Policies for responding to allegations of fraud in research   总被引：1，自引：0，他引：1  

Greene PJ  Durch JS  Horwitz W  Hooper VS 《Minerva》1985,23(2):203-215

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Editorial     

Penelope L. Lisi  Patricia Marshall  Özlem Sensoy 《Multicultural Perspectives》2014,16(4)

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Editorial     

Penelope L. Lisi  Patricia Marshall  Özlem Sensoy 《Multicultural Perspectives》2015,17(3)

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Editorial     

Penelope L. Lisi  Kevin Roxas 《Multicultural Perspectives》2016,18(2)

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The World We’ll Leave Behind: Grasping the Sustainability Challenge     

Penelope Williams 《比较教育学》2019,55(4):575-576

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Scaffolding learning of language structures with visual-syntactic text formatting     

Youngmin Park  Ying Xu  Penelope Collins  George Farkas  Mark Warschauer 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1896-1912

The current study examines the effects of digital scaffolding on the English literacy of fourth- and sixth-grade students. A total of 1085 native English-speaking and language minority students from 25 treatment classes and 20 control classes across three school districts participated in this study for one school year. Treatment students read their English language arts and social studies text in visual-syntactic text format (VSTF) on their laptops and control students read the regular block format of the textbook either on their laptops or in print. Observations and interviews revealed that VSTF reading facilitated instruction processes and student learning in reading activities. The results of California Standard Tests (CST) before and after the treatment revealed that sixth-graders who received syntactic scaffolding outperformed control students on the composite CST score. In particular, reading in VSTF benefited the treatment students in three CST sub-categories: word analysis, written conventions and writing strategies. This study suggests that future research should investigate instructional strategies that support reading and writing development of adolescents, including at-risk students, using syntactic scaffolding.  相似文献   

Editors’ comments     

M. Gail Shroyer  Carol A. Borchers 《Journal of Science Teacher Education》1995,6(1):i-i

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M. Gail Shroyer  Carol A. Borchers 《Journal of Science Teacher Education》1995,6(2):60

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Book Reviews     

Penelope A. Yates-Mercer 《Health information and libraries journal》1989,6(4):244-245

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Editors’ comments     

M. Gail Shroyer  Carol A. Borchers 《Journal of Science Teacher Education》1994,5(4):112-112

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