Contributions of Academic Language,Perspective Taking,and Complex Reasoning to Deep Reading Comprehension     

Maria LaRusso  Ha Yeon Kim  Robert Selman  Paola Uccelli  Theo Dawson  Stephanie Jones 《Journal of research on educational effectiveness》2016,9(2):201-222

ABSTRACT

Deep reading comprehension refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three skill domains not frequently attended to in instruction or in theories of reading comprehension—academic language, perspective taking, and complex reasoning—predict outcomes on an assessment of deep reading comprehension. The Global Integrated Scenario-based Assessment (GISA; O'Reilly, Weeks, Sabatini, Halderman, & Steinberg, 2014 O'Reilly T., Weeks, J., Sabatini, J., Halderman, L., & Steinberg, J. (2014). Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measure. Educational Psychology Review, 26, 403–424. doi:10.1007/s10648-014-9269-z[Crossref], [Web of Science ®] , [Google Scholar]) is designed to reflect students' abilities to evaluate texts, integrate information from an array of texts, and use textual evidence to formulate a position, all features of deep reading comprehension. We tested the role of academic language, perspective taking, and complex reasoning in explaining variance in end-of-year GISA scores, controlling for beginning-of-year scores and student demographics. All three predictors explained small, but significant, amounts of additional variance. We suggest that these three skill domains deserve greater attention in theories of reading comprehension and in instruction.  相似文献   

论"后评估时期"加强电大系统建设的战略意义     

哈萨 《河北广播电视大学学报》2007,12(4):74-77

随着教育部对"中央广播电视大学人才培养模式改革和开放教育试点"项目总结性评估的结束,电大教育进入了新的发展阶段.在"后评估时期",电大系统建设是一个战略课题.剖析电大系统建设的现状与存在的问题,采取切实有效措施,充分发挥系统功能和独特优势,使其在构建终身教育体系和学习型社会中发挥更好的作用.  相似文献   

Ask Dr. Discovery: the impact of a casual mobile game on visitor engagement with science museum content     

Nelson  Brian C.  Bowman  Catherine D. D.  Bowman  Judd D.  Pérez Cortés  Luis E.  Adkins  Adrianna  Escalante  Edgar  Owen  Brooke L.  Ha  Jesse  Su  Man 《Educational technology research and development : ETR & D》2020,68(1):345-362

Educational technology research and development - This study examines the impact of a mobile game app on science museum visitors’ level of engagement with exhibit content, compared to a non...  相似文献   

营造关怀环境让大学生村官扎根基层     

陈晓健  哈艳 《保定师专学报》2011,(6):49-52

大学生村官选聘工作进展顺利，效果很好，但也暴露了诸多问题。分析选聘大学生村官呈现的新趋势，阐述普遍存在于这个特殊群体中的内心要求，提出满足这些要求的思路和对策。  相似文献   

East meets west and west meets east: Celebrating The International Journal of the History of Sport     

Ha Nam-Gil 《国际体育史杂志》2013,30(4):136-138

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South Korean higher education internationalization policies: perceptions and experiences     

John D. Palmer  Young Ha Cho 《Asia Pacific Education Review》2012,13(3):387-401

Our study investigates how Korean universities are designing and implementing internationalization policies to meet the demands of globalization. Relying upon globalization theory we reveal how power is embedded within these internationalization efforts. Indeed, we accept the notion that the United States is the world??s superpower and therefore Korea was compelled to ??Westernize?? in order to become active participants in the highly competitive globalized twenty-first century. Through the perspectives of Koreans and foreigners (e.g., professors, students, government officials, and university administrators), our paper aims to discover and understand Korean values and traditions in comparison and detached from Western theory of globalization and internationalization policies in higher education.  相似文献   

Cognitive foundations for science assessment design: Knowing what students know about evolution   总被引：1，自引：0，他引：1  

