Exploring the Form and the Function: a Review of Science Discourse Frameworks in the Service of Research and Practice     

Criswell  Brett A.  Rushton  Gregory T.  Shah  Lisa 《Research in Science Education》2021,51(1):209-224

Research in Science Education - The importance of how classroom discourse can be used to support science learning has gained national attention with respect to both science teaching and research...  相似文献   

The effects of oral repeated reading with and without corrective feedback on middle school struggling readers          下载免费PDF全文

Diana Sukhram  Lisa Ellen Monda‐Amaya 《British Journal of Special Education》2017,44(1):95-111

This study examines the effects of oral repeated reading, with and without corrective feedback, on the fluency and comprehension skills of 60 struggling readers in 7th Grade. Comparisons were made by group on narrative and expository reading ability and by comprehension question type. Students were randomly assigned to one of two reading groups (oral repeated reading with corrective feedback and oral repeated reading without corrective feedback). Participants in each group were required to repeatedly read a narrative and an expository passage. Statistical analyses (namely, repeated measures ANOVA and ANCOVA) were used to determine the overall effects on fluency and comprehension and differential effects demonstrated by groups on text type and comprehension question type. Results indicated that both forms of intervention improved fluency and comprehension. Limitations and implications for research and practice are discussed.  相似文献   

Academic artisans in the research university     

Angela Brew  David Boud  Lisa Lucas  Karin Crawford 《Higher Education》2018,76(1):115-127

  相似文献   

Role of health-promoting behaviours for on-campus and distance education students     

Lisa Beccaria  Cath Rogers  Lorelle Burton  Gavin Beccaria 《Distance Education》2016,37(1):22-40

University students are likely to experience high rates of stress, which has the potential to negatively affect academic performance and their experience of study. Research with on-campus students has found positive benefits of health-promoting behaviours such as stress reduction and academic achievement; yet no research has examined these relationships with distance education students (and in comparison with on-campus students). Distance education students are a growing cohort in Australia higher education and elsewhere. This paper aims to redress this imbalance by comparing the relationships between stress, strain and coping, academic outcomes, and health-promoting behaviours in tertiary students (on-campus and distance education students). The study involved 242 on-campus and 399 distance education students at a regional Australian university. A path model was developed comparing both cohorts, and relationships were found to be similar, indicating no significant difference. Online interventions for distance education students which could be used to enhance coping are discussed.  相似文献   

A Comparison of Special,General and Support Teachers’ Controllability and Stability Attributions for Children’s Difficulties in Learning     

Lisa Woolfson  Elizabeth Grant  Lindsay Campbell 《教育心理学》2007,27(2):295-306

The study aimed to explore teachers’ attributions for learner difficulties in their schoolwork. In order to explore their attributions of controllability and stability, three groups of teachers, general mainstream class teachers (N = 39), mainstream learning support teachers (N = 35), and special school teachers (N = 25) were asked to rate vignettes about children’s difficulties. The results showed that the two groups of teachers working in the mainstream settings viewed learners with identified support needs as having less control over their performance than those with no specific support needs, while special school teachers viewed both learner groups similarly. Similar findings were found for teacher attributions of controllability in high‐ and low‐ability learners. Stability attributions across all conditions showed that special school teachers viewed children’s difficulties as more amenable to change than did the two groups of mainstream teachers. The implications of these findings for inclusion in mainstream schools are discussed.  相似文献   

A collaborative governance approach to improving tertiary education in Papua New Guinea     

Kaye Eldridge  Lisa Larry  Jeanette Baird  David Kavanamur 《Asia Pacific Journal of Education》2018,38(1):78-90

Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances.  相似文献   

Interface Design and Research Process for Studying the Usability of Interactive Home-Entertainment Systems by Young Children     

Glenda L. Revelle  Lisa Medoff 《Early education and development》2002,13(4):423-434

This study evaluated young children's understanding of and ability to use an input device of the type associated with home-entertainment systems (like videogame players, DVD's, and other interactive systems that connect to a television set). These systems have the potential to serve as a powerful platform for delivering interactive educational programming to young children. However, the input controllers for these systems have proven extremely difficult for young children to use, as they typically require use of very small buttons that are close together, and arrow-based keys or joystick-like devices. To examine the potential for enabling young children to use such hardware devices, three adapted software interfaces were implemented. Eighty-four children, ranging in age from 36 to 59 months and from lower to lower-middle socio-economic status, participated in this study, using one of the three software interfaces to make simple on-screen choices. The results demonstrate that it is possible to enable preschool children to use home-entertainment system control devices, by implementing adapted software interfaces which limit the kinds of inputs and choices that are required. In addition, this study describes and documents a process for conducting usability research with young children using home-entertainment interactive media systems.  相似文献   

Beyond Learning About the Brain: A Situated Approach to Training Teachers in Mind,Brain, and Education     

Lisa B. Carey  Jonathan Schmidt  Aila K. Dommestrup  Alison E. Pritchard  Maureen van Stone  Nancy Grasmick  E. Mark Mahone  Martha B. Denckla  Lisa A. Jacobson 《Mind, Brain, and Education》2020,14(3):200-208

  相似文献   

Educational technology—a long look back     

Richard Hooper 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):234-236

  相似文献   

Lack of consistent individual differences in rats on tasks that require response inhibition     

Phil Reed  Lisa Pizzimenti 《Learning & behavior》1995,23(4):454-460

Hungry rats performed four different tasks which all required responding to be withheld for food reinforcement to be obtained. The tasks were the following: an omission schedule, a go/no-go procedure, a differential reinforcement of low rate schedule, and a choice task in which the subject could respond for a small immediate reward or a large delayed reward. Each rat experienced each task twice. For each task, the rank ordering of the subjects’ performance on the test and retest was highly consistent, indicating the reliability of the task for measuring a particular “ability.” However, there were no consistencies in the performance of individual rats between tasks. This suggests that claims regarding consistent individual differences in brain-lesioned nonhumans across a range of such tasks are not supported in intact subjects.  相似文献