Cognitive and linguistic constraints on phoneme isolation in Dutch kindergartners     

Saskia de Graaff  Fred Hasselman  Anna M.T. Bosman  Ludo Verhoeven 《Learning and Instruction》2008,18(4):391-403

This study investigated whether task instructions affect sound-isolation performance. The effects of phoneme class and phoneme position were also assessed. Two hundred Dutch kindergartners were presented with a free-sound-isolation task and its constrained counterparts: an initial-, a middle-, and a final-sound-isolation task. All tasks contained 17 CVC words. Children's performance on the free-sound-isolation task was better than on the constrained tasks. On all four tasks, children made fewer errors in isolating the initial phoneme than the final phoneme. Isolating the middle phoneme proved to be the most demanding. The effect of phoneme class depended on the type of task and on phoneme position. Findings were placed against the background of sonority and word-final phoneme vocalization in Dutch.  相似文献   

“Tell me about”: a logbook of teachers’ changes from face-to-face to distance mathematics education     

Albano  Giovanna  Antonini  Samuele  Coppola  Cristina  Dello Iacono  Umberto  Pierri  Anna 《Educational Studies in Mathematics》2021,108(1-2):15-34

Educational Studies in Mathematics - In 2020, the emergency due to the COVID-19 pandemic brought a drastic and sudden change in teaching practices, from the physical space of the classrooms to the...  相似文献   

Sophomores speaking: An exploratory study of student research practices     

Anna Hulseberg  Michelle Twait 《College & Undergraduate Libraries》2016,23(2):130-150

This article describes an exploratory study of the research behaviors of sophomore students at a small liberal arts college. In light of the transitional nature of the sophomore year and the limited data available on the research practices of sophomores, the authors sought to better understand the following: Students’ topic selection, help-seeking behavior, types of sources consulted, source selection criteria, research challenges, and changes in information-seeking behavior from the first year to the sophomore year. This article describes findings from a survey and in-depth interviews, and it offers recommendations for further research.  相似文献   

Young People's Conceptions of Environment: A phenomenographic analysis     

Tony Loughland  Anna Reid  Peter Petocz 《Environmental Education Research》2002,8(2):187-197

Environmental education in schools is an important strategy in achieving environmental improvement. However, it needs to be based on children's understandings of environment rather than on assumptions of what children know and believe. This paper reports on a research project where school children's answers to a question 'I think the term/word environment means ' were analysed using the qualitative research method of phenomenography. Six distinct conceptions were isolated, ranging from the least sophisticated--environment as a place--to the most inclusive and expansive--environment and people in a relationship of mutual sustainability. An important qualitative difference was found between conceptions that treat the environment as an object and relational conceptions. The implications of these findings for environmental education are discussed.  相似文献   

Teaching without a blackboard and chalk: conflicting attitudes towards using ICTs in higher education teaching and learning     

Jonathan Tummons  Cathy Fournier  Olga Kits  Anna MacLeod 《高等教育研究与发展》2016,35(4):829-840

This article, derived from a three-year ethnography of distributed medical education provision in a Canadian university, explores the ways in which information and communication technologies are used by teachers and students in their everyday work within technologically rich teaching environments. The environments being researched are two university campuses: a campus at the main university site and a satellite campus in a neighbouring province. The article seeks to contrast dominant, institutional discourses of technology use in higher education teaching with the everyday practices of staff and students. The article concludes that there is a gap between policy and practice in distributed education and that the teaching and learning experience and context of staff and students in different sites need to be analysed in depth, in terms of: whether the experience of learning across sites can be positioned as being comparable; the extent to which technology ameliorates learning and teaching; and understanding the work done by staff.  相似文献   

Burnout and quality of life among Greek municipal preschool and kindergarten teaching staff     

George Koulierakis  Georgios Daglas  Anna Grudzien  Iordanis Kosifidis 《Education 3-13》2019,47(4):426-436

Burnout and quality of life (QoL) were assessed among 415 preschool and kindergarten teaching and assisting staff pertaining to Athens Municipal Nursery. MBI-ES and WHOQOL-BREF were used to collect data. Results revealed average to high levels of burnout; the emotional exhaustion was the salient dimension. QoL was satisfactory to high, except the ‘Environment’ section that was rated as moderate. Higher burnout was identified amongst those with permanent and open-ended work contracts, widows, the eldest, the more experienced and educated and those suffering from health problems. Lower QoL was associated with higher burnout. Data could guide multilevel policies for preventing burnout and improving QoL.  相似文献   

Supporting adaptive learning pathways through the use of learning analytics: developments,challenges and future opportunities     

Anna Mavroudi  Michail Giannakos  John Krogstie 《Interactive Learning Environments》2018,26(2):206-220

Learning Analytics (LA) and adaptive learning are inextricably linked since they both foster technology-supported learner-centred education. This study identifies developments focusing on their interplay and emphasises insufficiently investigated directions which display a higher innovation potential. Twenty-one peer-reviewed studies are identified via a systematic review and classified based on the dimensions of a proposed framework. The findings of the review suggest that interesting work has been carried out during the last years on the topic. We conclude with a need for more research on the topic in specific learning domains and settings. Recommendations include: a clear strategy for adaptation augmented by LA, the combination of on-task with pre-task measures, and the combination of system-controlled adaptation with user-controlled adaptation. Future trends include the emergence of constructivist-collaborative environments that provide insightful models of complex student behaviour.  相似文献   

Has California's Passage of Proposition 227 Made a Difference in the Way We Teach?     

Arellano-Houchin  Anna  Flamenco  Claudia  Merlos  Moisés M.  Segura  Lorena 《The Urban Review》2001,33(3):221-235

The Urban Review - Passage of Proposition 227 has almost effectively eliminated bilingual education in California public schools, tying the hands of teachers who still have to educate students not...  相似文献   

The Voices of Youth: When I First Learned About AIDS     

Shekhtman  Anna 《Prospects》2002,32(2):237-243

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ESD implementation at the school organisation level,part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools     

Anna Mogren  Niklas Gericke 《Environmental Education Research》2017,23(7):993-1014

Previous research has suggested that adopting a transformative school organisation perspective when implementing ESD may be more productive than the previously recommended transmissive perspectives, but it is not clear how transformative perspectives could be introduced. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ leaders, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. The arguments used by the leaders to justify their criteria were analysed and categorised based on their relationships with the transmissive and transformative quality strategies. Both school organisation perspectives were found to co-exist within the schools. A detailed analysis of schools where the transformative perspective was dominant revealed three distinct quality strategies, one of which was found to embody a strong focus on a transformative approach. This specific quality strategy is discussed and suggested as a way for interested schools to implement ESD in a more transformative way at the school organisation level.  相似文献