Representation visuals' impacts on science interest and reading comprehension of adolescent English learners     

Yuliya Ardasheva  Zhe Wang  Anna Karin Roo  Olusola O. Adesope  Judith A. Morrison 《The Journal of educational research》2018,111(5):631-643

This experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommended by the literature, representation + glossary label visuals for ELs may be associated with deleterious (seductive details) rather than beneficial (dual coding) effects. Additional research is needed on higher-level visuals (organization, interpretation, transformation) to identify visual accommodations most effective in supporting ELs' science learning. Regression analysis results indicated that triggered situational interest predicted science reading comprehension above and beyond English language proficiency, suggesting the importance of instructionally stimulating this interest type. Implications for theory and practice are discussed.  相似文献   

An evaluation of spelling pronunciations as a means of improving spelling of orthographic markers     

Verena Thaler  Karin Landerl  Pieter Reitsma 《European Journal of Psychology of Education - EJPE》2008,23(1):3-23

In 4 studies we tested the efficacy of artificial, letter based pronunciations to support poor spellers in building up stable orthographic representations. In all 4 studies children’s spelling skills improved during training. However, the experimental group who was trained to articulate a spelling pronunciation before spelling the word did not show a larger benefit than a well matched control group receiving the same type of training, but without spelling pronunciations. Thus, in a series of well-controlled studies using different sets of training words and slightly different training methods spelling pronunciations turned out not to be of specific help to acquire word spellings. On the contrary, knowledge of spelling pronunciations seems to be a by-product of acquiring the correct spelling.  相似文献   

Practice into Pedagogy into Practice: Collaborative Postcards from Hong Kong          下载免费PDF全文

Carol Archer 《The International Journal of Art & Design Education》2017,36(1):92-105

A collaborative postcard project completed by 22 students as part of a drawing course conducted at a university in Hong Kong is introduced. The project entailed inviting students into an art practice in which the author was herself engaged as a practitioner as well as a researcher. After introducing the educational context in which the project took place, the author provides an account – informed by ‘participant‐observer’ feedback from students – of how the project unfolded and was experienced. In the second section of the article the creative and pedagogic efficacy of the project is considered with reference to the experience‐centred and dialogic principles expressed in the educational philosophies of John Dewey, Simone Weil, Hannah Arendt and Paulo Freire. The third section draws on insights from scholars working in a range of disciplines – cultural history, anthropology, sociology and psychology – to argue that a particular set of organisational and collaborative dynamics catalysed students’ levels of engagement, creativity and motivation. The article argues that the collaborative postcard project is an example of an experience‐centred and practice‐based pedagogy that is founded on dialogue, mutual generosity and experimental play, and engenders in students the ‘quality of mental process’ that is, for John Dewey, ‘the measure of educative growth’.  相似文献   

Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students          下载免费PDF全文

Ulrika Ekstam  Johan Korhonen  Karin Linnanmäki  Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69

Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge.  相似文献   

Combined metabolic gas analyser and dGPS analysis of performance in cross-country skiing     

Larsson P  Henriksson-Larsén K 《Journal of sports sciences》2005,23(8):861-870

The purpose of this study was to provide a more detailed analysis of performance in cross-country skiing by combining findings from a differential global positioning system (dGPS), metabolic gas measurements, speed in different sections of a ski-course and treadmill threshold data. Ten male skiers participated in a freestyle skiing field test (5.6 km), which was performed with dGPS and metabolic gas measurements. A treadmill running threshold test was also performed and the following parameters were derived: anaerobic threshold, threshold of decompensated metabolic acidosis, respiratory exchange ratio = 1, onset of blood lactate accumulation and peak oxygen uptake (VO2peak). The combined dGPS and metabolic gas measurements made detailed analysis of performance possible. The strongest correlations between the treadmill data and final skiing field test time were for VO2peak (l x min(-1)), respiratory exchange ratio = 1 (l x min(-1)) and onset of blood lactate accumulation (l x min(-1)) (r = -0.644 to - 0.750). However, all treadmill test data displayed stronger associations with speed in different stretches of the course than with final time, which stresses the value of a detailed analysis of performance in cross-country skiing. Mean oxygen uptake (VO2) in a particular stretch in relation to speed in the same stretch displayed its strongest correlation coefficients in most stretches when VO2 was presented in units litres per minute, rather than when VO2 was normalized to body mass (ml x kg(-1) x min(-1) and ml x min(-1) x kg(-2/3)). This suggests that heavy cross-country skiers have an advantage over their lighter counterparts. In one steep uphill stretch, however, VO2 (ml x min(-1) x kg(-2/3)) displayed the strongest association with speed, suggesting that in steep uphill sections light skiers could have an advantage over heavier skiers.  相似文献   

