Toward a description of deaf college students' written English: overuse, avoidance, and mastery of function words     

Channon R  Sayers EE 《American annals of the deaf》2007,152(2):91-103

The use of function words in 135 essays written by deaf college underclassmen in developmental and credit-bearing English composition classes is described and compared with Standard English (SE) versions of teh same essay. If student and SE version were the same, this was considered mastery; if the student omitted a word, this was considered avoidance; and if the student added a word, this was considered overuse. The deaf students varied from SE more for function than for content words. They demonstrated low mastery of independent clause markers, demonstratives, third-person singular neuter pronouns, and modals related to possibility, but had relatively high mastery of the first-person singular; and some punctuation. These students strongly avoided some dependent clause markers, some demonstratives, the indefinite article, punctuation except for periods and commas, and the modal verbs may, might and should , but greatly overused other dependent clause markers, the second person and third-person pronouns, quantifiers, the verb do, and the modals could and will. They were also more likely to produce run-ons than fragments.  相似文献   

MENTAL MAPS OF SCIENCE: KNOWLEDGE AND ATTITUDES AMONG CANADIAN ADULTS   总被引：1，自引：0，他引：1  

Einsiedel  Edna F. 《Int. Journal of Public Opinion Research》1994,6(1):35-44

This study addresses the question of the relationship betweenscientific knowledge and public attitudes toward science andtechnology. General work on cognitive schemas suggest that theseknowledge maps may have significant links to affect. A telephonesurvey of 2,000 Canadian adults was conducted and included abattery of knowledge items to test scientific cognition on basicscience concepts, to examine understanding of science processes,and to tap technological literacy. The survey also examinedattitudes toward science and scientists. Factor analysis of the attitude items resulted in two dimensions:trust in science and feelings of efficacy on science issues.A structural equation model was applied to certain demographicantecedent variables (education, exposure to science courses,age), the scientific literacy score, and to the attitude dimensionsof trust and efficacy. Findings demonstrated that scientificliteracy was positively correlated with attitudes of trust andfeelings of efficacy. These results were explained in termsof potential positive exposure to science in general in formalscience training (in schools) as well as to informal informationsources such as the media.  相似文献   

Book reviews     

Gilbert Seldes  Anthony W. Hodgkinson  Daniel V. Mattox  Francis A. Cartier  Edna May Strobel  Louis R. Glessmann  Robert Steele 《Educational technology research and development : ETR & D》1965,13(3):325-336

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The use of informational feedback in instruction: Implications for future research   总被引：1，自引：0，他引：1  

Edna H. Mory 《Educational technology research and development : ETR & D》1992,40(3):5-20

The use of informational feedback has long been advocated and verified as being an important part of learning. Many studies have been conducted to examine which variables might affect learning from feedback. The purpose of this review is to examine these studies within various constructs and identify areas that need further investigation and clarification. Feedback is examined from early studies, which viewed the process behaviorally as reinforcement, to present research that advocates an information-processing perspective and an emphasis on error correction. A current model of feedback (Kulhavy & Stock, 1989) is presented as a context for discussion. The issues of response certainty, feedback elaboration, and error analysis are also addressed. Recommendations to future researchers are presented in light of conclusions drawn.When this article was written, she was a Visiting Research Associate at the Center for Educational Technology at Florida State University.  相似文献   

Facilitating Individual Planning for Young Children with Disabilities in Developmentally Appropriate Classrooms     

Judith A. Niemeyer  Deborah J. Cassidy  Edna Collins  Barbara Taylor 《Early Childhood Education Journal》1999,26(4):255-262

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Learning design and learning analytics in mobile and ubiquitous learning: A systematic review     

Gerti Pishtari  María J. Rodríguez-Triana  Edna M. Sarmiento-Márquez  Mar Pérez-Sanagustín  Adolfo Ruiz-Calleja  Patricia Santos  Luis P. Prieto  Sergio Serrano-Iglesias  Terje Väljataga 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1078-1100

Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u-learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u-learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.  相似文献   

The Undergraduate Professional School Professor     

Edna Schmidt 《College Teaching》2013,61(1)

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THE MEMORY CURRICULUM AS AN AID TO WORSHIP     

Edna M. Crandall∗ 《Religious education (Chicago, Ill.)》2013,108(5):366-368

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IV PROVIDING EXPERIENCE FOR THE Training of Religious Educators     

Professor Edna M. Baxter 《Religious education (Chicago, Ill.)》2013,108(4):207-211

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EDUCATION     

Edna Lue Furness 《The Educational forum》2013,77(2):239-240

English: His Very Self and Voice: Collected Conversations of Lord Byron by Ernest J. Lovell, Jr., The Macmillan Company, 676 pp. $7.50.

Psychology: Child Psychology and Development (Second Edition) by Louis P. Thorpe, The Ronald Press Co. 709 pp. $6.00.

Educational Psychology, A Book of Readings by Arthur Coladarci. The Dryden Press; 656 pp. $3.90.

Social Studies: Welfare of Nations by Michele Fiore, The Philosophical Library, New York, 698 pp., $6.00.

Community Adult Education by Robert H. Snow. G. P. Putnam's Sons. 170 pp. $3.50.

Educating Women for a Changing World by Kate Hevner Mueller, University of Minnesota Press, Minneapolis. 302 pp. $4.75.

Guiding Growth in Reading by Emma G. Heard. The Macmillan Company. 528 pp. Price $5.25.

Guiding Your Student Teacher by Dwight K. Curtis and Leonard D. Andrews. Prentice-Hall, Inc. 384 pp. $5.50.

Methods in Reading by Edward William Dolch. The Garrard Press. 372 pp. $3.50.

The Basic College of Michigan State edited by Thomas Hamilton and Edward Blackman. The Michigan State College Press, 127 pp. $2.75.

A Cultural History of Western Education by R. Freeman Butts. McGraw-Hill Book Company. 645 pp. $6.50. 1955.

Children and the Language Arts by Virgil E. Herrick and Leland B. Jacobs (ed.) Prentice-Hall, Inc., 501 pp., $5.50.  相似文献