Editorial     

Stephanie Hellekamps  Meinert A. Meyer 《Zeitschrift für Erziehungswissenschaft》2003,6(4):477-479

Ohne Zusammenfassung  相似文献   

Does third grade discrepancy status predict the course of reading development?     

Lynn Flowers  Marianne Meyer  James Lovato  Frank Wood  Rebecca Felton 《Annals of dyslexia》2001,51(1):49-71

There is persisting debate concerning the use of an ability-achievement discrepancy formula to define and identify learning disabled—including reading disabled—students. This study employs mixed effects regression growth curve analysis to assess the developmental course of discrepant and nondiscrepant readers (within poor readers) who were identified in third grade and retested in fifth, eighth, and twelfth grades. The results showed that discrepancy status does not differentiate the developmental course of basic reading skills (word identification or decoding), reading comprehension, or underlying cognitive abilities (phonemic awareness and fluency) in poor readers. The ability-achievement discrepancy model is not supported. Educational and legislative reasons for the persisting difficulties of poor readers are explored and recommendations for changes in public policy are made. Supported by National Institute of Child Health and Development (NICHD) PHS Grant No. P01 HD 21887  相似文献   

The 'empowerment' of students: a contribution from systemic functional grammar   总被引：1，自引：0，他引：1  

Heather Meyer 《English in Education》2008,42(2):165-181

Since there is no single pedagogical theory that may provide all necessary strategies for the successful teaching of academic essay writing at senior levels, this paper makes a small but hopefully interesting contribution from the basis of Systemic Functional Grammar. It is intended to supplement teachers’ insights into the linguistic characteristics of academic writing considered ‘Excellent’, as much as to offer strategies for empowering students with a clearer idea of what is expected of them in academic writing. It attempts this by making explicit some of the grammatical choices made by successful writers, and how those choices facilitate the presentation of knowledge and ideas in ways that fulfil the expectations readers (and examiners) have of merit‐worthy writing.  相似文献   

Effects of a Pre‐service Teacher Preparation Programme on Effective Instruction     

Simon Veenman  Yvonne Leenders  Paulien Meyer  Mark Sanders 《Educational studies》1993,19(1):3-18

A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course on effective instruction. Research findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: one model for explicit or well‐structured skills and one model for implicit skills or higher‐level thinking strategies. Following a course on effective instruction from their teacher educators, student teachers implemented standardised lessons to apply selected research‐derived teaching behaviours and to increase pupil engagement rates. Based on trained observers’ pre‐and post‐training classroom observations, a significant treatment effect was found for student teachers’ teaching behaviours regarding effective instruction and for pupil engagement rates. Ratings from supervising teachers also showed that the student teachers who participated in the course on effective instruction used the recommended instructional skills after completion of the course significantly better than prior to the course.  相似文献   

Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability     

Temple A. Walkowiak  Robert Q. Berry  J. Patrick Meyer  Sara E. Rimm-Kaufman  Erin R. Ottmar 《Educational Studies in Mathematics》2014,85(1):109-128

The purpose of this study is to introduce a measure of standards-based mathematics teaching practices, the Mathematics Scan (M-Scan), and to examine its validity and score reliability. First, we define standards-based mathematics teaching practices based on eight dimensions that have emerged in recent conceptualizations by researchers and in the context of existing observational measures. Second, we present three sources of validity evidence: content review by experts, analysis of response processes of coders, and convergent and discriminant patterns with existing observational measures. Third, we provide evidence of inter-coder (or inter-rater) reliability through analyses of variance components and calculation of reliability coefficients, using the framework of generalizability theory. Results show the M-Scan holds promise as a useful tool in mathematics education research, measuring indicators of standards-based teaching practices unique to the subject of mathematics.  相似文献   

Students reflecting on test performance and feedback: an on-line approach     

Georgina Fyfe  Sue Fyfe  Jan Meyer  Mel Ziman  Kathy Sanders  Julie Hill 《Assessment & Evaluation in Higher Education》2014,39(2):179-194

Undergraduate students accessing on-line tests in Human Biology in three Western Australian universities were asked to complete an on-line post-test reflective survey about their perceptions of their test performance in light of automated feedback. The survey allowed pre-determined choices and comment text boxes relating to students’ perceptions of their performance, self-identified areas of difficulty and suggested strategies for improving test performance. One-third of students undertaking on-line tests responded to the optional survey, and 60% of respondents thought reflecting on feedback was useful. Students reflecting on formative rather than summative assessment reported a more strategic approach to testing, often using it to assess their knowledge and prepare for future assessment. Their reflections were more internally focused on motivation and preparation compared with those assessed summatively. Respondents were more likely to be female, older, more experienced learners who had scored well in the test. Younger respondents expected higher scores than they achieved and were less likely to reflect, but, when they did, were more likely to select pre-determined reasons for their performance and less likely to suggest strategies for improvement. These results support formal training and scaffolded integration of reflection into on-line assessment feedback, especially for less experienced learners.  相似文献   

College Students’ Relationship Between Trauma and Disordered Eating     

Lindsay K. Meyer  Cameo F. Stanick 《Journal of College Student Psychotherapy》2018,32(3):242-250

Among college students, a correlation exists between trauma exposure and eating disorders. Although disordered eating behaviors are more prevalent than eating disorders, the relationship between different types of trauma exposure and disordered eating is unknown. The current study explored this relationship. One hundred two participants completed questionnaires on disordered eating and trauma exposure. Results showed that (a) sexual abuse was a significant predictor of concerns regarding food and weight gain (p < .05) and (b) other form of trauma (e.g., natural disaster) was a significant predictor of difficulties in individuals’ relationship with food (p < .05). Clinical implications, especially those related to trauma assessment and disordered eating behaviors, are discussed. The importance of examining the impact of nonsexual trauma is described, and the clinical utility of breaking eating pathology down into specific abnormal attitudes and behaviors is highlighted.  相似文献   

Carbohydrate intake and training efficacy – a randomized cross-over study     

Florian Beaudouin  Frederic Joerg  Anette Hilpert  Tim Meyer  Anne Hecksteden 《Journal of sports sciences》2018,36(8):942-948

Carbohydrate (CHO) availability during endurance exercise seems to attenuate exercise-induced perturbations of cellular homeostasis and might consequently diminish the stimulus for training adaptation. Therefore, a negative effect of CHO intake on endurance training efficacy seems plausible. This study aimed to test the influence of carbohydrate intake on the efficacy of an endurance training program on previously untrained healthy adults. A randomized cross-over trial (8-week wash-out period) was conducted in 23 men and women with two 8-week training periods (with vs. without intake of 50g glucose before each training bout). Training intervention consisted of 4x45 min running/walking sessions/week at 70% of heart rate reserve. Exhaustive, ramp-shaped exercise tests with gas exchange measurements were conducted before and after each training period. Outcome measures were maximum oxygen uptake (VO_2max) and ventilatory anaerobic threshold (VT). VO_2max and VT increased after training regardless of CHO intake (VO_2max: Non-CHO 2.6 ± 3.0 ml*min^?1*kg^?1 p = 0.004; CHO 1.4 ± 2.5 ml*min^?1*kg^?1 p = 0.049; VT: Non-CHO 4.2 ± 4.2 ml*min^?1*kg^?1 p < 0.001; CHO 3.0 ± 4.2 ml*min^?1*kg^?1 p = 0.003). The 95% confidence interval (CI) for the difference between conditions was between +0.1 and +2.1 ml*min^?1*kg^?1 for VO_2max and between ?1.2 and +3.1 for VT. It is concluded that carbohydrate intake could potentially impair the efficacy of an endurance training program.  相似文献