The impact of collaborative online reading on summarizing skills     

David?PassigEmail author  Jenny?Maidel-Kravetsky 《Education and Information Technologies》2016,21(3):531-543

The aim of this study was to determine whether, as a result of collaborative-online reading of a chapter from a book of an academic nature, the quality of the collaborative summary that the readers would write would be higher than that written by readers who would both read the same chapter and write a summary in a face-to-face setting. In this study we examined the difference between the summaries written by participants from two groups, each group was divided into subgroups of 3 participants who had read collaboratively a chapter of a book, and collaborated on writing a summary. The participants of the experimental group read the chapter as it appeared in a website for collaborative reading built especially for this study and the participants were asked to summarize the chapter on a shared online digital document. The participants of the control group were asked to read the chapter face-to-face and to collaboratively summarize it in hand writing. The quality of the summaries was evaluated with a tool developed by Rivard (2001). This tool was developed to measure the quality of the summaries. In our study the main and secondary ideas that were supposed to be included in the participants’ summaries were identified by three literature teachers using ten different criteria and the summaries were analyzed by two other judges based on these criteria. The findings indicated that there were significant differences in the majority of the writing indicators being measured with the tool. The findings indicated that collaborative-online reading and writing produce a summary of a higher quality than one read and hand written collaboratively face-to-face.  相似文献   

Many ways of telling: expanding conceptualizations of child sexual abuse disclosure     

Alaggia R 《Child abuse & neglect》2004,28(11):1213-1227

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Should Science be Taught in Early Childhood?     

Haim?EshachEmail author  Michael?N.?Fried 《Journal of Science Education and Technology》2005,14(3):315-336

This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school.  相似文献   

Ranking Romanian academic departments in three fields of study using the g-index     

Adrian Miroiu  Mihai Păunescu 《Quality in Higher Education》2015,21(2):189-212

The scientific performance of 64 political science, sociology and marketing departments in Romania is investigated with the aid of the g-index. The assessment of departments based on the g-index shows, within each of the three types of departments that make up the population of the study, a strong polarisation between top performers (very few) and weak performers (much more numerous). This alternative assessment is also found to be largely consistent with an official ranking of departments carried out in 2011 by the Ministry of Education. To conduct the evaluation of departments the individual scientific output of 1385 staff members working in the fields of political science, sociology and marketing is first determined with the aid of the ‘Publish or Perish’ software based on the Google Scholar database. Distinct department rankings are then created within each field using a successive (second-order) g-index.  相似文献   

Correction to: What do teacher educators know about English spelling?     

Pittman  Ramona T.  Lindner  Amanda L.  Zhang  Shuai  Binks-Cantrell  Emily  Malatesha Joshi  R. 《Reading and writing》2022,35(9):2075-2076

Reading and Writing -  相似文献   

What do teacher educators know about English spelling?     

Pittman  Ramona T.  Lindner  Amanda L.  Zhang  Shuai  Binks-Cantrell  Emily  Malatesha Joshi  R. 《Reading and writing》2022,35(9):2049-2074

Reading and Writing - Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological....  相似文献   

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados     

Ramona E. Archer-Bradshaw 《Research in Science Education》2017,47(1):67-93

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers’ demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers’ display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.  相似文献   

Rank-Stability and Rank-Similarity of Link-Based Web Ranking Algorithms in Authority-Connected Graphs     

R.?Lempel  S.?MoranEmail author 《Information Retrieval》2005,8(2):245-264

Web search algorithms that rank Web pages by examining the link structure of the Web are attractive from both theoretical and practical aspects. Todays prevailing link-based ranking algorithms rank Web pages by using the dominant eigenvector of certain matrices—like the co-citation matrix or variations thereof. Recent analyses of ranking algorithms have focused attention on the case where the corresponding matrices are irreducible, thus avoiding singularities of reducible matrices. Consequently, rank analysis has been concentrated on authority connected graphs, which are graphs whose co-citation matrix is irreducible (after deleting zero rows and columns). Such graphs conceptually correspond to thematically related collections, in which most pages pertain to a single, dominant topic of interest.A link-based search algorithm A is rank-stable if minor changes in the link structure of the input graph, which is usually a subgraph of the Web, do not affect the ranking it produces; algorithms A,B are rank-similar if they produce similar rankings. These concepts were introduced and studied recently for various existing search algorithms.This paper studies the rank-stability and rank-similarity of three link-based ranking algorithms—PageRank, HITS and SALSA—in authority connected graphs. For this class of graphs, we show that neither HITS nor PageRank is rank stable. We then show that HITS and PageRank are not rank similar on this class, nor is any of them rank similar to SALSA.This research was supported by the Fund for the Promotion of Research at the Technion, and by the Barnard Elkin Chair in Computer Science.  相似文献   

Expressions of ethnic identity in pre-adolescent Latino students: implications for culturally relevant pedagogy     

Erika Feinauer  Ramona Maile Cutri 《International Journal of Inclusive Education》2013,17(7):705-719

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Identifying and Nurturing Gifted Children in Israel     

Miriam?PeyserEmail author 《International journal for the advancement of counseling》2005,27(2):229-243

The article describes Israel’s approach to the education of gifted and talented children. It describes the programs for gifted and talented children in Israel and the process for selecting students for these programs. The method of selecting students for programs is consistent with the Ministry of Education’s definition of giftedness, the goals of the giftedness programs, and the characteristics of these programs. The selection method is affected by the standards required of the instruments as well as other constraints, such as the constraints on funding for this purpose.The author of this article is the director of the Szold Institute program for identifying gifted children. The project is funded by the Israeli Ministry of Education  相似文献