L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge     

George M. Jacobs  Peggy Dufon  Fong Cheng Hong 《Journal of Research in Reading》1994,17(1):19-28

This study investigated the effect of vocabulary glossing on recall and vocabulary learning, as well as learners’ preferences as to glossing. Eighty-five native speakers of English studying Spanish at the university level participated. Participants read a Spanish text under one of three treatment conditions: no gloss, English glosses, or Spanish glosses. They then were asked to write what they recalled of the passage, translate a list of the glossed vocabulary, and complete a questionnaire. The translation task was repeated four weeks later. Results showed that glossing did not significantly affect recall for the participants overall, but that those with higher than average proficiency recalled more if they had read a glossed version of the text. Those who had glosses outperformed their peers on the translation task administered immediately after they had read the text. However, this difference disappeared on the retest. Participants expressed preference for glosses, wished that they be located in the margin, and favoured Spanish glosses if they were comprehensible.  相似文献   

The copyright primer for librarians and educators: second ed., by Janis H. Bruwelheide. Chicago: American Library Association 1995. 160p. $25.00 (pbk); $22.50 for ALA members). ISBN 0-8389-0642-7     

Peggy E. Hoon  Copyright Specialist 《The Journal of Academic Librarianship》1997,23(6):530

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A prophetic voice: the writing of Peter Carter     

Peggy Morgan 《Children‘s Literature in Education》1984,15(1):47-57

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Evolution of Teachers’ Technology Integration Knowledge,Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?     

Anne Ottenbreit-Leftwich  Janet Yin-Chan Liao  Olgun Sadik  Peggy Ertmer 《Journal of Research on Technology in Education》2018,50(4):282-304

Abstract

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.  相似文献   

Personal Storytelling as a Medium of Socialization in Chinese and American Families   总被引：2，自引：1，他引：2  

Peggy J. Miller  Angela R. Wiley  Heidi Fung  Chung-Hui Liang 《Child development》1997,68(3):557-568

The goal of this study was to determine how personal storytelling functions as a socializing practice within the family context in middle-class Taiwanese and middle-class European American families. The data consist of more than 200 naturally occurring stories in which the past experiences of the focal child, aged 2,6, were narrated. These stories were analyzed at 3 levels: content, function, and structure. Findings converged across these analytic levels, indicating that personal storytelling served overlapping yet distinct socializing functions in the 2 cultural cases. In keeping with the high value placed on didactic narrative within the Confucian tradition, Chinese families were more likely to use personal storytelling to convey moral and social standards. European American families did not treat stories of young children's past experiences as a didactic resource but instead employed stories as a medium of entertainment and affirmation. These findings suggest not only that personal storytelling operates as a routine socializing practice in widely different cultures but also that it is already functionally differentiated by 2,6.  相似文献   

A Developmental Approach to Early Childhood Program Quality Improvement: The Relation Between State Regulation and NAEYC Accreditation     

Peggy L. Apple 《Early education and development》2006,17(4):535-552

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Problem-solving in a case-based course: Strategies for facilitating coached expertise     

Donald A. Stepich  Peggy A. Ertmer  Molly M. Lane 《Educational technology research and development : ETR & D》2001,49(3):53-67

This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37 students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within a case-based course.  相似文献   

Poultry Disease Risk Management: Biosecurity Instructional CD-ROM     

Craig Gerdes  Peggy Kuhr 《TechTrends》2007,51(5):62-65

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The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents     

Chelsea Cameron  Peggy Van Meter  Valerie A. Long 《Journal of Experimental Education》2017,85(2):334-351

The purpose of this research was to examine the effects of instruction on students' generation of questions when reading multiple documents. Participants were 151 undergraduate students who were randomly assigned to one of two conditions: a treatment condition that received question generation instruction and a control condition that did not receive question generation instruction. All participants read four primary-source documents and were asked to generate up to 10 questions based on those documents. Results indicate that students generated significantly fewer higher-order integration questions without instructional support. These results are replicated with an alternative document set to demonstrate that the effects found were not due to the specific historical topic.  相似文献   

Cognitive Representations of Self, Family, and Peers in School-Age Children: Links with Social Competence and Sociometric Status   总被引：4，自引：0，他引：4  

Karen D. Rudolph  Constance Hammen  Dorli Burge 《Child development》1995,66(5):1385-1402

Attachment and social-cognitive theories of interpersonal relations have underscored the integral role that internalized cognitive representations may play as mediators of the link between family and peer relationships. 3 predictions consistent with this conceptualization received support in the present study of 161 7–12-year-old school children. In Part 1 of the study, significant connections were found among different components of cognitive representations, including social perceptions, interpersonal expectancies, and schematic organization and processing of social information. Moreover, generalization was found among children's representations across 3 interpersonal domains–that is, family, peer, and self. In Part 2, negative representations of self and others were found to be associated with increased social impairment, including dysfunctional social behavior and less positive status in the peer group. Implications of the findings for theories of interpersonal competence and interventions with socially impaired children are discussed.  相似文献