On the Nonsmooth,Nonconstant Velocity of Braille Reading and Reversals     

Barry Hughes  Amber McClelland  Dion Henare 《Scientific Studies of Reading》2014,18(2):94-113

Relative to print reading, braille-reading finger movements are held to be of more constant speed, with continuous and exhaustive contact with all words. However, the continuity of movements is intermittent in two distinct ways: (a) readers reverse direction and reread material already encountered and (b) the continual fluctuations of velocity between phases of acceleration and deceleration. We analyze recordings of experienced readers’ encounters with ambiguous sentences predicted to encourage more reversals, and we undertake comparative kinematic analyses of the finger movements during such reading. The data suggest that when reversals are initiated and where they are targeted reflect language-processing demands. However, their kinematic properties are not qualitatively different from those of forward reading. We conclude that how readers of braille move the reading finger—both forward and in reverse—is primarily influenced by the control properties of low-velocity movements and only secondarily by language properties.  相似文献   

Learning Studios for Introductory Accounting     

Steven A. Yourstone  Robert J. Tepper 《Decision Sciences Journal of Innovative Education》2014,12(4):321-338

Although originally designed for science courses, learning studios have been introduced at over 100 college campuses in a variety of disciplines. Our study focuses on the differences between classrooms designed as lecture spaces versus classrooms designed as learning studios. The impetus is the growing number of learning studios and proponents’ claim of better collaboration and learning within them. Given the substantial cost of a learning studio and greater demand at the authors’ university than supply, we questioned whether the university administration should be encouraged to build more. Learning studios are classrooms in which the seating arrangement places the students in a face‐to‐face orientation with one another. Our study measures the differences between learning studios and traditional classrooms both quantitatively and qualitatively. The learning studio did not result in higher retention rates (the percentage of students completing the course during the semester) or significant differences in total points earned by students in a learning studio compared to a traditional classroom. When examined by gender, however, a significant difference in total points is apparent. For all students in the study, the ability to interact with other students as well as the instructor was greater in the learning studio.  相似文献   

An evaluation of the use of analogy,simile, and metaphor in science texts     

Steven W. Gilbert 《科学教学研究杂志》1989,26(4):315-327

Teaching materials with extensive analogies, similes, and metaphors were written for two high-school biology units. Their effect on learning and attitude was assessed by a comparison to students using a literal version of the same text. Little was found to support the contention that the use of these systems increases student achievement, and there was some indication that they may have a negative effect on student attitudes.  相似文献   

The False Ontology of School Climate Effects     

Steven I. Miller  Janet Fredericks 《Educational theory》1990,40(3):333-342

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Participation in transition review meetings: a case study of young people with learning disabilities leaving a special school     

Steven Carnaby  Patricia Lewis  Di Martin  John Naylor  David Stewart 《British Journal of Special Education》2003,30(4):187-193

Transition into adulthood has been identified as a critical period in the lives of young people with learning disabilities, with national guidance and legislation emphasising the role of participation and inclusion as central to the transition process. In this article, Steven Carnaby, a clinical psychologist working with adults with learning disabilities in London and a lecturer in learning disability at the Tizard Centre, University of Kent; Patricia Lewis, head of the sixth form and SENCo; Di Martin, senior teacher and former SENCo; John Naylor, deputy head of the sixth form and head of arts; David Stewart OBE, headteacher, all from the Shepherd School, Nottingham, report the outcomes of a small-scale case study exploring these issues. The project ran for four years and, in Phase 1, evaluated the ways in which students with learning disabilities were involved in their transition review meetings as they entered their final year at school. This first phase found that many students were excluded from meaningful discussion in their planning meetings, highlighting students with more severe disabilities as being more vulnerable to exclusion. After a series of recommendations were made for improving practice in terms of inclusion and participation, Phase 2 of the study assessed ways in which practice in these areas had improved. The school had developed more individualised ways of working using person-centred techniques to enhance meaning for students. At the close of this article, the authors summarise these improvements and propose further strategies for enhancing the participation process.  相似文献   

Strengthening student teaching evaluation: Training and instrumentation are key     

Steven A. Melnick 《Journal of Personnel Evaluation in Education》1990,4(2):175-188

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Psychometric reevaluation of the scientific attitude inventory‐revised (SAI‐II)     

Michael J. Lichtenstein  Steven V. Owen  Cheryl L. Blalock  Yan Liu  Kacy A. Ramirez  Linda A. Pruski  Carolyn E. Marshall  Mary Anne Toepperwein 《科学教学研究杂志》2008,45(5):600-616

The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ² (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008  相似文献   

Music video can motivate ITV students     

Steven A. Seidman 《TechTrends》1986,31(3):27-28

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The new oracle: Self-help books in American culture     

Steven Starker 《Publishing Research Quarterly》1988,4(2):26-32

The self-help book in America appears to occupy a social niche roughly on a par with that of the legendary oracle at Delphi. Offering wisdom and enlightenment at discount prices, it speaks to a vast audience on a variety of topics, and provides specific directions for achieving love, health, wealth, peace of mind, and any number of practical skills. It is too prevalent and powerful a phenomenon to overlook, despite its belonging to “pop” culture. Inasmuch as self-help books are dispensing advice to millions on matters physical, psychological, and spiritual, they cannot responsibly be ignored by social scientists and health care practitioners. Questions regarding their relative merits and potential dangers deserve careful consideration. This article is an excerpt from chapter 1 ofOracle at the Supermarket, published by Transaction Publishers.  相似文献   

The Picture Postcard: Its Development and Role in American Urbanization     

Steven Dotterrer  Galen Cranz 《Journal of American culture (Malden, Mass. : 2003)》1982,5(1):44-50

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