排序方式： 共有145条查询结果，搜索用时 15 毫秒
91.
Using the 6S Pyramid to Identify Research‐Based Instructional Practices for Students with Learning Disabilities 
下载免费PDF全文
下载免费PDF全文 Tanya Santangelo Leslie C. Novosel Bryan G. Cook Meredith Gapsis 《Learning disabilities research & practice》2015,30(2):91-101
To optimize students’ learning outcomes, educators are increasingly expected to use instructional practices shown to be effective by credible research. To help make this possible, organizations and scholars are producing resources that summarize research related to various instructional practices. However, as the collection of resources grows in size and complexity, it can be difficult and frustrating for practitioners to locate and utilize this information. In this article, we describe the 6S Pyramid (DiCenso, Bayley, & Haynes, 2009), a framework for efficiently and accurately prioritizing different types of research evidence. We also identify and briefly summarize Internet resources corresponding with each level of the Pyramid that can be used to identify research‐based practices for students with learning disabilities. To illustrate how the 6S Pyramid can be used in school and classroom settings, we begin and end the article with vignettes featuring a pair of co‐teachers seeking to improve instruction for their students who struggle with reading. 相似文献
92.
93.
John Spandorfer Tanya Puklus Victoria Rose Mithaq Vahedi Lauren Collins Carolyn Giordano Richard Schmidt Chris Braster 《Anatomical sciences education》2014,7(2):144-152
Peer assessment has been shown to be an effective tool to promote professionalism in medical students. Peer assessment may be particularly useful in anatomy dissection laboratory as the required close collaboration and long hours of anatomy laboratory provide students insights into their peers' work habits and interpersonal skills. The objective of this study was to quantitatively and qualitatively analyze the use of a validated peer assessment tool in Gross Anatomy. Students in a first year medical school class evaluated three members of their dissection group using an online survey tool. The mid‐course and end‐of‐course evaluation included open‐ended comments, as well as a five‐point scale that measured three work habits, two interpersonal attributes and one overall score. All 267 students completed the assignment. The overall score and four of the five other assessed categories showed significant improvement from the mid‐ to end‐of‐course evaluations. Quantitative and qualitative data also revealed significant improvement among the students who received the lowest mid‐course assessments. Seventy‐six percent of the class agreed with the statement: “Based on the feedback I received, I made a change in how I worked with or taught my peers.” The use of this peer assessment tool used by students in anatomy was associated with improvements in work habits and interpersonal attributes, particularly by the cohort of students who received the lowest mid‐course feedback. Peer assessment offers students an opportunity to improve their interpersonal skills and work habits. Anat Sci Educ 7: 144–152. © 2013 American Association of Anatomists. 相似文献
94.
Evans Tanya Mejía-Ramos Juan Pablo Inglis Matthew 《Educational Studies in Mathematics》2022,111(3):445-467
Educational Studies in Mathematics - Offering explanations is a central part of teaching mathematics, and understanding those explanations is a vital activity for learners. Given this, it is... 相似文献
95.
Typically, essays are used as summative rather than formative assessments and students experience them as tasks rather than learning opportunities. Thus, the aim of this study was to see whether providing students with detailed formative feedback and an opportunity to resubmit their essay would improve their essays writing skills. Twenty‐six out of 54 third‐year psychology students resubmitted their essay. Of those 26 resubmitted essays, 18 were awarded higher grades. Although the students observed that their skills had improved, they mainly perceived the resubmission option as a ‘safety net’ and were motivated to use it as a way of improving their grades. Lack of time was the most common reason given for not resubmitting. Therefore, lecturers may be faced with a challenge of finding ways of not only providing formative feedback but also encouraging students to use it as such. 相似文献
96.
Creating opportunities for children to apply newly learned vocabulary in meaningful contexts is an important aspect of supporting vocabulary development. However, previous research has not adequately examined how this can be accomplished in preschool classrooms. To address this issue, we explored using story dictation to support preschoolers’ expressive vocabulary development. Thirteen children in a Head Start classroom were videotaped dictating a total of 38 stories. Scribed stories and videos of story dictation sessions were analyzed both qualitatively and quantitatively to examine the outcomes and process. Results indicated that children used and learned target vocabulary during story dictations, and that target word use increased in number and complexity over time. How the teacher supported story dictations and target word use is discussed. 相似文献
97.
Tanya Davies 《British Journal of Religious Education》2019,41(2):124-133
As a result of globalisation, the boundaries that once limited the trade of ideas and culture have largely dissolved. In Australia, the fruits of intercultural exchange have largely been enjoyed, yet this expansion of Australian interaction with diverse Others has posed a perceived threat to some. This parallel expansion and contraction of cultural engagement demonstrates the need for Australia to represent diversity more adequately as a part of our society. A central point of tension in this discussion is religion. This paper reports on a study that explored the question: Why is it so hard to talk about religion in public classrooms? This narrative inquiry attempts to unpack some of the challenges facing Australian educators at present. This study brings out the conflicting priorities and pressures of the secular system against student needs and puts forward an argument for the development of social literacy education that addresses education about religion in Victorian public schools. 相似文献
98.
99.
100.