Evaluation of the use of Funori for consolidation of powdering paint layers in wall paintings     

Karin Catenazzi 《文物保护研究》2017,62(2):96-103

Funori is a polysaccharide-based adhesive extracted from seaweeds and is generally used in the conservation of easel paintings for the consolidation of matte paint. It is appreciated since it does not change the optical properties of the consolidated materials and its mechanical properties do not change with ageing. Because of these characteristics, this research focused on the evaluation of Funori as a suitable material for the consolidation of powdering paint layers in wall paintings. Tests were carried out where Funori was applied onto painted plaster replicas, which were then artificially aged and investigated in order to evaluate the material's behaviour according to the specific properties and conditions of wall paintings. The effectiveness of the consolidation was evaluated from the point of view of adhesive power, as well as the interactions of Funori with some physical properties of the consolidated painting, such as colour and water vapour permeability and, therefore, its resistance to accelerated ageing and biological colonization. In addition, the behaviour of Funori applied on plasters contaminated with soluble salts, a frequent condition in wall paintings, was also evaluated.  相似文献   

Meeting Goals and Confronting Conflict: Children's Changing Perceptions of Social Comparison   总被引：1，自引：0，他引：1  

Eva M. Pomerantz  Diane N. Ruble  Karin S. Frey  Faith Greulich 《Child development》1995,66(3):723-738

It was proposed that previously observed grade-related changes in children's social comparison behavior could be explained by the changing goals and meanings children assign to this behavior. Specifically, it was suggested that, as children progress through the school system, they become increasingly aware of the negative and positive aspects of social comparison and adjust their behavior in response to this awareness, as well as to increasingly salient self-evaluation goals. To examine these propositions, 106 elementary school children were observed in their classrooms and interviewed once a year for 3 years. Consistent with previous research, overt forms of social comparison were most frequent among younger children, whereas subtle forms of social comparison were most frequent among older children. Furthermore, with increasing grade children were likely to view overt forms of social comparison negatively and subtle forms as useful in meeting self-evaluation goals. Additional analyses revealed little association between perceptions of social comparison and actual social comparison behavior, except that perceiving subtle social comparison as useful for self-evaluative goals predicted engagement in such behavior 2 years later.  相似文献   

Dimensions of science capital: exploring its potential for understanding students’ science participation     

Jennifer DeWitt  Louise Archer  Ada Mau 《International Journal of Science Education》2016,38(16):2431-2449

As concerns about participation rates in post-compulsory science continue unabated, considerable research efforts have been focused on understanding and addressing the issue, bringing various theoretical lenses to bear on the problem. One such conceptual lens is that of ‘science capital’ (science-related forms of social and cultural capital), which has begun to be explored as a tool for examining differential patterns of aspiration and participation in science. This paper continues this line of work, attempting to further refine our conceptualisation of science capital and to consider potential insights it might offer beyond existing, related constructs. We utilise data from two surveys conducted in England as part of the wider Enterprising Science project, a broader national survey and a more targeted survey, completed by students from schools generally serving more disadvantaged populations. Logistic regression analyses indicated that science capital was more closely related than cultural capital to science aspirations-related outcome variables. In addition, further analyses reflected that particular dimensions of science capital (science literacy, perceived transferability and utility of science, family influences) seem to be more closely related to anticipated future participation and identity in science than others. These patterns held for both data sets. While these findings are generally in alignment with previous research, we suggest that they highlight the potential value of science capital as a distinct conceptual lens, which also carries particular implications for the types of interventions that may prove valuable in considering ways to address disparities in science engagement and participation.  相似文献   

REVIEW SYMPOSIUM     

Louise Archer  Farzana Shain  Christopher Williams 《British Journal of Sociology of Education》2006,27(5):659-671

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College Counselor Attitudes Toward Spiritual and Religious Issues and Practices in Counseling     

Carri M. Weinstein  Jessica Parker  James Archer 《Journal of College Counseling》2002,5(2):164-174

In this study, 86 mental health professionals employed in university counseling centers in the United States were surveyed on their attitudes toward discussing religious and spiritual topics and toward using religious and spiritual practices in counseling. These participants viewed the use and discussion of spiritual topics/practices more favorably than the use and discussion of religious topics/practices. Differences in attitudes toward specific topics and practices are reported, as are implications for practice.  相似文献