Comparing the preparedness,content knowledge,and instructional quality of elementary science specialists and self‐contained teachers          下载免费PDF全文

Joseph Brobst  Kimberly Markworth  Tammy Tasker  Chris Ohana 《科学教学研究杂志》2017,54(10):1302-1321

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An evaluation of Wordshark in the classroom     

Chris Singleton  & Fiona Simmons 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(3):317-330

The aim of this study was to evaluate the utility of Wordshark , a multisensory drill-and-practice computer program designed to improve children's spelling and word recognition skills. A 20-item questionnaire on the use and effectiveness of the program was sent to 1312 schools in the UK that had purchased the program, and 403 replies were received (31% response rate). The results indicated that the program was being used in both primary schools and secondary schools. In the majority of schools the program was being used with SEN pupils, and very frequently it was incorporated within Individual Education Plans (IEPs). Wordshark was principally used to practice words, to introduce new words, to find out whether children can read and spell particular words, to reinforce teaching points, and as a reward for effort and/or good work. The children were reported to enjoy using the program and almost all (96%) of respondents stated that children were better motivated when using the program than when doing other classroom work. In the vast majority of cases, significant improvements in children's reading and spelling were reported. The findings are discussed in relation to the theory and practice of computer-assisted learning.  相似文献   

Orthographic and Phonological Processes in Reading   总被引：1，自引：0，他引：1  

Nick Hagiliassis  Chris Pratt  Michael Johnston 《Reading and writing》2006,19(3):235-263

Investigations of reading have focussed largely on two component processes, phonological processing and orthographic processing. However, a number of unresolved issues have hampered progress in the investigation of these abilities. Three such issues that formed the focus of the present study were (1) the extent to which tasks used to operationalise orthographic processing measure the same construct, (2) the extent to which tasks from a range of phonological processing domains measure the same construct, and (3) the degree to which orthographic processing tasks reflect orthographic processes independent of extraneous phonological operations, and conversely, phonological processing tasks measure phonological processes independent of orthographic processes. To address these questions, a variety of tasks used to evaluate orthographic processing (orthographic verification, homophone verification, nonlexical choice, irregular word reading, irregular word spelling), phonological processing (phoneme deletion, phonological choice, nonword reading, nonword spelling) and related domains (e.g., word identification, IQ) were administered to 177 children from Grades 3, 4 and 5. Factor analysis conducted using accuracy data revealed that orthographic processing tasks congregate along a single factor, while phonological processing tasks congregate along another, separate factor, viewed as evidence for the construct validity of orthographic processing and phonological processing, respectively. When response-time data were analysed, these same tasks did not differentiate on the basis of their orthographic and phonological demands, but rather in terms of their more general task demands. Additionally, results reveal that some phonological processing and orthographic processing tasks measure their respective construct with a greater degree of purity than do others. It is recommended that these tasks be used in future research.  相似文献   

Scaffolding ecosystems science practice by blending immersive environments and computational modeling     

Amanda C. Dickes  Amy Kamarainen  Shari J. Metcalf  Semiha Gün-Yildiz  Karen Brennan  Tina Grotzer  Chris Dede 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2181-2202

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The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample   总被引：1，自引：0，他引：1  

Deborah A. Goff  Chris Pratt  Ben Ong 《Reading and writing》2005,18(7-9):583-616

The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.  相似文献   

Availability and use of educational media in secondary schools in Ondo State     

Chris Okwudishu 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(1):32-42

The author reports on a pilot study aimed at identifying what items of educational media were available in selected schools in Ondo State, Nigeria, and the extent of their use. A twenty-eight item questionnaire was used to assess availability. use, attitude of principals and support for instructional media. Seventy-seven schools from different parts of Ondo State participated in the study. The results showed that these secondary schools were generally very poorly equipped with educational media and that the level of use was very low. The reasons for this are fourfold: economic, political, the lack of training and the lack of co-ordination among the agencies responsible. Recommendations include the rationalisation of small schools, a programme of workshops and seminars and the involvement of classroom teachers in the planning and production of educational broadcasts.  相似文献   

