Comprehension and content: planning literacy in low socioeconomic and culturally diverse schools     

Allan Luke  Karen Dooley  Annette Woods 《The Australian Educational Researcher》2011,38(2):149-166

This article defines comprehension as a pragmatic social and intellectual practice. It reviews literature on current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting the current policy emphasis on the teaching of comprehension as autonomous skills and strategies. The Four Resources model (Freebody and Luke 1990) is used to frame comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary and middle school curricula. Illustrations are drawn from research underway on the teaching of literacy in low socioeconomic schools.  相似文献   

Not one North Pole,but many     

Oslund  Karen 《Metascience》2020,29(2):305-307

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Letters to the Editor     

Clare Lee  Karen L. Westberg  Sally M. Dobyns  Francis X. Archambault Jr.  Scott W. Brown  James R. Delisle 《Roeper Review》2013,35(1)

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Automated Scoring of Students’ Small‐Group Discussions to Assess Reading Ability          下载免费PDF全文

Audra E. Kosh  Jeffrey A. Greene  P. Karen Murphy  Hal Burdick  Carla M. Firetto  Jeff Elmore 《Educational Measurement》2018,37(2):20-34

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Students as ‘catalysts’ in the classroom: the impact of co‐teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science     

Colette Murphy  Jim Beggs  Karen Carlisle  Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035

This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science.  相似文献   

Key persons in the early years: building relationships for quality provision in early years settings and primary schools (2nd edition)     

Karen Wickett 《Early Years: An International Journal of Research and Development》2013,33(3):332-333

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A Review of: “TALKING ABOUT DEATH By Virginia Morris”     

Reviewed by Karen Bullock 《Educational gerontology》2013,39(7):600-601

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Evidenced Based Practices that Promote Transition to Postsecondary Education: Listening to a Decade of Expert Voices     

Kristine W. Webb  Karen B. Patterson  Susan M. Syverud  Janice J. Seabrooks-Blackmore 《Exceptionality》2013,21(4):192-206

As increasing numbers of students with disabilities access postsecondary education, research studies and literature reviews have investigated the needs of these students who chose to pursue postsecondary education. These articles included studies that (a) asked students with disabilities to identify needs and (b) summarized needs in literature reviews about students with disabilities in postsecondary education. This article summarizes needs and recommendations from college students with disabilities and authors who reviewed related literature from 1995–2006. The summary includes needs in five areas: self-determination, social skills, academic preparation, accommodations, and assistive technology (AT). Each of these areas of need is described and recommendations for practice are discussed. The purpose of this article is to identify a set of evidence-based transition practices that will address these needs and increase the likelihood of success for students who enroll in postsecondary education institutions.  相似文献   

Putting the computer in its place: a study of teaching with technology     

Susan S. Stodolsky  Teresa L. Ferguson  Karen Wimpelberg 《课程研究杂志》2013,45(2):121-130

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Using Momentary Time Sampling to Estimate Minutes of Physical Activity in Physical Education     

Edward M. Heath  Karen J. Coleman  Tera L. Lensegrav  Jennifer A. Fallon 《Research quarterly for exercise and sport》2013,84(1):142-146

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