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Marc T. Braverman Frank H. Farley 《Educational technology research and development : ETR & D》1978,26(4):321-327
The authors present a study of comprehension as a function of the stimulation-seeking motive in relation to the degree of
structure involved in information presented in film. While no significant effects were obtained in measuring comprehension
of verbal and pictorial stimuli and literal and inferential processing, the stimulation-seeking motive may have had a moderating
effect on the relationship among memory or information-processing systems. This would indicate possible differential-encoding
or information-processing strategies between individuals high and low in the stimulation-seeking motive. 相似文献
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Joseph F. T. Nese Dan Farley Daniel Anderson 《Learning disabilities research & practice》2019,34(2):97-109
We used data from the 2014–2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start dates, curricula, instructional strategies, tier, group size, frequency, dosage, total time, and quantitative intensity. We found variance across all instructional variables, with 156 curricula and 59 instructional strategies applied. Based on our data, a “typical” intervention was a Tier 2 intervention that began before October, was delivered for 30 minutes/day for 5 days/week in a group with three to five students, was changed once if at all, and student progress was most likely monitored with word reading fluency measures. 相似文献
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Kristin Sue Farley Shayne Piasta Mine Dogucu Ann O’Connell 《Early education and development》2017,28(4):488-505
Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to calculate time spent in small-group literacy instruction. Educators completed questionnaires indicating classroom adult:child ratios, literacy beliefs, and feelings of self-efficacy. Classroom Assessment Scoring System scores for classroom organization and instructional support measured the quality of classroom management and instructional interactions, respectively. On average, educators provided 11.4 min (SD = 10.6) of small-group literacy instruction a day. It is notable that many educators provided little or no small-group literacy instruction. Negative binomial regression analyses indicated that educators with better classroom management, higher quality instructional interactions, and lower adult:child ratios were more likely to use small-group literacy instruction. Educators’ beliefs and feelings of self-efficacy were not associated with the use of small-group literacy instruction. Practice or Policy: Educators may be better able to provide small-group literacy instruction in contexts affording low adult:child ratios and high levels of classroom management and instructional support, all of which are malleable factors that can be changed via policy or professional development. 相似文献
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Alan Farley 《高等教育研究与发展》2020,39(3):470-484
ABSTRACTThis is the first study that examines the comparative validity of the Chinese National College Entrance Exam (known as Gaokao) to a Western end-of-secondary-school performance measure, Australian Tertiary Admission Rank (ATAR), as admission criteria to an Australian undergraduate degree programme. The study offers a strong warning about using just an aggregate Gaokao score as a sole admission criterion. However, the findings suggest that with adjustments for gender and time, Gaokao is found to be as good an admission criterion as ATAR, hence justifying its use for selection purposes if such adjustments are made. Supplementing selection criteria by also using the Gaokao English result is found to be a further improvement. The findings can help inform the admission policy relevant to Chinese international students into undergraduate degree programmes globally. 相似文献
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Lisa Farley 《Interchange》2004,35(3):325-336
This paper draws on the philosophical works of Emmanuel Levinas — namely, his notion of “useless suffering” — in order to
open up questions of learning and community beyond typical configurations that structure (and sometimes limit) social attachments
according to a requisite degree of commonality. It is argued that while discourses of knowledge and emotion enable a sense
of understanding and feeling with others, they nonetheless cast differences in a universalized discourse of enlightenment,
wherein the other is reduced to a version of the same. Turning to the Levinasian notion of “useless suffering,” I consider
instead the conditions of possibility opened up paradoxically because the other cannot be rendered in pre-given terms. In
so doing, I hope to contribute to on-going discussions in the context of feminism and education interested in theorizing the
conditions of possibility for coming together across differences, neither consuming the other as an object of information,
nor reducing her or his experience to a version of the self. My argument is structured around Lourdes Portillo’s (2001) most
recent film,Missing Young Women, which documents the disappearance, rape, and murder of over 200 women working in Juarez, Mexico. One scene in particular
is referenced as a way to underscore how the Levinasian notion of “uselessness” might orient a mode of attentiveness that
renders one responsible before understanding, concerned before feeling. Constituted asa prior responsibility for the other, it is suggested that “useless suffering” shifts the dominant terms of education and feminism
away from the formation of common bonds (in knowledge and emotion) to underscore the conditions of possibility that might
lie beyond meaning and being itself. 相似文献
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We critically review chemosensory conditioning studies with molluscs and find that, in many studies, the influence of nonassociative
processes complicates, obscures, and renders ambiguous the unique contribution of associative learning. These nonassociative
processes include sensory adaptation, habituation, sensitization, and changes in feeding motivation. They arise from both
the food extracts that have often been used as conditioned stimuli and the aversive stimuli that have been used as unconditioned
stimuli. 相似文献
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Jennifer Farley Katherine Richardson Bruna Dawn Martinez Oropeza Yesenia Ayala 《Journal of Latinos & Education》2019,18(1):81-89
Al Éxito supports the leadership development, post-secondary education, and civic engagement of Iowa Latina/o1 youth. In the summer of 2015, it piloted Movimiento Al Éxito, a “pop up” summer program. In this article, we detail the innovative components and curriculum and describe our journey with “new diasporic” Latina/o youth learning about their place in Iowa and developing testimonios which challenge existing narratives. We explain how emergent critical consciousness led to the program’s continuation and expansion the following school year. 相似文献