The GLOBE Visualization Project: Using WWW in the Classroom     

de La Beaujardière  J-F.  Cavallo  John  Hasler  A. Fritz  Mitchell  Horace  O'Handley  Chris  Shiri  Ron  White  Richard 《Journal of Science Education and Technology》1997,6(1):15-22

Though commercial interest in the World Wide Web is growing, the potential uses of the medium as a learning tool are numerous. The GLOBE Visualization Project is one such educational application. We have designed and implemented a WWW-based, user-friendly, language-independent, graphical user interface providing access to visualizations created for GLOBE, a multinational program of education and science. The target users of the system are K–12 students and their teachers from over 1100 schools in 39 countries; other clients include the GLOBE scientific investigators and members of the public internationally. Navigation is intuitive, and employs the metaphors of a Control Panel which changes the image appearing in a Viewscreen. The interface can be learned empirically by persons of all ages regardless of technical expertise or native language; context-sensitive help is provided for users who prefer documentation. The GLOBE Visualization server is on the World Wide Web at URL http://globe.gsfc.nasa.gov/globe/.  相似文献   

Counter-stories as representations of the racialized experiences of students of color in higher education and student affairs graduate preparation programs     

Bryan S. Hubain  Evette L. Allen  Jessica C. Harris  Chris Linder 《International journal of qualitative studies in education》2016,29(7):946-963

In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master’s programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared.  相似文献   

安康旅游形象塑造和旅游营销策略研究   总被引：2，自引：0，他引：2  

崔晓明  Chris Ryan 《安康学院学报》2008,20(6):20-22

《安康旅游发展总体规划》将安康定位为“具有通道型、集散型和休闲观光型旅游目的地特征的休闲型健康养生旅游目的地和深度游憩目的地”。根据这一定位,从创新、整合休闲文化旅游资源的视角,探讨安康旅游形象塑造策略和多元化旅游产品结构,并通过整合旅游营销策略,提升安康旅游整体形象和产品的知名度、吸引力和竞争力。  相似文献   

Computer‐based cognitive assessment and the development of reading     

Chris Singleton  Kevin Thomas  Joanna Horne 《Journal of Research in Reading》2000,23(2):158-180

This paper reports on a longitudinal study using the computer‐based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. CoPS comprises eight tests of basic cognitive abilities, including phonological awareness, auditory discrimination, and short‐term visual and auditory‐verbal memory. A total of 421 children participated in the study. Assessment with the CoPS tests was carried out at age 5 years, and follow‐up assessments using conventional tests of reading and general ability were carried out at 6 and 8 years of age. Correlations between the CoPS tests administered at age 5 and reading ability at age 8 were in the region of 0.6 for auditory‐verbal memory and phonological awareness, and in the region of 0.3 for the CoPS measure of auditory discrimination as well as most of the other memory measures. Stepwise linear regression analyses showed that the CoPS tests of auditory‐verbal memory and phonological awareness administered at age 5 together accounted for 50% of the variance in reading ability at age 8, compared with only 29% of the variance being attributable to intelligence. It was concluded that short‐term memory is an important predictor variable for reading, in addition to the more generally acknowledged variable of phonological processing. Discriminant function analysis showed that CoPS tests provide a highly satisfactory prediction of poor reading skills, with very low or zero rates for false positives and false negatives. By contrast, a word recognition test given at age 6 was not found to predict reading at age 8 to the same degree of accuracy, resulting in an unsatisfactory false positive rate of 21%. Measures of verbal and nonverbal ability at age 6 produced unacceptably high false positive rates between 50% and 70%. These findings are discussed in relation to the prediction of children at risk of reading failure. The potential of computer‐based cognitive profiling for facilitating differentiated teaching in early reading is also considered.  相似文献