Student learning performance in online collaborative learning     

Ng  Peggy M. L.  Chan  Jason K. Y.  Lit  Kam Kong 《Education and Information Technologies》2022,27(6):8129-8145

Education and Information Technologies - Online collaborative learning (OCL) has received significant attention, but the ultimate goal of adopting OCL is neglected, especially in higher education...  相似文献   

Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading     

Jason L. Anthony  Jeffrey M. Williams  Zhoe Zhang  Susan H. Landry  Martha J. Dunkelberger 《Early education and development》2014,25(4):493-514

Research Findings: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, we conducted an experimental evaluation of the value added by 2 family involvement programs to the Texas Early Education Model (TEEM). A total of 91 preschool classrooms that served minority populations of low socioeconomic status were randomly assigned to TEEM, TEEM plus Raising a Reader (RAR), or TEEM plus RAR augmented by Family Nights. Assessments of oral language and print knowledge were completed by more than 500 children at the beginning and end of the school year. Multilevel analyses of covariance controlled for classroom nesting and individual differences in age, ethnicity, and pretest scores. Although RAR alone demonstrated no added value, augmentation of RAR with Family Nights demonstrated significant impacts on measures of oral language (ts = 1.81–2.51, .05 < ps < .01) and print knowledge (t = 2.39, p < .01). Practice or Policy: Thus, parent training in shared reading practices appears to be necessary for children to benefit from programs that enrich the home literacy environment. That the combined program particularly benefited children who started preschool lagging behind in school readiness (ts = 1.64–2.49, ps < .05) suggests that this comprehensive model offers hope for closing the achievement gap.  相似文献   

The Flipped Classroom in Training and Development: Fad or the Future?     

Melanie T. Jacot  Jason Noren  Zane L. Berge 《Performance Improvement》2014,53(9):23-28

This article provides an overview of the characteristics of the flipped classroom, discusses the foundations of this innovative instructional model, and analyzes the possibility of adoption and application to corporate learning platforms. The article assesses whether the flipped classroom is simply a temporary trend in education and learning or has the potential to truly revolutionize instructional design and delivery in the realm of training and development.  相似文献   

Chinese export watercolours: Employing enzymes,rigid gels,and micro-emulsions for the removal of stains,adhesive and backings     

Melissa Lewis  Teresa Coleman 《文物保护研究》2014,59(5):S92-S95

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Effects of Headings on Text Summarization     

Lorch RF  Lorch EP  Ritchey K  McGovern L  Coleman D 《Contemporary educational psychology》2001,26(2):171-191

A summarization task was used to study whether headings influence readers' representations of the topic structure of a text. College students (Experiments 1-3) and sixth- and eighth-graders (Experiment 3) summarized a multiple topic text that (a) included headings introducing every new subtopic, (b) included headings introducing half of the new subtopics, or (c) included no headings. In all experiments, topics were more likely to be included in a summary if they were signaled than if they were not signaled. This effect was magnified when the text was only half signaled: Signaled topics were more likely to appear in a summary if only half the text topics were signaled than if all of the topics were signaled; however, unsignaled topics were less likely to appear in a summary if half of the text topics were signaled than if none of the text topics were signaled. The findings demonstrate that readers rely heavily on headings in a task that emphasizes attention to a text's topic structure. It is suggested that previously observed signaling effects on text recall are mediated by effects on how readers represent a text's topic structure. Copyright 2001 Academic Press.  相似文献   

Memory for Relevant and Irrelevant Information: Evidence for Deficient Inhibitory Processes in Language/ Learning Disabled Children     

Thomas C. Lorsbach  Sherry Wilson  Jason F. Reimer 《Contemporary educational psychology》1996,21(4):447-466

The present study examined whether language/learning disabled children have greater difficulty than nondisabled children suppressing information that becomes irrelevant during a sentence processing and memory task. During study trials, children were asked to predict and remember the terminal nouns for a series of sentences that highly constrained a terminal noun. For half of the study trials (fillers) the child's prediction was confirmed by presenting the child with the expected ending (e.g., “Butterflies fly by flapping their . . .wings.”). For the remaining study trials (critical trials), however, the sentence ending expected by the child was disconfirmed with a low-probability ending (target noun). Thus, when presented with the sentence, “We made a sandwich with peanut butter and . . . ,” the child's prediction (“jelly”) was disconfirmed with a different ending (“bananas”). Memory for the disconfirmed and target nouns of critical study trials were subsequently tested implicitly with a new sentence-completion task. In this case, memory for disconfirmed and target nouns that had been associated with individual study sentences were measured in terms of priming effects. The analysis of priming effects indicated that language/learning disabled children experienced greater difficulty than nondisabled children inhibiting the activation of irrelevant information (disconfirmed nouns) and sustaining the activation of relevant information (target nouns) during a verbal memory task. These results were discussed in terms of their implications for some of the memory and language difficulties of language/learning disabled children.  相似文献   

CILT2000: Using Technology to Support Ongoing Formative Assessment in the Classroom     

Ravitz  Jason 《Journal of Science Education and Technology》2002,11(3):293-296

This article emphasizes the importance of formative assessment in the teaching and learning process and the role technology can play in advancing assessment practices. It describes work undertaken by attendees of the CILT workshop, highlighting key issues that were discussed and areas for further development including how to address important equity concerns.  相似文献   

An institutional theory investigation of U.S. technology development trends since the mid-19th century     

Jason M. Pattit  S.P. Raj  David Wilemon 《Research Policy》2012,41(2):306-318

Drawing on institutional theory, we examine how institutions have influenced technology development trends in the U.S. since the mid-19th century. Based on an inductive analysis of the history of technology development and corporate R&D, we show that both formal and informal institutional rules and constraints played a role in the initial rise of markets for technology, their decline during the early-20th century, and their eventual return at the end of the 20th century. We also find that formal and informal institutions influenced the widespread adoption of in-house R&D labs during the mid-20th century. Our study integrates insights from both the economics and sociology branches of institutional theory. This perspective is particularly useful to analyze historical phenomenon and shifts in trends across long time periods.  相似文献   

您是世上最好的母亲     

夏萌 《海外英语》2010,(8):62-62

感谢您 今生爱我、 相信我, 将我的希望、 梦想及需求 放在首位。  相似文献   

Testing the double-deficit hypothesis in an adult sample     

Miller CJ  Miller SR  Bloom JS  Jones L  Lindstrom W  Craggs J  Garcia-Barrera M  Semrud-Clikeman M  Gilger JW  Hynd GW 《Annals of dyslexia》2006,56(1):83-102

The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits.  相似文献