Editorial     

Nathan Deen 《International journal for the advancement of counseling》1992,15(4):199-200

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Early-grade reading support in rural South Africa: A language-centred technology approach     

Castillo  Nathan M.  Wagner  Daniel A. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):389-408

International Review of Education - This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing...  相似文献   

Concurrent and Longitudinal Contributions of a Brief Assessment of Reading‐Specific Executive Function to Reading Comprehension in First and Second Grade Students     

Kelly B. Cartwright  Timothy R. Marshall  Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123

Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning.  相似文献   

A primer on building web sites for the blind     

Nathan Lowell  Stephanie Roberts 《TechTrends》2001,45(1):32-33

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Review of Growth Curve Modeling: Theory and Applications,by Michael J. Panik     

Reviewed by Nathan B. Smith  Shelley A. Blozis 《Structural equation modeling》2016,23(4):632-633

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SYMPOSIUM: THE SUPREME COURT''S MICHIGAN DECISIONS     

Abigail Thernstrom  Nathan Glazer  Thomas E. Wood  George R. La Noue  Michael I. Krauss 《Academic Questions》2003,16(3):8-35

On 23 June 2003, the Supreme Court of the United States issued two rulings on the constitutionality of race preferences in university admissions. The cases in question both involved the University of Michigan and were designated Gratz v. Bollinger and Grutter v. Bollinger. Academic Questions' editors subsequently invited five scholars to address the meaning and significance of those decisions.  相似文献   

The Relations between Frontal Brain Electrical Activity and Cognitive Development during Infancy     

Martha Ann Bell  Nathan A. Fox 《Child development》1992,63(5):1142-1163

The relations between changes in the scalp-recorded electroencephalogram (EEG) and the development of the ability to perform successfully 2 cognitive tasks attributed to frontal lobe functioning were examined in 13 infants from 7 to 12 months of age. Infants successful in performing the A-not-B task with increasingly longer delays across the second half of the first year of life showed changes in power in scalp-recorded brain electrical activity in the frontal region and an increase in anterior/posterior EEG coherence. Infants with rapid mastery of object retrieval did not differ in frontal EEG development from infants who exhibited the normal developmental progression in object retrieval performance. In a task examining inhibition of reaching to a novel toy, there were no differences in frontal EEG as a function of performance. Results from a cross-sectional sample revealed similar findings. These data confirm work with nonhuman primates on the importance of maturation of frontal cortex in the successful performance on certain tasks (A-not-B), but do not confirm nonhuman primate data on the importance of frontal cortex for other tasks (object retrieval). The data also suggest that the electroencephalogram may be useful as a noninvasive measure of central nervous system development during the first year of life.  相似文献   

Measuring experiences of interest-related pursuits in connected learning     

Andrew Maul  William R. Penuel  Nathan Dadey  Lawrence P. Gallagher  Timothy Podkul  Emily Price 《Educational technology research and development : ETR & D》2017,65(1):1-28

This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media. Specifically, the instrument aims to measure the depth with which youth are able to engage in an interest-related pursuit, the level of support and encouragement they receive from peers, and the degree to which their pursuit involves performance or media production as an essential feature. The survey also elicits information regarding the connections between youths’ interest-related pursuits and academic goals, the involvement of adults as co-participants in pursuits, and youths’ access to technology tools they deem necessary for their pursuits. The paper reports on results from a pilot study and two rounds of field-testing, in which we evaluated the validity and reliability of the instrument and compared results with evidence from interviews with youth. Our aim was to investigate the feasibility of an approach to measuring youths’ interest-related pursuits to inform future research and evaluation of initiatives focused on digital media and learning.  相似文献   

Critical Conversations on Social Justice in Undergraduate Mathematics     

Nathan N. Alexander  Zeynep Teymuroglu  Carl R. Yerger 《PRIMUS》2019,29(3-4):396-419

Abstract

This article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to various interests and issues situated across differing values and beliefs. We present a case study of a critical conversation that took place at a 2016 Mathematics for Social Justice workshop organized by a group of junior faculty. Participant reflections situate perspectives that can help novice and experienced instructors design conversations about teaching mathematics for social justice. Specifically, individual and group reflections highlight the importance of: (i) framing and reflecting on the conversation; (ii) exploring implications and content connections; and (iii) identifying barriers. Implications for faculty members and mathematics departments are provided.  相似文献   

Antecedents,correlates and consequences of faculty burnout     

Zaynab Sabagh  Nathan C. Hall  Alenoush Saroyan 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):131-156

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