The impact of relational markers on expository text comprehension in L1 and L2     

Degand  Liesbeth  Sanders  Ted 《Reading and writing》2002,15(7-8):739-757

This article reports on an experimentinvestigating the impact of causal discoursemarkers (connectives and signaling phrases) onthe comprehension of expository texts in L1 andL2. Although several psycholinguistic studieshave investigated the impact of connectives andlexical markers of text structure oncomprehension (i.e. off-line), there is noconsensus on the exact effect of explicitdiscourse markers on text understanding; threedifferent findings are reported in theliterature: markers would have a facilitatingeffect, an interfering effect or no effect atall. The first goal of this article is toclarify this problem of contradicting resultsby limiting the scope of the study to causalrelations, and to one specific text type:expository texts. Furthermore, the naturalnessof the experimental texts was controlled,readers did not need specific backgroundknowledge to understand the texts and theexperimental method consisted of open answerquestioning. Our second goal is to investigateto what extent a supposed effect of linguisticmarking depends on readers proficiency in afirst or second language.The experiment consisted in the reading of short expository texts in two languages, Dutchand French, which both functioned as L1 and L2.The results indicate that readers benefit fromthe presence of causal relational markers bothin L1 and in L2. Implications for (theoriesof) text processing are discussed, as well asfor the further insights in readingcomprehension in L1 and L2.  相似文献   

Second order change: Impact of a college renewal program over time     

Joyce Povlacs Lunde  Daniel W. Wheeler  Ted E. Hartung  B. J. Wheeler 《Innovative Higher Education》1991,16(2):125-138

A structured faculty professional development program which deliberately seeks to bring about change can yield lasting benefits for both the individual and the institution. Ten individuals who entered a program for the professional renewal of faculty between 1983 and 1987 were interviewed to discover what impact the program had on their professional development and on their contributions to the institution. Their experiences exhibit external and internal changes, with individuals being able to reflect upon their gains, contributions, and future directions. A basic model for support needed to bring about lasting change includes the elements ofpower, vision, structure, andresources.Joyce P. Lunde received her Ph.D. in English from the University of Minnesota. She is an educational development specialist and associate professor of agricultural education at the University of Nebraska, Lincoln. She is currently co-director of New Partnerships in Agriculture and Education (NUPAGE), a curriculum project funded by the W.K. Kellogg Foundation.  相似文献   

In the Midst of Doubled Imaginaries: The Pacific Community as Diversity and as Difference   总被引：1，自引：0，他引：1  

Ted T. Aoki 《Interchange》1999,30(1):27-38

How shall we understand the signified "community" as in a Pacific Community? Conventional understanding of "community" privileges community understood as diversity, a collective of multiple identifiers of cultures and nations (as in multiculturalism or multinationalism). Postcolonialists, like Stuart Hall and Homi Bhabha, claim that such imaginary is inscribed in "democractic liberalism," suppressing, concealing, and containing the imaginary of "community as difference." In this article, the author calls upon readers to move boldly into the interspace midst these two imaginaries, and claims that though it is a site of ambiguity, ambivalence, and uncertainty, it may be a site of generative possibilities and hope for newness, a site of becoming in struggle.  相似文献   

The Zipper: a method for using personal identifiers to link data while preserving confidentiality.     

R L Kruse  B G Ewigman  G C Tremblay 《Child abuse & neglect》2001,25(9):1241-1248

OBJECTIVE: This report describes a method for linking separate confidential data sets that contain personal identifying information while preserving required anonymity. METHODS: Research data were linked with child abuse and neglect (CAN) report data by an independent "safe" analyst using an identical set of unique identifier codes assigned to each case in both data sets after all personal identifiers had been removed. RESULTS: The research team never learned CAN report status of individuals, the state agency never saw the research data, and the desired analyses were completed using the merged data set. CONCLUSIONS: The method was successfully used to merge data from separate sources without divulging confidential information.  相似文献   

A Review of Practical Reasoning in Child and Youth Research     

Anders Kruse Ljungdalh 《Scandinavian Journal of Educational Research》2016,60(5):554-575

The purpose of the review is to investigate various relations between the concepts of competence and participation found within child and youth research with the aim of identifying differences in practical reasoning of the various kinds of child research. The search identified 260 articles, and an in-depth analysis of 39 articles was conducted, elaborating the conceptual differences inherent in the different child research fields. Based on a philosophy of practice, the analysis identified 3 different causal connections between the concepts of competence and participation, indicating 3 different ways of understanding means and ends in child research. The review thereby offers an understanding of how and why interdisciplinary problems sometimes occur in education and child care.  相似文献   

Effect of a randomised 12-week resistance training programme on muscular strength,cross-sectional area and muscle quality in women having undergone Roux-en-Y gastric bypass     

Paul Daniels  Timothy A. Brusseau  Morgan S. Hall  Lance Davidson  Ted D. Adams 《Journal of sports sciences》2018,36(5):529-535

