Training phonological awareness: A study with inner-city kindergarten children     

Susan Brady  Anne Fowler  Brenda Stone  Nancy Winbury 《Annals of dyslexia》1994,44(1):26-59

A small-scale, longitudinal, phonological awareness training study with inner-city kindergarten children was conducted in four classrooms. The central goals of the study were the creation and evaluation of a phonological awareness training program and a preliminary look at the consequence of that training on basic phonological processes. Assessment of phonological awareness and basic phonological processes was carried out in the fall of the kindergarten year, and again in the spring following an 18 week training program which incorporated both auditory and articulatory techniques for fostering metaphonological development. Follow-up evaluation of promotion to first grade and of reading achievement took place a year later. The children in the two experimental classes receiving training had significantly greater gains in phonological awareness at the end of kindergarten, were significantly more likely to be promoted to first grade rather than to pre-one, and had a trend toward better reading skills in first grade than did the smaller group of children promoted to first grade from the control classes. In addition, there were some indications that development of phonological awareness was accompanied by changes in the underlying phonological system as well. Here we focus on the rationale and implementation of our training program and discuss the implications of the findings for a potential large-scale study.  相似文献   

Making learning interesting and its application to the science classroom     

Brady Michael Jack 《Studies in Science Education》2017,53(2):137-164

Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of how science learning is made interesting within the science classroom. Studies on students’ interest in response to instructional strategies applied in the classroom communicate the opinions (i.e. the ‘voice’) of students about the strategies they believe make their classroom learning interesting. To this end, this scoping study (1) collects empirical studies that present from various science and non-science academic domains students’ views about how to make classroom learning interesting; (2) identifies common instructional strategies across these domains that make learning interesting; and (3) forwards an instructional framework called TEDI ([T]ransdisciplinary Connections; Mediated [E]ngagement; Meaningful [D]iscovery; and Self-determined [I]nquiry), which may provide secondary school science teachers with a practical instructional approach for making learning science genuinely interesting among their students within the secondary school science classroom context.  相似文献   

Pre-service teachers’ meaning-making when collaboratively analysing video from school practice for the bachelor project at college     

Birgitte Lund Nielsen 《欧洲师范教育杂志》2015,38(3):341-357

The study follows a group of student teachers (STs) facilitated in collaboratively analysing video recordings of their school practice experiences, required for their bachelor projects. Their meaning-making is examined in terms of what they experienced as outcomes, how they constructed understanding and how their interpretation of classroom experiences developed. The findings reveal that the structured collaborative analysis supported the STs in a more nuanced consideration of concrete incidents and in reconstructing their experiences with a focus on student learning. They noted the benefit of the peer support and had a positive view of the structured approach. Additionally, they emphasised insights gained by starting from a fine-grained analysis of concrete problems encountered in their school practice before applying theory. They did, however, resort to more general abstractions in their reports.  相似文献   

A Burning Desire for Social Justice     

Judith Ann Brady O.P. 《Religious education (Chicago, Ill.)》2013,108(1):8-11

The relationship between personal prayer and perceived purpose in life is explored among two samples of twelve‐to‐fifteen‐year‐olds. The first sample comprises 914 males and 726 females who never attend church. The second sample comprises 232 males and 437 females who attend church most weeks. The data demonstrate a significant positive relationship between frequency of personal prayer and perceived purpose in life among both groups.  相似文献   

Case studies of peer assistance for principals     

Laurie Brady 《The Australian Educational Researcher》1993,20(3):17-28

This case study of three different codes of peer assistance for principals was funded by the University of Technology Sydney. Principals from two administrative regions for schooling in NSW were paired according to age, principalship experience and school type, and worked in schools on one of three different modes of peer assistance,viz. peer assistance with facilitator, peer assistance without facilitator, and peer assistance by shadowing. In the first two modes, the principals worked uninterrupted on a negotiated agenda for three days. In the third mode, the principals observed each other’s leadership and management style for two days and provided feedback on the third day. The efficacy of the three models is evaluated and discussed.  相似文献   

The citation impact of information behavior theories in scholarly literature     

Brady D. Lund 《Library & information science research》2019,41(4):100981

Theories of information behavior have been developed and used in a variety of disciplines to describe the needs, seeking/search/sharing behaviors, and uses of information among individuals and groups in a variety of contexts. While the development of a theory is a complex, evolutionary process, often involving many thinkers over a long period of time, there is generally a single or small group of publications that can be pointed to as the genesis of a theory. The genesis publications for information behavior theories were examined to determine the information behavior theories receiving the most direct citations in scholarly literature. The findings of this study may be beneficial to library and information science researchers in identifying influential and growing theories of information behavior for incorporation as the foundation of their own research.  相似文献   

