Static postural stability is normal in dyslexic children     

B Brown  G Haegerstrom-Portnoy  J Herron  D Galin  C D Yingling  M Marcus 《Journal of learning disabilities》1985,18(1):31-34

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图书馆探险:搜寻财宝式的指导方法与传统的指导新生参观图书馆     

Sandra Marcus  Sheila Beck  严秀芬 《河南图书馆学刊》2003,23(6):86-88

纽约城市大学的昆士巴拉社区学院是多文化的学院,同时拥有传统的和非传统的大学生。在大约10000名学生中,48.4%的学生上的业余大学。每年平均有2400名全日制学生进入大学,大约27%在春季入学。一些大四的学生经常到昆士巴拉寻求研究帮助。然而,对使用图书馆进行指导是长期多变的,一系列的学习班由于没有学生参加而没能继续。一个由教师协助的新生图书馆介绍计划,由于没有资金而放弃。虽然学生对认识能力的要求曾使一些教师打算开“文献资源介绍”课,也因为老师不能在课堂上匀出时间讲而作罢。从来没有哪个大学或系清楚地要求上图书馆指导课。…  相似文献   

Strength in Numbers: A Model for Undergraduate Research Training and Education in the Social and Behavioral Sciences     

Yolanda C. Martin  Anthony Marcus  Richard Curtis  Joshua Eichenbaum  Ernest Drucker 《Journal of Criminal Justice Education》2016,27(4):567-583

This study describes a new approach to undergraduate science training that offers an alternate model to the national objective of scaling up scientific research interests and capabilities among undergraduate students. With this new focus, we seek to more effectively bring scientific research methods and experiences to larger numbers of students in non-elite educational circumstances. Our model has been designed and implemented, at the John Jay College and the Borough of Manhattan Community College, both of which are part of the City University of New York (CUNY), where we have a majority non-White and economically disadvantaged student body. We have successfully engaged large numbers of undergraduate students by linking multiple classes in the social and behavioral sciences to build collective cross-disciplinary research projects that give every enrolled student an opportunity to receive high-quality research training and create cumulative data sets over years that are cumulative, collaborative, and of professional value.  相似文献   

Disentangling school leadership and its ties to instructional practices – an empirical comparison of various leadership styles     

Marcus Pietsch  Pierre Tulowitzki 《School Effectiveness & School Improvement》2017,28(4):629-649

This paper investigates the direct and indirect ties between various leadership styles, namely, instructional, transformational, transactional, and laissez-faire leadership, and the instructional practices of teachers by applying a structural equation model. For this purpose, we analyzed survey data of n = 3,746 teachers from 126 schools collected by the Hamburg school inspection in Germany between 2012 and 2015. The underlying model is based on Leithwood’s framework for guiding research on leader effects on learning and instruction. First, the results show that a bi-factor model seems to be the best measurement model. Next, it is shown that mediating variables are influenced by a leadership core as well as by different leadership facets. Third, we found that for influencing complex instructional practices like cognitive activation with challenging content, a combination of leadership styles is most promising, while for classroom management instructional leadership is the only and, thus, the primary determinant.  相似文献   

PARENT‐TEACHER COMMUNICATION ABOUT CHILDREN WITH AUTISM SPECTRUM DISORDER: AN EXAMINATION OF COLLABORATIVE PROBLEM‐SOLVING     

Gazi F. Azad  Mina Kim  Steven C. Marcus  Susan M. Sheridan  David S. Mandell 《Psychology in the schools》2016,53(10):1071-1084

Effective parent‐teacher communication involves problem‐solving concerns about students. Few studies have examined problem‐solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem‐solving behaviors of parents and teachers of children with ASD. Participants were 18 teachers and 39 parents of children with ASD. Parent‐teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem‐solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem‐solving. Teachers displayed more problem‐solving behaviors than parents. Both groups reported engaging in more problem‐solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem‐solving.  相似文献   

