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91.
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Nicole Harlaar Laurie Cutting Kirby Deater-Deckard Laura S. DeThorne Laura M. Justice Chris Schatschneider Lee A. Thompson Stephen A. Petrill 《Annals of dyslexia》2010,60(2):265-288
We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding
and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension
were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word
recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared
environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading
comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening
comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading
comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence
for a genetic basis to the “Simple View” of reading. 相似文献
93.
This study uses a survey of undergraduate college students at two schools in the eastern United States to investigate their attitudes toward carrying concealed weapons on campus. We found that politically conservative white men who own guns are more likely to be in favor of qualified students and faculty carrying concealed weapons on campus than politically liberal non-whites and women who do not own guns. Neither academic major nor age had a significant effect on any of our dependent variables. 相似文献
94.
This paper compares French- and English-language Canadian television coverage of Australian Aboriginal athlete Cathy Freeman during the 2000 Olympics using a narrative framework. The specific focus of the analysis is the representation of Freeman's political identity as an agent and symbol of Aboriginal reconciliation – the struggle for apology, reparatio, and social justice in the light of the history and legacy of colonial oppression and exclusion. Freeman has used her sporting success to signify visibly and with some controversy her identification with political Aboriginality and reconciliation, and she went into the 2000 games bearing an unusual weight of expectation, intensified by being chosen to light the Olympic cauldron, that a victory in the 400 metres would mark symbolically reconciliation between Aboriginal and non-Aboriginal Australians. The analysis generally conforms the hypothesis that the normative dimension of these expectations would be accentuated more in the French- than English-language coverage, and this resulted in a more consistently affirmative portrayal of Freeman and her performance. The English-language coverage emphasized the ambivalent nature of her role. The corollary of this was that the English-language coverage paid greater attention to the substance of Aboriginal grievances and struggle. Nonetheless, neither network saw Freeman's identity in openly critical terms: in Freeman's Olympic narrative sport and politics were allowed to mix in a relatively unproblematic way. 相似文献
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Marloes Muijselaar Nicole Swart Esther Steenbeek-Planting Mienke Droop Ludo Verhoeven Peter de Jong 《The Journal of educational research》2018,111(6):690-703
Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension. 相似文献
98.
Nicole Rangel 《Educational Studies A Journal of the American Educational Studies Association》2016,52(6):536-551
This article is concerned with the epidemic of alienation created by colonization and the ideologies that maintain systems of domination. More specifically, it argues that a decolonizing holistic pedagogy can help address the root of our individual and collective alienation to facilitate healing. This position is supported by the findings of an ethnographic study, conducted in 2013–2014, highlighting Poetry for the People (P4P), an arts/activism course started by poet-activist-professor, June Jordan, at UC Berkeley. The article opens with a theoretical framework that centers healing and love as decolonial priorities and pedagogical imperatives, and speaks to the mindbodyspirit labor, restoration, and creativity involved in decolonizing education. Emphasizing the need for decolonizing epistemologies to inform classroom dialogue, this article points to the power inherent in those dialogues for creating connections that mend alienation and for generating apertures for personal and social transformation. However, it is the voices of the P4P participants interviewed that give testimony to the effectiveness of a decolonizing holistic pedagogy to foster rigorous investigation of self and society, authentic community-building across difference, as well as the healing power of writing, sharing, and witnessing others share personal/political poetry. 相似文献
99.
Historically, school leaders have occupied a somewhat ambiguous position within networks of power. On the one hand, they appear to be celebrated as what Ball (2003) has termed the ‘new hero of educational reform'; on the other, they are often ‘held to account’ through those same performative processes and technologies. These have become compelling in schools and principals are ‘doubly bound’ through this. Adopting a Foucauldian notion of discursive production, this paper addresses the ways that the discursive ‘field’ of ‘principal’ (within larger regimes of truth such as schools, leadership, quality and efficiency) is produced. It explores how individual principals understand their roles and ethics within those practices of audit emerging in school governance, and how their self-regulation is constituted through NAPLAN – the National Assessment Program, Literacy and Numeracy. A key effect of NAPLAN has been the rise of auditing practices that change how education is valued. Open-ended interviews with 13 primary and secondary school principals from Western Australia, South Australia and New South Wales asked how they perceived NAPLAN's impact on their work, their relationships within their school community and their ethical practice. 相似文献
100.
Nicole Jacqueline Albrecht 《Asia-Pacific Journal of Teacher Education》2019,47(5):487-507
ABSTRACTA thriving and evolving pool of research and commentary is emerging in relation to the integration of mindfulness techniques in school and out-of-school settings. In the current study the author explored how experienced mindbody wellness instructors make sense of teaching children mindfulness. The methodology of Interpretative Phenomenological Analysis was used to interview eight teachers teaching mindfulness with children from the United States and Australia. Four thematic categories emerged from the analysis and in this article the author discusses findings related to the theme of, Responsibility for Nurturing a Child’s Wellbeing. It was discovered that having a holistic-wellness-orientated vision was an important aspect of how teachers made sense of mindfulness instruction. The findings showed that teaching children mindfulness has the capacity to raise academic performance while synergistically enhancing a child’s spiritual, environmental, emotional, social, creative and physical wellbeing. It is recommended that mindfulness teacher training programs be established in universities to better prepare students to meet the demands of 21st Century education. 相似文献