Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers     

Singleton JL  Morgan D  DiGello E  Wiles J  Rivers R 《Journal of deaf studies and deaf education》2004,9(1):86-103

The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners.  相似文献   

Professional Counseling Journals: Implementing On‐Line Editing and Peer Review     

Marlowe H. Smaby  Cleborne D. Maddux  Denise S. Zirkle  Norma J. Henderson 《Counselor Education & Supervision》2000,40(1):2-7

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Doctoral Students' Experiences with Pedagogies of the Home,Pedagogies of Love,and Mentoring in the Academy     

Jennifer Esposito  Taneisha Lee  Kelly Limes-Taylor Henderson  Amber Mason  Anthony Outler  Justina Rodriguez Jackson 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):155-177

In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our acclimation of the hidden culture of our doctoral programs. We elaborate on the history and mentoring model of the group of which we are a part, and follow with a review of the literature on mentoring practices and a discussion of methodology. Finally, through autoethnographic vignettes, each author discusses his/her experience as a non-traditional and/or student of color and how our relationship with the group has provided us with the logistical, emotional, and psychological support needed to progress in and complete our programs.  相似文献   

Book Reviews,Reflections and Ideas     

Dianne Conrad 《Distance Education》2003,24(1):127-130

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A process model of writing development across the life span   总被引：4，自引：0，他引：4  

Virginia W. Berninger  Frances Fuller  Dianne Whitaker 《Educational Psychology Review》1996,8(3):193-218

In this article, we provide an overview of writing development from a product perspective and from a process perspective. Then we discuss modifications of the most influential process model of skilled adult writing to explain beginning and developing writing, including a proposed developmental sequence of the emergence of cognitive processes in writing. Next we report the results of two recent dissertations by the second and third authors supervised by the first author aimed toward contrasting developmental issues: (a) specifying the algorithms or rules of thumb beginning and developing writers may use during on-line planning; and (b) investigating the further development of writing processes among skilled adult writers. In the first study, development was conceptualized as a linear process across age groups. In the second study, development was conceptualized as a horizontal process within skilled adult writers who expanded their expertise. Finally, we consider the developmental constraints and the instructional constraints on writing development and argue for a model of writing development in which endogenous and exogenous process variables interact to determine the outcome of the writing development process.  相似文献   

Interdisciplinary teaching     

Dianne S. Peters 《Innovative Higher Education》1982,6(4):229-241

This exploratory study compared cognitive style and teaching technique when 25 doctoral students taught a class session within their field of study and a class session outside their field of study. Methodologies used were a narrative and an analysis comparing in-field teaching with out-of-field teaching. Results revealed that out-of-field teaching produces anxiety which respondents attempted to overcome by changing from less structured to more structured fields and from less formal to more formal teaching techniques. Inferences are that out-of-field teaching may be more appropriately described as traditional than nontraditional, and that out-of-field teaching may be inappropriate for nontraditional, student-oriented institutions.  相似文献   

Innovative Practice: Systemic Problem Solving: Retention and the Role of a Student Counseling Center     

Dianne L. Phillips-Miller  Charles R. Morrison 《Journal of College Counseling》1999,2(2):180-183

This article describes a counseling center's experience using a “systems” approach to address student retention by initiating campuswide collaboration.  相似文献   

Variation in Raven's Progressive Matrices scores across time and place     

Symen A. Brouwers  Fons J.R. Van de Vijver  Dianne A. Van Hemert 《Learning and individual differences》2009,19(3):330-338

The paper describes a cross-cultural and historical meta-analysis of Raven's Progressive Matrices. Data were analyzed of 798 samples from 45 countries (N = 244,316), which were published between 1944 and 2003. Country-level indicators of educational permeation (which involves a broad set of interrelated educational input and output factors that are strongly related to economic development), the samples' educational age, and publication year were all independently related to performance on Raven's matrices. Our data suggest that the Flynn effect can be found in high as well as low GNP countries, although its size is moderated by education-related sample and country characteristics and seems to be smaller in developed than in emerging countries.  相似文献   

“Is everybody getting it?”: Sustained support for English as a second language students     

Paulette A. Henderson 《About Campus》2009,14(4):8-15

The needs of ESL students do not end after the first year. Paulette Henderson describes one community college's approach to supporting ESL students throughout their academic career.  相似文献   

Difficult questions of difficult questions: the role of the researcher and transcription styles     

Holly Henderson 《International journal of qualitative studies in education》2018,31(2):143-157

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