A socialist policy for education?: Labour and the secondary school, 1945‐51     

Martin Francis 《History of education》2013,42(4):319-335

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Growth in Precursor and Reading‐Related Skills: Do Low‐Achieving and IQ‐Discrepant Readers Develop Differently?     

Kimberly J. O&#x;Malley  David J. Francis  Barbara R. Foorman  Jack M. Fletcher  Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34

Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy.  相似文献   

Comparing Simulation Sequencing in a Chemistry Online-Supported Project-Based Learning Unit     

Li  Mingyang  Donnelly-Hermosillo  Dermot Francis  Click  Jennifer 《Journal of Science Education and Technology》2022,31(1):27-51

Journal of Science Education and Technology - Numerous studies illustrate the value of simulations or project-based learning approaches to enhance the learning of science. Simulations can help...  相似文献   

A process for the critical analysis of instructional theory     

Jay A. Bostwick  Isaac Wade Calvert  Jenifer Francis  Melissa Hawkley  Curtis R. Henrie  Frederick R. Hyatt  Janeel Juncker  Andrew S. Gibbons 《Educational technology research and development : ETR & D》2014,62(5):571-582

Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of categories that emerge from the literature, and the comparison of theories across categories. Such a process can reveal broader concepts that exist beyond specific theoretical terminology, differences in meanings behind common terms used by theorists, a greater understanding of the theorists’ intent, and discontinuities and gaps within the theoretical literature.  相似文献   

The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding     

C. Nikki Arrington  Paulina A. Kulesz  David J. Francis  Jack M. Fletcher  Marcia A. Barnes 《Scientific Studies of Reading》2014,18(5):325-346

Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in 1,134 adolescent students. Path analyses were used to assess the direct and indirect effects of working memory and aspects of attentional control on reading comprehension and decoding. There were significant direct effects of working memory, sustained attention, and cognitive inhibition on reading comprehension, but not decoding. There was a significant direct effect of working memory and response inhibition on decoding, but not comprehension. These results suggest that different aspects of attentional control are important for decoding versus comprehension.  相似文献   

Literacy in Fiji: Its origins and its development     

Francis Mangubhai 《Interchange》1987,18(1-2):124-135

Literacy was introduced into Fiji by Christian missionaries just over 150 years ago, and for almost 100 years limited literacy practices were fostered by schools run mainly by the churches. With the rise of towns and of a bureaucracy, literacy in English as a second language was also introduced. But the levels of literacy in both vernacular and the second languages have been generally low, especially in the rural areas. A research project set up to improve literacy in educational contexts is described. Current problems related to literacy and future developments are discussed.  相似文献   

Incandescent lamps     

Francis W. Willcox 《Journal of The Franklin Institute》1900

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Roman Catholic Secondary Schools: falling rolls and pupil attitudes     

L. J. Francis 《Educational studies》1986,12(2):119-127

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A student's view of an engineering exchange scheme (2)     

Francis Hibbert 《European Journal of Engineering Education》1981,6(3-4):267-268

British engineering is in the doldrums. It no longer has the glamorous self-confidence that it enjoyed in the Victorian era. In comparison with France, Germany and the USA, grand engineering schemes in Britain are realized only very painfully, if at all. The link between technologists and planners and the national policy-making machinery (government) that Telford and Brunel enjoyed has to a large extent been severed. The academically bright tend to avoid engineering because it is not generally recognised to be an intellectual pursuit.  相似文献   

Problems of expanding assistance to education     

Francis J. Method 《Prospects》1975,5(1):77-86

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