Bilingual-bicultural models of literacy education for deaf students: considering the claims     

Mayer C  Akamatsu C 《Journal of deaf studies and deaf education》1999,4(1):1-8

As Carolyn Ewoldt (1996) points out '[M]uch has been written of late about the viability of a bilingual focus in deaf education.' While these writings are necessary to the ongoing pedagogical dialogue in the field, much of the rhetoric suffers because, rather than truly adopting a 'holistic perspective', arguments and positions focus only on selected aspects of the relevant theoretical and research information. If proponents of bilingual education for deaf children truly rely on 'research on the benefits of native sign language and from theoretical and research support coming from other disciplines' (Ewoldt, 1996, p. 5) to support their claims, then these research and theoretical supports must be examined as comprehensively, and holistically, as possible. Weaving together only a few threads of theory and research does not create the fabric for a pedagogical position that can withstand close scrutiny and analysis.In this article, we will touch on some of the major claims made in explications of bilingual models of literacy education for deaf students (Baker, 1997; Livingston, 1997; Mashie, 1995; Mason & Ewoldt, 1996). Our goal is to broaden the scope of the discussion on some of the major arguments and to encourage an expanded dialogue in this ongoing debate. It is not our aim to argue against the concept of bilingual education for deaf students nor to advocate the exclusion of native sign languages from the classroom. Rather, we support the concept of a bilingual education for deaf students with native sign languages playing a key role; however, we contend that the model as it is currently conceived requires further scrutiny and analysis.  相似文献   

寻觅德国的牛津     

克里丝汀娜·梅耶  王浩强 《科学文化评论》2005,2(6):69-76

达勒姆(Dahlem)不仅仅是一个传奇.在德国,几乎没有其他地方像柏林的这片土地那样,在科学史各个丰富的方面--包括令人质疑的方面--表现出如此强烈的活力.在马普学会历史档案馆馆长亨宁(Eckart Henning)的陪同下巡游他的“领地“,就如同在历史的时光中漫步,著名学者的创新精神始终伴随着我们的游程.……  相似文献   

E‐learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning     

Ruth Colvin Clark  Richard E. Mayer  Will Thalheimer 《Performance Improvement》2003,42(5):41-43

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Computer-supported aids to making sense of scientific articles: cognitive, motivational, and attitudinal effects     

Julie A. Gegner  Donald H. J. Mackay  Richard E. Mayer 《Educational technology research and development : ETR & D》2009,57(1):79-97

High school students can access original scientific research articles on the Internet, but may have trouble understanding them. To address this problem of online literacy, the authors developed a computer-based prototype for guiding students’ comprehension of scientific articles. High school students were asked to read an original scientific research article about the effects of drug or alcohol abuse, which was presented on a computer screen either with computer-based comprehension aids or without aids. The aids provided background text and animations including answers given by the article authors. Across two experiments involving different schools and different research articles, the comprehension aids group performed better than the control group on a comprehension test concerning the article (d = +0.79 in Experiment 1 and d = +0.82 in Experiment 2) and rated the content of article as less difficult to read (d = +0.96 in Experiment 1 and d = +0.69 in Experiment 2). In addition, the comprehension aids group reported more positive motivational beliefs than the control group concerning understanding what scientists do (d = +0.51 in Experiment 1 and d = +0.56 in Experiment 2), appraising the article as worthwhile (d = +0.80 for Experiment 1 and d = +0.70 for Experiment 2), and being interested in reading another research article (d = +0.19 in Experiment 1 and d = +0.58 in Experiment 2). The groups did not differ on their attitudes concerning a career as a scientist or about alcohol and drug abuse. Overall, computer-based comprehension aids can help guide students’ comprehension processes for an original scientific research article, which in turn can improve their appreciation of what scientists do.

Richard E. MayerEmail:

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Obesity: Analysis of Attitudes and Knowledge of Weight Control in Girls     

Helen Canning  Jean Mayer 《Research quarterly for exercise and sport》2013,84(4):894-899

Abstract

A questionnaire involving attitudes toward obesity, food, and physical exercise, and knowledge about weight control, was administered to 225 obese female adolescents and 213 controls. Results indicated an obsession on the part of the obese with their weight, to such an extent that nonrelated areas became involved in the issue. Despite the greater knowledge of the obese concerning weight control, and their more positive attitudes toward exercise, these factors seemed to have little effect in helping them deal with their obesity.  相似文献   

The sequencing of instruction and the concept of assimilation-to-schema     

Richard E. Mayer 《Instructional Science》1977,6(4):369-388

The concept of assimilation-to-schema proposes that learning depends on three conditions: (1) the reception of the to-be-learned material, (2) the availability of a cognitive structure to which the new material may be assimilated, (3) the activation of the structure during learning. The concept provides weak (i.e., concerning amount of learning) and strong (i.e. concerning the structure of learning outcomes) predictions with respect to the effects of sequencing of instruction, ordering of instruction and organization of instruction. The present review demonstrates that studies of the role of instructional sequencing provide an important test of the assimilation-to-schema theory, and that many apparent inconsistencies in the literature may be better understood by an analysis of the internal assimilation process.This paper was partially supported by a Faculty Research Grant from the Academic Senate of the University of California, Santa Barbara.  相似文献   

Effect Analysis Using Nonlinear Structural Equation Mixture Modeling     

Axel Mayer  Nora Umbach  Barbara Flunger  Augustin Kelava 《Structural equation modeling》2017,24(4):556-570

In this article, we present an approach for comprehensive analysis of the effectiveness of interventions based on nonlinear structural equation mixture models (NSEMM). We provide definitions of average and conditional effects and show how they can be computed. We extend the traditional moderated regression approach to include latent continous and discrete (mixture) variables as well as their higher order interactions, quadratic or more general nonlinear relationships. This new approach can be considered a combination of the recently proposed EffectLiteR approach and the NSEMM approach. A key advantage of this synthesis is that it gives applied researchers the opportunity to gain greater insight into the effectiveness of the intervention. For example, it makes it possible to consider structural equation models for situations where the treatment is noneffective for extreme values of a latent covariate but is effective for medium values, as we illustrate using an example from the educational sciences.  相似文献   

Editorial     

Diane Mayer  Michael Singh  Ninetta Santoro  Jo-Anne Reid 《Asia-Pacific Journal of Teacher Education》2012,40(2):79-81

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Producing ‘quality’ teachers: the role of teacher professional standards     

Ninetta Santoro  Jo-Anne Reid  Diane Mayer  Michael Singh 《Asia-Pacific Journal of Teacher Education》2012,40(1):1-3

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Basic Approaches     

Frederick Mayer 《College Teaching》2013,61(3):106-109

Abstract

Communication abilities, conflict management, and delegation are all important to students' success in the work force. Instructors often simulate situations that give students skills in these crucial areas by assigning group projects. It is often difficult for instructors to select individuals who will work successfully together. Common methods for selecting groups, many of which are ineffective, are discussed. A student self-assessment method used by the authors to group students according to their skills is described. The method, used for two years in both sophomore-and senior-level courses, has been proven to prevent intragroup skill imbalances.  相似文献