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1.
J. Ron Nelson Gregory J. Benner Jorge Gonzalez 《Learning disabilities research & practice》2003,18(4):255-267
The purpose of this article was to systematically review the available research on learner characteristics that influence the treatment effectiveness of early literacy interventions. Meta‐analytic procedures were applied to a total of 30 studies that met the inclusionary and exclusionary criteria. Mean average effect sizes were computed for seven primary learner characteristic categories: (1) rapid naming, (2) alphabetic principle, (3) phonological awareness, (4) problem behavior, (5) memory, (6) IQ, and (7) demographic. The primary learner characteristics that influenced the treatment responsiveness of early literacy interventions were, in order of magnitude, rapid naming, problem behavior, phonological awareness, alphabetic principle, memory, IQ, and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. The demographic primary learner characteristic (i.e., disability, ethnicity, grade‐level status) of children was not statistically (p < 0.05) distinct from zero. The findings, limitations, and future research needs are discussed. 相似文献
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Carol Sue Englert 《Learning disabilities research & practice》2009,24(2):104-120
This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading‐writing program to support the acquisition of read‐to‐learn and write‐to‐learn strategies in the content areas. The common thread that unifies the programs is an emphasis on text structure instruction with the provision of instructional scaffolds to support students' participation in a literacy discourse and strategies in advance of independent performance. 相似文献
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Gregory J. Cizek 《Educational Measurement》2001,20(4):19-27
This article explores the basis of negative sentiments toward and current critiques of high-stakes student testing from within the education profession. To promote some balance for current policy debates, evidence for 10 unintended, unrecognized, or unarticulated positive consequences is provided. The article concludes with an examination of the relationship between high-stakes testing and accountability systems. 相似文献
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This study examined the cost and performance of six commercial document suppliers accessible via OCLC, and comapared their service to that of traditional interlibrary loan (ILL). Results indicated that, while commercial firms cannot be recommended as a wholesale replacement for ILL, they can add much-needed flexibility to a library's overall plan for document delivery. 相似文献
6.
This study investigates professional autonomy as experienced by psychotherapists in Korea and in the United States using data collected as part of a collaborative international study of the development of psychotherapists (Orlinsky et al. (1999). Psychotherapy Research, 9(2), 127–153; Orlinsky & Rønnestad, (2005). How psychotherapists develop: A study of therapeutic work and professional growth. Washington, DC: American Psychological Association). The major aims are: to compare the extent of professional autonomy experienced by psychotherapists in Korea and by their counterparts in the USA; and to explore the professional and social correlates of the professional autonomy experienced by Korean therapists and compare these with the correlates of autonomy experienced by American therapists. These aims are pursued through analyses of a database of questionnaire responses. Results indicate that Korean therapists, compared to American therapists in our sample experience significantly lower levels of professional autonomy. For Korean therapists, whether they have a salient theoretical orientation in their practice is the single most important influence in their experience of work autonomy. Seniority and work setting are also significant correlates of autonomy for the Korean therapists. Similar to Korean therapists, seniority and having a salient orientation are also important influences on the way American therapists experience professional autonomy. American therapists, who work in independent practice experience higher work autonomy, whereas American social workers tend to experience lower professional autonomy. 相似文献
7.
Sue Wharton 《Assessment & Evaluation in Higher Education》2003,28(6):649-664
In this paper I argue the rationale for the assessment criteria currently in use on the Aston University MSc in TESOL/TESP. These assessment criteria were revised in 1998–1999; here I discuss the goals of the revision project and argue that they have been successfully met by the assessment scheme which was developed. The discussion is offered for two main purposes. Firstly, the framework itself may be of interest to other departments who assess similar research reports to the course assignments discussed here. Secondly, and more importantly, the paper offers a position on the kinds of questions that should be asked and the sorts of places to look for answers for any project to (re)define assessment criteria in an academic programme. 相似文献
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This article chronicles the rapid expansion since 1990 of research within archival science and characterizes contemporary
archival research culture. It examines the role and state of key factors that have led to the development of the existing
research infrastructure, such as growth in doctoral education, forums for presenting and publishing research, the numbers
and size of graduate archival education programs, availability of diverse funding for research, transdisciplinary and international
research collaborations, and application of innovative research methods and tools appropriate for investigating increasingly
complex and wide-ranging research questions. An Appendix articulates and names archival research methods, including those
derived and adapted from other disciplines, with a view to adding to the “literary warrant” for archival research methods,
promoting the rigorous application of research design and methods, and providing sources for the teaching of research methods
for professional and research careers. The article concludes with recommendations about how to sustain and extend the emerging
research front. 相似文献