Updating search strategies for literature reviews with OUR2D2: an open-source computer application     

Abby M. Lohr  Noah Van Gorden  D. Jean McClelland  Ellen Dubinsky  Lynn B. Gerald  Ada Wilkinson-Lee  Scott C. Carvajal 《Journal of the Medical Library Association》2021,109(2):317

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Identity‐trajectory: Reframing early career academic experience          下载免费PDF全文

Lynn McAlpine  Cheryl Amundsen  Gill Turner 《British Educational Research Journal》2014,40(6):952-969

Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena; and encompassing transitions across roles. This paper demonstrates how the construct of ‘identity‐trajectory' which links a narrative approach with identity construction contributes to understanding how early career academics learn through experience and navigate their journeys.  相似文献   

The effects of strategic counting instruction,with and without deliberate practice,on number combination skill among students with mathematics difficulties     

Lynn S. Fuchs  Sarah R. Powell  Pamela M. Seethaler  Paul T. Cirino  Jack M. Fletcher  Douglas Fuchs  Carol L. Hamlett 《Learning and individual differences》2010,20(2):89-100

The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty) and site (proximal versus distal to the intervention developer) and then randomly assigned to control (no tutoring) or 1 of 2 variants of NC remediation. Both remediations were embedded in the same validated word-problem tutoring protocol (i.e., Pirate Math). In 1 variant, the focus on NCs was limited to a single lesson that taught strategic counting. In the other variant, 4–6 min of practice per session was added to the other variant. Tutoring occurred for 16 weeks, 3 sessions per week for 20–30 min per session. Strategic counting without deliberate practice produced superior NC fluency compared to control; however, strategic counting with deliberate practice effected superior NC fluency and transfer to procedural calculations compared with both competing conditions. Also, the efficacy of Pirate Math word-problem tutoring was replicated.  相似文献   

Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students     

Qing Li  Lynn Moorman  Patti Dyjur 《Educational technology research and development : ETR & D》2010,58(6):729-753

This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students’ learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII’s inquiry model (Community Informatics Initiative 2009; http://inquiry.uiuc.edu/). We then tested the effectiveness of the IBLE model and reported our work in a rural context. Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness. Implications for design and limitations of the study are also discussed.  相似文献   

Meeting Needs of Young Children at Risk for or Having a Disability   总被引：1，自引：0，他引：1  

Carla A. Peterson  Lynn Milgram Mayer  Jean Ann Summers  Gayle J. Luze 《Early Childhood Education Journal》2010,37(6):509-517

Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing services to overcome these obstacles and by working in partnership with specialized early intervention programs to assure the families and children receive those services. Families (N = 3,001) enrolled in the Early Head Start (EHS) Research and Evaluation Project were randomly assigned to the program group (who received EHS services) or the control group in a rigorous, experimental design study in order to evaluate program impacts. All participating families were living in poverty, included a pregnant woman or a child below age 1, and were eligible for EHS. The majority of children enrolled in the EHS Research and Evaluation Project was identified as having at least one of a great variety of disability indicators (e.g., family received Part C services, child has been diagnosed as having asthma). There was a very small number of families, however, actually enrolled in Part C services. Enrollment in EHS was associated with children being less likely to have cognitive or language delays and their families being more likely to receive early intervention (Part C) services and have Individualized Family Service Plans (IFSPs) when they needed them.  相似文献   

The effects of computer-assisted instruction on number combination skill in at-risk first graders     

Fuchs LS  Fuchs D  Hamlet CL  Powell SR  Capizzi AM  Seethaler PM 《Journal of learning disabilities》2006,39(5):467-475

The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.  相似文献   

Reviews     

Kim Sterelny  John Forge  Ivan Crozier  Sverre Myhra  Randall Albury  Steve Clarke  Yvonne Luxford  David Philip Miller  Lynn K. Nyhart  Mary Chan  Richard McDonough  Peter J. Riggs  Allan Franklin  Robert Nola  David Bloor  Mark Cortiula  Thomas Nickles  David Oldroyd  Nicolas Rasmussen  John Forge  William A. S. Sarjeant 《Metascience》1998,7(2):331-418

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Preservice teacher inquiry: Creating a space to dialogue about becoming a social justice educator     

Marvin Lynn  Renée Smith-Maddox 《Teaching and Teacher Education》2007

In this paper, we reflect on our experience with an experimental inquiry component within a teacher education program in a large urban city on the West Coast of the United States. This learning space, which is referred to as “Inquiry,” promotes the integration of theoretical and practical knowledge through reflection and dialogue. We highlight how this inquiry-oriented process enabled preservice teachers to reflect on and dialogue about existing ideals of social justice and equity with regard to teaching diverse learners. This process acknowledges that alternative learning spaces in teacher education programs that address ways of observing, questioning, and inventing may well be a valuable strategy in the development of social justice educators. While the process is a valuable one, we offer a critical analysis of our own processes. In particular, we discuss the need for the creation and implementation of strategies that help pre-service teachers build their capacity to teach in diverse urban classrooms.  相似文献   

Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency     

Tuire Koponen  Kenneth Eklund  Riikka Heikkilä  Jonna Salminen  Lynn Fuchs  Douglas Fuchs  Mikko Aro 《Child development》2020,91(4):1063-1080

This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency.  相似文献   

Addressing Sexism With Children: Young Adults’ Beliefs About Bias Socialization     

Lacey J. Hilliard  Lynn S. Liben 《Child development》2020,91(2):488-507

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