Books in the News in Cromwellian England     

Marcus Nevitt 《Media History》2017,23(2):218-240

This article offers detailed analysis of the patterns of book advertising in Marchamont Nedham’s government-sponsored newsbook, Mercurius Politicus. It contends that, for a brief period, Politicus was the nearest thing that the mid-seventeenth century had to a literary periodical and contests standard accounts that Politicus was only successful because government monopoly made it so. Instead I show that Politicus was instrumental in creating an image of the Commonwealth and Protectorate as a Republic of Letters; the cheap print of its small advertisements insisted that the publication of a book was an event, that London was a city of the book, and that its inhabitants might respond to the uncertainty of political revolution by eagerly imagining a future comprised of new books as yet unread.  相似文献   

Working memory deficits in children with specific learning disorders     

Schuchardt K  Maehler C  Hasselhorn M 《Journal of learning disabilities》2008,41(6):514-523

This article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD-10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia) design. An extensive test battery assesses the three subcomponents of working memory described by Baddeley (1986): phonological loop, visual-spatial sketchpad, and central executive. Children with dyscalculia show deficits in visual-spatial memory; children with dyslexia show deficits in phonological and central executive functioning. When controlling for the influence of the phonological loop on the performance of the central executive, however, the effect is no longer significant. Although children with both reading and arithmetic disorders are consistently outperformed by all other groups, there is no significant interaction between the factors dyscalculia and dyslexia.  相似文献   

Evaluation of an adaptive tutorial supporting the teaching of mathematics     

Heather Richelle Weltman  Victoria Timchenko  Haritos Emanuel Sofios  Paul Ayres  Nadine Marcus 《European Journal of Engineering Education》2019,44(5):787-804

ABSTRACT

Adaptive tutorials enable engaged, personalised and interactive online learning that includes instant adaptive feedback. By integrating an adaptive tutorial into a large and diverse engineering mathematics course, we explored its potential to support and guide students’ learning from afar. The aim of this study was to assess whether students provided with an adaptive tutorial, could benefit from its use and whether they would engage in and take responsibility for their learning. Comparisons were made between students who did and did not use the tutorial. Quantitative and qualitative data analyses determined the impact of including an adaptive tutorial in a blended learning environment, where 58% of students engaged with the tutorial and 74% of them completed it. Improved confidence and understanding was reported by 98% of the participants. A comparison of examination results indicated that median scores for students who utilised the tutorial were significantly higher than those who did not.  相似文献   

Controversy as a Blind Spot in Teaching Nature of Science     

Mario Kötter  Marcus Hammann 《Science & Education》2017,26(5):451-482

In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science (NOS) teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines is characterized by controversy rather than unified textbook knowledge. There is common agreement among educators of the arts and humanities that controversies in the reference disciplines should be represented in education. To teach NOS means to adopt a reflexive perspective on science. Therefore, we suggest that controversies within and between the reference disciplines are relevant for NOS teaching and not only the NOS but about NOS should be taught, too. We address the objections that teaching about NOS is irrelevant for real life and too demanding for students. First, we argue that science-reflexive meta-discourses are relevant for students as future citizens because the discourses occur publicly in the context of sociopolitical disputes. Second, we argue that it is in fact necessary to reduce the complexity of the above-mentioned discourses and that this is indeed possible, as it has been done with other reflexive elements in science education. In analogy to the German construct Bewertungskompetenz (which means the competency to make informed ethical decisions in scientific contexts), we suggest epistemic competency as a goal for NOS teaching. In order to do so, science-reflexive controversies must be simplified and attitudes toward science must be considered. Discourse on the scientific status of potential pseudoscience may serve as an authentic and relevant context for teaching the controversial nature of reflexion on science.  相似文献   

Comparative analysis of delayed alternation learning in cats,mice, and guinea pigs     

Josef Kessler  Hans J. Markowitsch  Wolfgang Guldin  Rudolf Riess  Monika Pritzel  Maria Streicher  Marcus Kerriou 《Learning & behavior》1980,8(3):457-464

The performance of cats, guinea pigs, and mice in a delayed alternation paradigm was compared both during initial learning and following a 10-day retention interval. The testing situation (a modified T-maze), the length of the delay period (10 sec), and the amount of training per session and per week were kept identical for all three species. The results indicated that (1) animals of all three species acquired the task within similar time spans, (2) a considerable variance was apparent in the performance of individual animals independent of their species, and (3) guinea pigs, as a group, appeared to need a somewhat longer time to acquire delayed alternation than did mice and cats. Relearning of the task following the 10-day interval seemed to follow similar laws in all three species.  相似文献