The purpose of this study was to examine the effect of a 12-week resistance training programme on fat-free mass (FFM), muscle cross-sectional area, muscular strength and muscle quality in women who underwent Roux-en-Y gastric bypass surgery. Participants were 16 women (mean age = 44.9 ± 10.2 years) from bariatric surgical groups who were randomly assigned into either a control or an intervention group. Air displacement plethysmography measured FFM and magnetic resonance imaging measured quadriceps muscle cross-sectional area and whole thigh muscle cross-sectional area. Muscular strength and quality was assessed using an estimated 1-Repetition Maximum assessment. All measurements were collected twice, at baseline and at a 12-week follow-up. There were significantly greater improvements in leg press strength (mean differences = 55.4%, P < 0.001, Cohen’s d = 2.4), leg extension strength (mean differences = 18.0%, P = 0.014, Cohen’s d = 0.86) and leg press muscle quality (mean differences = 54.5%, P < 0.001, Cohen’s d = 1.9) in the intervention group compared to the control group following the resistance training programme. The resistance training intervention significantly improved muscular strength and quality; however, it did not illicit changes in FFM or muscle cross-sectional area in women who underwent Roux-en-Y gastric bypass surgery.  相似文献   

The Reliability of Distance Run Tests for Children in Grades K—4     

Roberta E. Rikli  Clayre Petray  Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(3):270-276

Abstract

The purpose of this study was to determine test–retest reliability for the 1-mile, 3/4-mile, and 1/2-mile distance run/walk tests for children in Grades K—4. Fifty-one intact physical education classes were randomly assigned to one of the three distance run conditions. A total of 1,229 (621 boys, 608 girls) complied the test–retests in the fall (October), with 1,050 of these students (543 boys, 507 girls) repeating the tests in the spring (May). Results indicated that the 1-mile run/walk distance, as recommended for young children in most national test batteries, has acceptable intraclass reliability (.83 < R < .90) for both boys and girls in Grades 3 and 4, has minimal (fall) to acceptable (spring) reliability for Grade 2 students (.70 < R < .83), but is not reliable for children in Grades K and 1 (.34 < R < .56). The 1/2 mile was the only distance meeting minimal reliability standards for boys and girls in Grades K and 1 (.73 < R < .82). Results also indicated that reliability estimates remained fairly stable across gender and age groups from the fall to spring testing periods, with the exception of the noticeably improved values for Grade 2 students on the 1-mile run/walk test. Criterion-referenced reliability (P, percent agreement) was also estimated relative to Physical Best and Fitnessgram run/walk standards. Reliability coefficients for all age group standards were acceptable to high (.70 < P < .95), except for Fitnessgram standards for 5-year-old girls on the 1-mile test for both fall and spring and for 6-year-old boys and girls on the 1-mile test administered in the spring.  相似文献   

Measurement Research: Where Have We Been and Where Are We Going?     

Ted A. Baumgartner 《Measurement in physical education and exercise science》2013,17(4):209-216

First, where we have been regarding measurement research will be discussed since the type, quality, and quantity of measurement research conducted in the past influences the type of measurement research which is presently conducted. Second, where we are now regarding measurement research will be discussed since the type of measurement research presently being conducted will influence the type of research which will be conducted in the future. Certainly the present status of, trends in, and needed measurement research should be identified to guide measurement researchers in deciding what measurement research to conduct. Third, where we are going regarding to measurement research will be discussed.  相似文献   

A Self‐Management Strategy for Increasing Implementation of Behavioural Procedures by Residential Staff     

Ted Glynn  Beryl Clark  Wendy Vaigro  Susie Lawless 《International Journal of Disability, Development & Education》1984,31(3):209-222

Two preliminary studies explored the use of a self‐management strategy as a component of a training program for residential Child and Family Workers. The self‐management strategy comprised the Correspondence Training procedures of Risley (1977) and the formulation of specific implementation plans (Sanders & Glynn, 1981). Experiment 1 found that prompting staff to formulate plans of how they would implement target behaviour management skills and providing individual feedback on their performance in accordance with their plans resulted in gains in implementation of target skills; no gains in implementation resulted from Instruction and Group Feedback conditions alone. This experiment examined pooled data from 18 staff collected by regular time sampled observations. Experiment 2 introduced similar procedures in a multiple baseline design to four volunteer staff, each of whom selected two target behavioural skills from the training manual. The self‐management strategy resulted in clear gains in implementation of these self‐selected target skills by all four staff. Results are discussed in terms of the potential of the correspondence training paradigm and the formulation of specific implementation plans as an approach to on‐the‐job training of residential staff.  相似文献   

Shared Reading by Cambodian Mothers and Children Learning English as a Second Language: Reciprocal Gains     

Ted Glynn  Vin Glynn 《International Journal of Disability, Development & Education》1986,33(3):159-172

Subjects were five Cambodian mother‐child pairs. Three mothers (Group One) had received one year's schooling, and two (Group Two) had had no schooling in Cambodia; all children were participating in regular primary school class reading programs and receiving individual help from an ESL teacher. Group One was introduced to Shared Reading in a multiple baseline across‐subjects design, while an AB design was used for Group Two. Probes were taken of mothers and children reading individually from unseen books at the same level as those used in Shared Reading. During the Shared Reading program the Group One mothers and children markedly increased their rate of progress through book levels as did the Group Two children, but the Group Two mothers did not, although there was some evidence of minor progress in word recognition. Results are discussed in terms of the importance of the interactive social context for acquiring literacy skills.  相似文献