Examining options for reading comprehension assessment in international contexts     

Stephanie Simmons Zuilkowski  Benjamin Piper  Dunston Kwayumba  Margaret Dubeck 《Journal of Research in Reading》2019,42(3-4):583-599

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A Comparison of Responsive Interventions on Kindergarteners’ Early Reading Achievement     

Mary E. Little  D’Ann Rawlinson  Deborah C. Simmons  Minjung Kim  Oi‐man Kwok  Shanna Hagan‐Burke  Leslie E. Simmons  Melissa Fogarty  Eric Oslund  Michael D. Coyne 《Learning disabilities research & practice》2012,27(4):189-202

This study compared the effects of Tier 2 reading interventions that operated in response‐to‐intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response to student performance or (b) their schools’ typical supplemental reading intervention (regrouping and curriculum pacing adjustments). In both conditions, intervention was provided 30 minutes per day in small groups for approximately 100 sessions. Results indicated no statistically significant group differences on any outcome measures. Between‐group effect sizes revealed substantively important differences (Valentine & Cooper, 2003) favoring the ERI responsive condition on multiple measures with effect sizes ranging from .35 to .59. Overall, findings indicated that the majority of students in both Tier 2 intervention conditions performed above the 30th percentile on posttest measures of word reading measures.  相似文献   

Rights at Risk     

Katy Simmons 《British Journal of Special Education》1998,25(1):9-12

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Mrs Thatcher’s first flourish: organic change,policy chaos and the fate of the colleges of education     

ROBIN Simmons 《British Journal of Educational Studies》2017,65(3):353-368

This paper revisits the abolition of the colleges of education in England and Wales, specialist providers of teacher training which were effectively eradicated in the years after Margaret Thatcher’s 1972 White Paper Education: A Framework for Expansion. Its central argument is that the way in which change was enacted thereafter represented a significant break with the model of policymaking which had held sway since the end of World War Two. Whilst more far-reaching change would come after Mrs Thatcher’s ‘conversion’ to neo-liberalism later in the decade, the fate of the colleges of education was, I argue, an important if largely overlooked episode in the history of education – especially in terms of violating the collaborative relationship between central government and local authorities which had, until that point, dominated education policy in post-war Britain.  相似文献   

Exploring Self-Efficacy among Entry-Level and Advanced BSW Students     

Christopher Simmons  Marie Barnard  Susan C. Allen 《Journal of Teaching in Social Work》2017,37(4):369-384

This study compared a sample of entry-level and advanced BSW students, who completed pretest and posttest self-efficacy measures, to assess their level of confidence in performing social work tasks after 15 weeks of instruction. By the end of the semester, only advanced students made significant gains in self-efficacy beliefs, and they showed a significantly higher self-efficacy belief than entry-level students. Results suggest that increased mastery experiences, as found in the advanced social work curriculum, may help students develop confidence in their ability to practice as professional social workers.  相似文献   

Factor structure of child behavior scale scores in peruvian preschoolers     

Erin L. Meyer  Barbara A. Schaefer  Cesar Merino Soto  Crystal S. Simmons  Rebecca Anguiano  Jeremy Brett  Alea Holman  Justin F. Martin  Heidi K. Hata  Kimberly J. Roberts  Zena R. Mello  Frank C. Worrell 《Psychology in the schools》2011,48(10):931-942

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.  相似文献   

Learning from animation enabled by collaboration     

Cyril Rebetez  Mireille Bétrancourt  Mirweis Sangin  Pierre Dillenbourg 《Instructional Science》2010,38(5):471-485

Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work. As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve comprehension over static graphics. However, the research failed to find clear evidence in favour of animation. Animation may also be used to promote interactions in computer-supported collaborative learning. In this setting as well, the empirical studies have not confirmed the benefits that one could intuitively expect from the use of animation. One explanation is that multimedia, including animated graphics, challenges human processing capacities, and in particular imposes a substantial working memory load. We designed an experimental study involving three between-subjects factors: the type of multimedia instruction (with static or animated graphics), the presence of snapshots of critical steps of the system (with or without snapshots) and the learning setting (individual or collaborative). The findings indicate that animation was overall beneficial to retention, while for transfer, only learners studying collaboratively benefited from animated over static graphics. Contrary to our expectations, the snapshots were marginally beneficial to learners studying individually and significantly detrimental to learners studying in dyads. The results are discussed within the multimedia comprehension framework in order to propose the conditions under which animation can benefit to learning.  相似文献   

Undergraduate students' ability to revise text effectively: relationships with topic knowledge and working memory     

Anne-Marie Adams  Fiona Simmons  Catherine Willis  Ralph Pawling 《Journal of Research in Reading》2010,33(1):54-76

In order to communicate understanding, students are often required to produce texts which present an explicit, coherent argument. This study examined the extent to which individual differences in undergraduates' topic knowledge and working memory skills were related to their ability to revise texts to better fulfil these goals. Forty-seven students revised texts containing three types of error: language, structure and argument. Topic knowledge was indexed by multiple choice test performance. Verbal short-term and working memory were measured using forward and backward digit recall and reading span. Rates of identification, diagnosis and correction of errors were generally poor. Contrary to expectations neither topic knowledge nor verbal working memory was associated with text revision although significant associations were identified with verbal short-term memory. When revising texts students may focus on the surface features of the text rather than addressing issues of structure and argument. Possible accounts of this tendency are considered.  相似文献   

I THE OPEN SOCIETY: SHAPING RELIGION AND VALUES     

Henry C. Simmons C.P. 《Religious education (Chicago, Ill.)》2013,108(5):547-552

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Edward M. Clift (ed): How Language is Used to do Business: Essays on the Rhetoric of Economics     

Cyril Nhlanhla Mbatha 《Journal of Cultural Economics》2009,33(2):151-155

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