II. DESIGN AND METHODS IN THE EARLY HEAD START STUDY     

Richard A. Faldowski  Rachel Chazan‐Cohen  John M. Love  Cheri Vogel 《Monographs of the Society for Research in Child Development》2013,78(1):20-35

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Levels and patterns of intellectual functioning among LD college students: clinical and educational implications   总被引：1，自引：0，他引：1  

S A Vogel 《Journal of learning disabilities》1986,19(2):71-79

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Sense of audience and the adult writer: A study across competence levels     

Noel Gregg  Susan A. Sigalas  Cheri Hoy  Joseph Wisenbaker  Carolyn McKinley 《Reading and writing》1996,8(1):121-137

The purpose of this research was to investigate five audience-related constructs impacting on the written expression of adult writers who demonstrate varying degrees of literacy competence. Four specific groups of adult writers were targeted for this study, including 35 college-able writers demonstrating learning disabilities, 22 writers with learning disabilities attending a rehabilitation vocational training program, 35 remedial English college writers, and 35 normally achieving college writers. A primary trait scale was developed to investigate five major constructs identified in the literature as impacting on audience. These constructs included general characteristics, organization of text, analyzing/constructing the audience, construct differentiation of voice, and execution. The results of this research indicate that the population of adult writers demonstrating learning disabilities have difficulties with certain aspects of the writing process that may impact on the audience (reader). Implications for assessment and instruction are discussed.  相似文献   

Emergent literacy of deaf children     

Williams C 《Journal of deaf studies and deaf education》2004,9(4):352-365

This article reviews the literature on emergent literacy in young deaf children, focusing on the nature and course of both emergent reading and emergent writing. Beginning with definitions and background information concerning emergent literacy as a field of study, it examines instructional approaches that support emergent literacy learning. The review of the literature is organized into four major sections that reflect the body of work to date. The article concludes with an eye toward the future of emergent literacy in pedagogy, theory, and research.  相似文献   

Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity     

Freydis Vogel  Ingo Kollar  Stefan Ufer  Elisabeth Reichersdorfer  Kristina Reiss  Frank Fischer 《Instructional Science》2016,44(5):477-500

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Joining the Ranks: Opportunities and Obstacles in Obtaining Principal Positions     

Kathryn Whitaker  Linda Vogel 《Journal of Personnel Evaluation in Education》2005,18(1):3-19

This study examines the application and acquisition process of individuals completing a principal licensure program to obtain school administrative positions over a period of five years. While relatively low compensation and high-pressure accountability demands were viewed as deterrents by those deciding not to seek principalships, the majority of the study participants actively sought and obtained schoool administrative positions. Gender differences were examined in the areas ofapplying for positions, interviewing, and number of job offers. Reasons for not applying for principal and assistant principal positions were also examined.  相似文献   

What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs     

Daniel Sommerhoff  Andrea Szameitat  Freydis Vogel  Olga Chernikova  Kristina Loderer  Frank Fischer 《学习科学杂志》2018,27(2):319-351

The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results show substantial differences between programs, yet programs focusing on DBR show the greatest similarity regarding the other concepts and methods they teach. Interpreting the similarity of the graduate programs using a community of practice perspective, there is a set of relatively coherent programs at the core of the learning sciences, pointing to the emergence of a discipline, and a variety of multidisciplinary and more heterogeneous programs “orbiting” the core in the periphery, shaping and innovating the field.  相似文献   

The success of college students with learning disabilities: factors related to educational attainment.     

S A Vogel  P B Adelman 《Journal of learning disabilities》1992,25(7):430-441

This study reports on the educational attainment of 62 college students with learning disabilities as compared to a sample of 58 peers matched on gender and ACT composite score (+/- 1 point or exact match). All students were native English speakers and were enrolled as degree candidates in a small, competitive, private, midwestern college. Groups were compared on age, high school preparation and performance, college grades, GPA at the end of each year of study, graduation and academic failure rate, and time taken to complete degree. Factors that may have influenced outcomes are discussed as are implications for college admissions officers, college students with learning disabilities, service providers, and academic advisors.  相似文献   

Children's responses to different forms of expression of anger between adults   总被引：5，自引：0，他引：5  

E M Cummings  D Vogel  J S Cummings  M el-Sheikh 《Child development》1989,60(6):1392-1404

Anger is not a homogeneous stimulus, but can vary on a variety of dimensions and domains. This study examined children's responses to anger as a function of: (a) the mode of expression of anger (nonverbal, verbal, verbal-physical), and (b) whether or not anger between others was resolved. Children were presented with videotaped segments of angry and friendly interactions and asked questions concerning their responses. All angry interactions, including non-verbal anger, were perceived as negative events and elicited negative emotions. Unresolved anger was perceived as a far more negative event than resolved anger and induced greater feelings of anger and distress in children. Verbal-physical anger was perceived as the most negative form of expression of anger. Boys reported more angry feelings in response to anger than girls. Distress responding was greater in children from homes in which there was interparent physical aggression and in children with behavior problems. Finally, the utility of this methodology is supported by relatively high test-retest reliability and limited evidence of context effects.  相似文献   

Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance     

Schillinger  Frieder L.  Mosbacher  Jochen A.  Brunner  Clemens  Vogel  Stephan E.  Grabner  Roland H. 《Educational Psychology Review》2021,33(4):1887-1906

Educational Psychology Review - The inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the...  相似文献