Profiling Scholars of Creativity: Practicing the Process with Dr. Michele Root-Bernstein     

Sarah F. Keenan  Punya Mishra  The Deep-Play Research Group 《TechTrends》2016,60(3):200-203

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Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom     

Angela M. Wiseman  Marita Mäkinen  Reijo Kupiainen 《Early Childhood Education Journal》2016,44(5):537-544

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Focus-on-form instructional methods promote deaf college students' improvement in English grammar     

Berent GP  Kelly RR  Aldersley S  Schmitz KL  Khalsa BK  Panara J  Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies.  相似文献   

The supermolecular state of polymerized substances in relation to thin films and interfaces     

S.E. Sheppard  A.H. Nietz  R.L. Keenan 《Journal of The Franklin Institute》1929,207(4):553-554

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Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading          下载免费PDF全文

Micaela E. Christopher  Jacqueline Hulslander  Brian Byrne  Stefan Samuelsson  Janice M. Keenan  Bruce Pennington  John C. DeFries  Sally J. Wadsworth  Erik Willcutt  Richard K. Olson 《Child development》2015,86(2):342-361

The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming.  相似文献   

Exploring the impact of coteaching on pre-service music teachers     

Marita Kerin  Colette Murphy 《Asia-Pacific Journal of Teacher Education》2015,43(4):309-323

This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of obuchenie, which is a dialectical process of mutual adaptation between student and teacher. Music education PST participated as subject expert/pedagogy novice, while generalist classroom teacher occupied the role of pedagogy expert/music novice. Findings relate to the acquisition of four aspects of teacher professional agency, subject or content knowledge, pedagogical knowledge, curricular knowledge, and pedagogical content knowledge. A thematic analysis was undertaken using data from interviews, PST reflective journals, observations, lesson plans, and researcher field-notes. In comparison with the traditional school placement, there was a radical improvement in the development of professional agency amongst the coteaching cohort.  相似文献   

Information technology and the research process     

Stella Keenan 《Learned Publishing》1990,3(1):32-39

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Transition to formal schooling: Do transition practices matter for academic performance?     

Annarilla Ahtola  Gintautas SilinskasPirjo-Liisa Poikonen  Marita KontoniemiPekka Niemi  Jari-Erik Nurmi 《Early childhood research quarterly》2011,26(3):295

This study examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading, writing, and math skills in the preschool spring and in the grade 1 spring. The most common practices reported by preschool teachers were discussions about the school entrants and familiarizing preschool children with the school environment and the new teacher. Multilevel latent growth modeling showed that the more the preschool teachers and elementary-school teachers implemented various supportive activities during the preschool year, the faster the children's skills developed from preschool to grade 1 spring. Co-operation over curricula and passing on written information about children between the preschool and the elementary school were the best predictors of the children's skills, although they were the least commonly used practices. The need to restructure the transition to elementary school and the use of multiprofessional resources are discussed.  相似文献   

Differentiation in higher education and its consequences for social inequality: introduction to a special issue     

David Reimer  Marita Jacob 《Higher Education》2011,61(3):223-227

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The Role of Text Memory in Inferencing and in Comprehension Deficits     

Anh N. Hua  Janice M. Keenan 《Scientific Studies of Reading》2014,18(6):415-431

Comprehension tests often compare accuracy on inferential versus literal questions and find inferential harder than literal, and poor comprehenders performing worse than controls. Difficulties in integration are assumed to be the reason. This research explores another reason—differences in memory for the passage information underlying the questions. Thirty-nine poor comprehenders and 39 controls were given multiple-paragraph passages, which they retold before answering questions. Retellings permitted assessing question accuracy as a function of memory for the text underlying each question. Inferential accuracy was poorer than literal, and the expected group effect was obtained. However, when text memory was perfect, group differences disappeared, indicating that poor comprehenders can generate inferences as well as controls, if they have the relevant information in memory. These findings show that text memory is crucial in distinguishing poor comprehension.  相似文献