When Routines are Not Enough     

Maria Konow Lund 《Journalism Practice》2016,10(3):358-372

Interest in crisis management among journalism scholars grew in the wake of the terror attacks of September 11, 2001. Yet, few studies explore journalists and their organizations from a newsroom and organizational crisis management perspective. In this study, we study journalists’ ability to conduct news work when faced with a frame-breaking news event—in this case, the July 22, 2011 attacks in Norway. Dividing the journalistic response to these events into three stages, each with its own particular challenges, we have been able to unpack how these Norwegian journalists were capable of reporting on the events despite the chaos and uncertainty that followed in their wake, including the fact that the newsroom itself suffered severe damage from the bomb blast. This study shows that coping mechanisms in times of organizational stress will range from the expected (routine, habit) to the unexpected (improvisation, bricolage). The individual must pick up where the organization leaves off, relying upon experience and professionalism as well as face-to-face interaction and the assistance of whatever technology survives.  相似文献   

Taiwan Elementary Teachers’ Views of Science Teaching Self-Efficacy and Outcome Expectations     

Chia-Ju Liu  Brady Michael Jack  Houn-Lin Chiu 《International Journal of Science and Mathematics Education》2008,6(1):19-35

This paper presents the results of a case study involving 282 Taiwanese elementary science teachers at the elementary level. These teachers provided responses to the science efficacy instrument (STEBI-A) and also provided personal data regarding how their years of general (YTE) and science (YTS) teaching experience may have influenced student achievement in science. Researchers used two multivariate analysis of variance (MANOVA) to investigate the interaction and influence of YTE and YTS upon the personal science teaching efficacy (PSTE) and science teaching outcome expectations (STOE) of these teachers. The results advocate the position that the years of general teaching experience of elementary science teachers in Taiwan have a significantly greater impact upon their personal science teaching efficacy and science teaching outcome expectations than years of teaching science. This evidence calls into question whether Bandura and Tschannen-Moran’s view of teacher efficacy as both context and subject matter specific at the elementary level can be applied to Taiwan elementary teachers who teach science. The results of this study should benefit educators and policy-makers with respect to future elementary teacher education throughout Taiwan and other developing nations. An erratum to this article can be found at  相似文献   

A Classroom Study on the Relationship Between Student Achievement and Retrieval-Enhanced Learning     

Shana?K.?CarpenterEmail author  Terry?J.?S.?Lund  Clark?R.?Coffman  Patrick?I.?Armstrong  Monica?H.?Lamm  Robert?D.?Reason 《Educational Psychology Review》2016,28(2):353-375

Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students’ learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored the effects of retrieval in a large undergraduate introductory biology course as a function of individual differences in student achievement. Students completed in-class exercises that required them to retrieve course information (e.g., recalling definitions for terms and labeling diagrams) followed by feedback or to simply copy the information without retrieving it. A later quiz over the information showed that high-performing students benefited more from retrieving than copying, whereas middle- and low-performing students benefited more from copying than retrieving. When asked to predict their quiz scores following the in-class exercises, high-performers demonstrated better overall metacognitive calibration compared to middle- or low-performers. These results highlight the importance of individual differences in learning from retrieval and encourage future research using course-relevant material to consider the role of student achievement in classroom-based interventions.  相似文献   

The effects of background television on the toy play behavior of very young children   总被引：1，自引：0，他引：1  

Schmidt ME  Pempek TA  Kirkorian HL  Lund AF  Anderson DR 《Child development》2008,79(4):1137-1151

This experiment tests the hypothesis that background, adult television is a disruptive influence on very young children's behavior. Fifty 12-, 24-, and 36-month-olds played with a variety of toys for 1 hr. For half of the hour, a game show played in the background on a monaural TV set. During the other half hour, the TV was off. The children looked at the TV for only a few seconds at a time and less than once per minute. Nevertheless, background TV significantly reduced toy play episode length as well as focused attention during play. Thus, background television disrupts very young children's play behavior even when they pay little overt attention to it. These findings have implications for subsequent cognitive development.  相似文献