Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade   总被引：1，自引：0，他引：1  

Carol McDonald Connor  Beth M. Phillips  Michael Kaschak  Kenn Apel  Young-Suk Kim  Stephanie Al Otaiba  Elizabeth C. Crowe  Shurita Thomas-Tate  Lakeisha Cooper Johnson  Christopher J. Lonigan 《Educational Psychology Review》2014,26(3):379-401

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Is Language Learned?1     

D. E. Cooper 《Journal of Philosophy of Education》1975,9(1):93-104

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Response time variations in an online search system.     

M D Cooper 《Journal of the American Society for Information Science》1983,34(6):374-380

The response time characteristics of the National Library of Medicine's (NLM) ELHILL bibliographic search system are examined in this article. Transactions for a five-week period are analyzed and average response times are calculated for typical search commands, by time of day, and by file being searched. Overall, the response time of the system was found to be 2.1 seconds, a very low value. Based on statistical tests of significance applied to the data, it was concluded that response time differences can be explained in terms of the number of users on the system and not the command issued by the user nor the file the user searched.  相似文献   

Why relationships matter     

Paul Cooper  David Whitebread 《Emotional and Behavioural Difficulties》2013,18(3):171-172

Nurture groups (NGs) are a form of provision for children with social, emotional, behavioural and learning difficulties. Although the first groups were established over 30 years ago, growth in the number of NGs in the UK has been exponential over the past ten years. This study attempts to assess the effectiveness of NGs in promoting positive social, emotional and educational development. The study set out to measure: (1) the effects of NGs in promoting pupil improvement in the NGs; (2) the extent to which these improvements generalised to mainstream settings; and (3) the impact of NGs on whole schools. Statistically significant improvements were found for NG pupils in terms of social, emotional and behavioural functioning. NGs which had been in place for more than two years were found to be significantly more effective than groups which had been in existence for less than two years. Pupils with SEBD in mainstream classrooms improved in behavioural terms significantly better than pupils with and without SEBD attending schools that did not have NG provision. The greatest social, emotional and behavioural improvements took place over the first two terms, whilst improvements in behaviours associated with cognitive engagement in learning tasks continued to improve into the third and fourth terms. This study suggests that NGs are a highly promising form of provision for young children with a wide range of SEBDs. There is also good evidence to suggest that successful NGs contribute to the development of the ‘nurturing school’.  相似文献   

Ruby Tuesday     

Fintan O'Regan  Paul Cooper 《Emotional and Behavioural Difficulties》2013,18(4):265-269

Ruby was 15, and a student at a mixed day special school for students with learning and behavioural difficulties. She was diagnosed with ADHD and had a wide range of additional learning difficulties, including auditory processing problems and literacy difficulties. These combined with classic symptoms of ADHD, including organizational problems, task avoidance and procrastination, made life very difficult for Ruby and her teachers. She would forget to bring in homework assignments and sports kit regularly despite repeated warnings, punishments and various reinforcement mechanisms.  相似文献   

The Language of Schools: Curricular goals and classroom life     

Karyn Cooper  Anne Hill 《Teachers and Teaching》2013,19(1):63-73

The experience of becoming a teacher involves more than learning to use the tools of the trade. Using the example of teaching questioning strategies in a curriculum methods seminar for student teachers, two teacher-educators present questions and dilemmas that arise out of the tension between the use of language as a tool, and the experience of language as an aspect of becoming teachers. Anecdotes from classrooms show how student teachers develop an awareness of the dynamic interplay of these language forms. We suggest that this dynamic interplay can be understood as aesthetic form, an aspect of teaching practice which enables teachers to sustain the pedagogical relation.  相似文献   

A Case Study of the Historical Attempts of Two Colleges of Education to Prepare Teachers to Teach in a Desegregated Society     

Kathryn L. E. Rabinow  James M. Cooper 《Equity & Excellence in Education》2013,46(1-4):128-133

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The Importance of Professional Networks     

Amy Cooper Cary 《Journal Of Archival Organization》2019,16(2-3):144-150

Abstract

In the introductory column by new column coeditors Amy Cooper Cary and Rosemary Pleva Flynn, the authors explain the goals and methodology for the column, and address the significance of professional networking. Authors focus on networking strategies and resources for both new and seasoned archivists.  相似文献   

Noncategorical teacher training in a state with categorical certification requirements     

W L Heward  J O Cooper  T E Heron  D S Hill  S McCormick  J T Porter  T M Stephens  H A Sutherland 《Exceptional children》1981,48(3):206-212

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The Use of Single‐subject Research Methodology in Special Education     

Diane Berryman  Bryce Cooper 《教育心理学》1982,2(3-4):197-213

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