On the theory and measurement of reading comprehension     

James M. Royer  Donald J. Cunningham 《Contemporary educational psychology》1981,6(3):187-216

This paper suggests that reading comprehension must involve an interaction between the reader's world knowledge and the incoming linguistic message. We call this the minimal comprehension principle. After examining the measurement of reading comprehension from the perspective of the minimal comprehension principle, we conclude that most existing tests of reading comprehension are likely to be unsatisfactory for the purposes of assessing educational gain and diagnosing reading difficulty. We suggest several techniques which might be more suitable for these purposes.  相似文献   

Painting, Poetry and Pots of Basil   总被引：1，自引：0，他引：1  

Gabrielle Cliff Hodges 《English in Education》1995,29(3):3-13

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Perceived interplay between flexible learning spaces and teaching,learning and student wellbeing     

Katharina E. Kariippanon  Dylan P. Cliff  Sarah L. Lancaster  Anthony D. Okely  Anne-Maree Parrish 《Learning Environments Research》2018,21(3):301-320

In recognition of the evolving learning needs of twenty-first century school students, changes to teaching practices and the incorporation of technology are increasingly accompanied by modifications to the built classroom environment. Typically rows of desk and chairs are replaced with a range of furniture that can be configured in various ways to facilitate teaching and learning. This article explores the perceived relationship between these flexible learning spaces and teaching, learning and wellbeing outcomes. The perceptions and experiences of 12 school principals, 35 teachers and 85 students from four primary and four secondary schools in Australia were examined. Flexible learning spaces were reported to facilitate student-centred pedagogy and selfregulation, collaboration, and student autonomy and engagement. Modified spaces were reportedly more enjoyable, comfortable and inclusive and allowed greater interaction. The findings are discussed in light of Beaton’s five key design principles of student-centred learning environments to explore the connection between the physical classroom environment and teaching and learning. Self-Determination Theory is used to interpret how elements of the physical space facilitate the creation of a social environment that encourages greater motivation to learn and increases student wellbeing. The research contributes to an understanding of how flexible learning spaces are used and with what effect, thereby addressing a present gap in the literature.  相似文献   

Evaluation of Self by Young People with Down Syndrome     

Sheila Glenn  Cliff Cunningham 《International Journal of Disability, Development & Education》2001,48(2):163-177

There have been relatively few studies of self-esteem with young people with moderate and severe intellectual disability. One reason for this is likely to be measurement difficulties. The purpose of the present study was to assess the usefulness of three measures of self-esteem in 72 young people with Down syndrome aged from 17 to 24 years. Forty-five young people, mean VMA 5 years 10 months, were assessed on the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Joseph PreSchool and Primary Self-Concept Screening Test. Nineteen young people, mean VMA 8 years 9 months, completed the Self-Perception Profile for Learning Disabled Students. Validity was assessed by reading scores and by interviews with the young people and their parents. Eight young people with the most severe intellectual disability could not do any test; the remainder were able to respond to the format of the appropriate tests. On all measures they rated themselves positively. Internal consistency estimates were high, but validity was only demonstrated for the Self-Perception Profile for Learning Disabled Students, supporting its use with the young people who had VMAs of around 7 years. Evaluation of self also showed a standard developmental trend.  相似文献   

Alcohol as a cue for extinction: State dependency produced by conditioned inhibition     

Christopher L. Cunningham 《Learning & behavior》1979,7(1):45-52

A conditioned-emotional-response (CER) paradigm was used in two experiments to evaluate the effects of alcohol on extinction. In both experiments, rats received tone-shock pairings without alcohol and then received extinction trials either with or without alcohol (injections of saline, .75 or 1.5 g/kg ethanol). The high dose of alcohol suppressed baseline barpressing for food reward, but there was only weak evidence (Experiment 2) that it enhanced responding during the tone early in extinction. In both experiments, extinction of CER under the high alcohol dose was found to be state dependent, that is, post-extinction tests after saline injection showed a reinstatement of suppression to the tone. Experiment 2 indicated that this effect could be attributed to alcohol’s becoming a conditioned inhibitory stimulus as a result of its association with extinction. This supports the general suggestion that situational stimuli normally become inhibitory during the course of simple extinction and may have implications for the role that state-dependent learning plays in drug dependence.  相似文献   

Sharing Stories: Parents' Involvement in Reading with Inner-City Nursery Children     