John E. Opfer  Ross H. Nehm  Minsu Ha 《科学教学研究杂志》2012,49(6):744-777

To improve assessments of academic achievement, test developers have been urged to use an “assessment triangle” that starts with research‐based models of cognition and learning [NRC (2001) Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press]. This approach has been successful in designing high‐quality reading and math assessments, but less progress has been made for assessments in content‐rich sciences such as biology. To rectify this situation, we applied the “assessment triangle” to design and evaluate new items for an instrument (ACORNS, Assessing Contextual Reasoning about Natural Selection) that had been proposed to assess students' use of natural selection to explain evolutionary change. Design and scoring of items was explicitly guided by a cognitive model that reflected four psychological principles: with development of expertise, (1) core concepts facilitate long‐term recall, (2) causally‐central features become weighted more strongly in explaining phenomena, (3) normative ideas co‐exist but increasingly outcompete naive ideas in reasoning, and (4) knowledge becomes more abstract and less specific to the learning situation. We conducted an evaluation study with 320 students to examine whether scores from our new ACORNS items could detect gradations of expertise, provide insight into thinking about evolutionary change, and predict teachers' assessments of student achievement. Findings were consistent with our cognitive model, and ACORNS was revealing about undergraduates' thinking about evolutionary change. Results indicated that (1) causally‐central concepts of evolution by natural selection typically co‐existed and competed with the presence of naïve ideas in all students' explanations, with naïve ideas being especially prevalent in low‐performers' explanations; (2) causally‐central concepts were elicited most frequently when students were asked to explain evolution of animals and familiar plants, with influence of superficial features being strongest for low‐performers; and (3) ACORNS scores accurately predicted students' later achievement in a college‐level evolution course. Together, findings illustrate usefulness of cognitive models in designing instruments intended to capture students' developing expertise. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 744–777, 2012  相似文献   

Workshop on Friction: Understanding and Addressing Students’ Difficulties in Learning Science Through a Hermeneutical Perspective     

Sangwoo Ha  Gyoungho Lee  Calvin S. Kalman 《Science & Education》2013,22(6):1423-1441

Hermeneutics is useful in science and science education by emphasizing the process of understanding. The purpose of this study was to construct a workshop based upon hermeneutical principles and to interpret students’ learning in the workshop through a hermeneutical perspective. When considering the history of Newtonian mechanics, it could be considered that there are two methods of approaching Newtonian mechanics. One method is called the ‘prediction approach’, and the other is called the ‘explanation approach’. The ‘prediction approach’ refers to the application of the principles of Newtonian mechanics. We commonly use the prediction approach because its logical process is natural to us. However, its use is correct only when a force, such as gravitation, is exactly known. On the other hand, the ‘explanation approach’ could be used when the nature of a force is not exactly known. In the workshop, students read a short text offering contradicting ideas about whether to analyze a friction situation using the explanation approach or the prediction approach. Twenty-two college students taking an upper-level mechanics course wrote their ideas about the text. The participants then discussed their ideas within six groups, each composed of three or four students. Through the group discussion, students were able to clarify their preconceptions about friction, and they responded to the group discussion positively. Students started to think about their learning from a holistic perspective. As students thought and discussed the friction problems in the manner of hermeneutical circles, they moved toward a better understanding of friction.  相似文献   

论厄普代克《罗杰教授的版本》的叙述策略     

哈旭娴 《南京师范大学文学院学报》2013,(3):97-101

《罗杰教授的版本》是美国作家约翰·厄普代克的"红字"三部曲中的一部,在作品的创作中,作家突破以往的创作风格,在叙事实验方面作了尝试。作者运用叙事视角的突破、人物品行中的缺陷的暴露、模糊叙述者与隐含作者伦理取位等叙事技巧,为读者营造出叙述的不可靠性和含混性,从而赋予文本多义性和开放性。  相似文献   

宋代目录书所收禅宗典籍     

哈磊 《四川师范大学学报(社会科学版)》2010,37(3)

宋代刊刻了多种佛教藏经,但收录禅宗典籍很少,禅门著述中也缺乏相对全面的描述,这个缺憾在宋代目录书中有所弥补.本文通过对<崇文总目>、<遂初堂书目>、<郡斋读书志>、<直斋书录解题>四种目录书所收禅宗典籍的考察和分析,对各书目所收禅籍种类、数量及各书的特点做了一个扼要的说明.  相似文献