharing their ideas with me and for their encouragement and support for my research. 相似文献
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