Cliff Robson  Steve Whitley 《Literacy》1989,23(1):23-27

Recent research has underlined both the benefits of parents reading stories to their children before they start school and of parental involvement in the early reading stages. A one-year project was carried out in the nursery class of an inner-city primary school to set up a regular book borrowing service to enable and encourage parents to read regularly to their pre-reception class children. The level of parental and child interest was monitored throughout. An attempt to measure the effect of the input was made by testing the children involved in the project at the end of their reception class year. Although the results do not show any significant difference in the level of achievement between the experimental school and the two control schools, the project did reveal an unexpectedly high level of parental interest in orienting children towards literacy.  相似文献   

Belief, Doubt and Reason: C. S. Peirce on education     

Donald J.  Cunningham  James B.  Schreiber & Connie M.  Moss 《Educational Philosophy and Theory》2005,37(2):177-189

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The interactions of normal and hyperactive children with their mothers in free play and structured tasks.     

C E Cunningham  R A Barkley 《Child development》1979,50(1):217-224

Groups of 20 normal and 20 hyperactive boys ranging in age from 6 to 12 years were observed interacting with their mothers in 15-min free-play and 15-min structured-task situations. Using a 15-sec interval coding procedure, 1 observer recorded the mother's response to specific antecedent behaviors of the child while a second observer recorded the child's response to specific behaviors of the mother. Hyperactive boys proved more active, less compliant, and less likely to remain on task than nonhyperactive peers. Mothers of hyperactive boys were less likely to respond positively to the child's social interactions, solitary play activities, or compliant on-task behavior. In addition, mothers of hyperactive boys imposed more structure and control on the child's play, social interactions, and task-oriented activities. It is suggested that the controlling intrusive style observed among the mothers of hyperactive boys, while initially a response to the child's overactive, impulsive, inattentive style, may further contribute to the child's behavioral difficulties.  相似文献   

Childcare Educators’ Perceptions of and Solutions to Reducing Sitting Time in Young Children: A Qualitative Study     

Yvonne G. Ellis  Dylan P. Cliff  Anthony D. Okely 《Early Childhood Education Journal》2018,46(4):377-385

Young children spend a high proportion of their time at childcare sitting. Reducing sitting time or breaking up prolonged periods of sitting may be positively associated with health outcomes among children. The purpose of this study was to identify childcare educators’ perceptions of what environmental and policy modifications could be made within early childhood education and care (ECEC) settings to reduce sitting time among children during childcare. Eighty-seven educators from 11 ECEC centres participated in 11 focus groups between September 2013 and November 2013. Each focus group was audio-recorded and transcribed verbatim. A semi-structured schedule was developed to investigate the educators’ perceptions of the influences on children’s sitting time at childcare. A problem–solution tree was developed to determine potential solutions for reducing total and prolonged sitting time in young children at childcare. Most educators were unaware of the high levels of sitting time among young children. Educators identified that childcare practices, the physical environment and the weather were factors that influenced children’s sitting time. Potential solutions to reduce sitting time were to break-up prolonged sitting time by using movement breaks, standing desks, movement transitions between activities, relocating key facilities around the space to promote movement, and integrating movement during learning activities. Also, educators suggested that posters could be used to increase awareness among educators about the benefits of reducing sitting time. Educators identified key practices that could be modified to reduce young children’s sitting time in childcare. These potential solutions should be evaluated to understand their effectiveness.  相似文献   

Development of the Physical Activity Class Satisfaction Questionnaire (PACSQ)     

George B. Cunningham 《Measurement in physical education and exercise science》2013,17(3):161-176

The purpose of this study was to develop the Physical Activity Class Satisfaction Questionnaire (PACSQ). In Study 1, qualitative data were collected from 16 students. The results, coupled with a review of the relevant literature, helped to construct the various dimensions of satisfaction. In Study 2, a quantitative questionnaire was developed and administered to 194 students; based on the results, slight changes were made to the questionnaire. Additional data were then collected in Study 3 from 179 students to test the revised questionnaire. The PACSQ consists of nine dimensions of satisfaction: Mastery Experiences, Cognitive Development, Teaching, Normative Success, Interaction with Others, Fun and Enjoyment, Improvement of Health and Fitness, Diversionary Experiences, and Relaxation. The findings have implications for physical activity class instructors and for program managers.  相似文献