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排序方式： 共有4017条查询结果，搜索用时 15 毫秒
981.
The relative effects of group size on reading progress of older students with reading difficulties 总被引：1，自引：0，他引：1
Vaughn S Wanzek J Wexler J Barth A Cirino PT Fletcher J Romain M Denton CA Roberts G Francis D 《Reading and writing》2010,23(8):931-956
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group,
and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh-
and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant
gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes
for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings
indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more
time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis
based on specific students’ needs (e.g., increased focus on comprehension or word study). 相似文献
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Paul Black Christine Harrison Jeremy Hodgen Bethan Marshall Natasha Serret 《Assessment in Education: Principles, Policy & Practice》2010,17(2):215-232
This paper describes some of the findings of a project which set out to explore and develop teachers’ understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both intervention and research elements. The intervention aimed both to explore how teachers might improve those practices in the light of their re‐examination of their validity, and to engage them in moderation exercises within and between schools to audit examples of students’ work and to discuss their appraisals of these examples. This paper reports findings, arising from this work, of the research that aimed to study how teachers understand validity, and how they formulate their classroom assessment practices in the light of that understanding. The paper also considers how that understanding might be challenged and developed. It was found that teachers’ attention to validity issues had been undermined by the external test regimes, but that teachers could re‐address these issues by reflection on their values and by engagement in a shared development of portfolio assessments. 相似文献
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Sara Delamont Amanda Coffey Paul Atkinson 《International journal of qualitative studies in education》2013,26(3):223-238
The growth and variety of qualitative research in education is used as a test case to challenge the narrative of ethnography proposed by Denzin and Lincoln. Their characterization of qualitative methods in terms of five (subsequently six) ''moments'' is not reflected in research on education. Ironically, their model is shown to be a modernist narrative that does not do justice do the diversity of qualitative research in the past. It is suggested that qualitative research has always been marked by greater diversity than is captured in unilinear developmental histories. 相似文献
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