Teaching multiplication to low math performers: Guided versus structured instruction     

Kroesbergen  Evelyn H.  van Luit  Johannes E.H. 《Instructional Science》2002,30(5):361-378

The results of an intervention program forstudents with difficulties learning mathematicsare reported. Two kinds of math intervention,guided versus structured instruction, werecompared to regular math instruction. A totalof 75 students from regular and specialeducation, aged seven to thirteen,participated. Ability and automaticitymultiplication tests were administered beforeand after the four-month training period. Theresults show that the students in both of theexperimental conditions improved more than thestudents in the control condition. Someadditional differences were found between thetwo experimental interventions. Guidedinstruction appeared to be more effective forlow performing students than structuredinstruction and especially for those studentsin regular education. Special educationstudents appear to benefit most from structuredinstruction for the automaticity ofmultiplication problems. A three monthfollow-up test showed the acquired knowledge tobe well-established in both groups.  相似文献   

Assessing a novel application of web-based technology to support implementation of school wellness policies and prevent obesity     

Paul M. Wright  Weidong Li  Evelyn Okunbor  Clif Mims 《Education and Information Technologies》2012,17(1):95-108

Childhood obesity is one of the most pressing public health concerns in the United States. Because schools are a critical site to promote wellness and prevent obesity, extensive policy and legislative efforts have focused on school-based food services, nutrition education, physical education, and overall physical activity. Unfortunately, research indicates that most of these policies prove ineffective due to insufficient implementation. A small number of web-based programs have emerged that are designed to support the implementation of school wellness policies. The purpose of the current study is to present and interpret findings from an evaluation of the web-based portion of a program implemented throughout the state of Pennsylvania. In total, 192 registered users completed a survey designed to evaluate their utilization and perceptions of the web-based features of the Health eTools for Schools program. Participants represented the following stakeholder groups: school nurses, teachers, wellness coordinators, administrators, and food service directors. Findings indicate the web-based portion of the Health eTools for Schools program is comprehensive, well-designed, and has the potential to support implementation of school wellness policies geared toward obesity prevention. At present, the web-based features are most effective in providing school nurses with tools and resources to execute their roles related to obesity prevention. Applications supporting other groups such as teachers and food service directors require further development to be equally effective. The number of programs with this focus is likely to increase and further research is needed to address other aspects of these programs as well as their impact on student level outcomes such as eating habits, body mass index, physical activity levels, and physical fitness.  相似文献   

The Mind of a Congregation     

Evelyn Orne Young 《Religious education (Chicago, Ill.)》2013,108(9):866-869

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Project catch-up: An educational program for socially disadvantaged thirteen and fourteen year olds     

Evelyn P. Mason 《Psychology in the schools》1969,6(3):253-257

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To settle an old issue     

Henry T. Lippert  Evelyn Revels 《Performance Improvement》1974,13(9):9-9

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DEWEYAN PRAGMATISM AND THE QUEST FOR TRUE BELIEF     

Christine L. McCarthy  Evelyn Sears 《Educational theory》2000,50(2):213-227

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Stephen Hawtrey and a working‐class Eton     

Evelyn E. Cowie 《History of education》2013,42(2):71-86

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Letters to the editor     

Gregg Phifer Editor  William S. Tacey  Evelyn Konigsberg Chairman  Paul L. Brownstone  Carroll C. Arnold 《Communication quarterly》2013,61(1)

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Transition of students with autistic spectrum disorders from primary to post‐primary school: a framework for success          下载免费PDF全文

Evelyn Deacy  Fiona Jennings  Ailbhe O'Halloran 《Support for Learning》2015,30(4):292-304

The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post‐primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/Diploma in SEN (ASD) in Ireland who were working in primary and post‐primary schools. Findings included strong oral communication between schools, transition programmes in many post‐primary schools, a variety of generic and ASD specific strategies in both primary and post‐primary schools and a large number of personnel involved in the transition process. Analysis of findings and current literature enabled the researchers to propose a framework that the Department of Education and Skills, support agencies and schools may use to examine practice in order to enhance the transition programmes based on students' needs, the profile of the school and its community.  相似文献   

Death of the PhD: when industry partners determine doctoral outcomes     

Liezel Frick  Sioux McKenna  Evelyn Muthama 《高等教育研究与发展》2017,36(2):444-447

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