Processing inflected morphology in second language word recognition: Russian-speakers and English-speakers read Hebrew     

Wade-Woolley  Lesly  Geva  Esther 《Reading and writing》1999,11(4):321-343

This paper reports on an investigation into the morphosyntactic processing of second language (L2) learners who differ in terms of language learning experience. The chief area of interest was the relationship of L2 learning patterns and experience to the acquisition of automatized processing skills in the morphological domain. English- and Russian-native speakers of Hebrew as L2 were assessed on their sensitivity to complex morphological structures which do not exist in their respective native languages (L1). The Hebrew word formation rule which was the focus of investigation was the affixation of prepositions to nouns, resulting in single words which are also full prepositional phrases. In both English and Russian, prepositions and nouns in prepositional phrases must be autonomous. Participants named high frequency words of one (e.g., /parah/ cow) and three morphemes (e.g., /bakis/ in the pocket), which were presented in a control condition and also presented in conditions which either preserved or disrupted the natural morpheme boundaries through the manipulation of font-size. In addition to the experimental measure, participants were also asked to read an expositional passage from a popular Israeli newspaper. Results showed that the Russians, although significantly more accurate than the English speakers at text reading, were significantly less accurate and slower than the English at the naming task, and less impaired by the experimental manipulations. The results are discussed in terms of automaticity, print exposure and age of L2 acquisition.  相似文献   

On the chemical equilibrium concept: Constrained word associations and conception     

Esther Gussarsky  Malka Gorodetsky 《科学教学研究杂志》1988,25(5):319-333

The use of the method of constrained word associations to gain knowledge on the conception of the chemical equilibrium concept is reported. The analysis provides information on:

• (a) A general indication of change in the cognitive structure of students associated with chemical comprehension.
• (b) The comparison of clusters of concepts at pre- and postinstruction indicating the associated concepts.
• (c) A graphical representation of the links among concepts which resulted from instruction.

The results obtained by this technique were similar to those obtained by the method of free sorting of a set of concepts. As the latter was found to correlate with problem-solving ability, it is argued that the method of constrained word associations is a reliable tool for mapping certain aspects of cognitive structure concerned with understanding.  相似文献   

How can a Website for Physics Teachers Serve as a Tool for Professional Development?     

Esther Bagno  Semadar Levy  Bat-Sheva Eylon 《Journal of Science Education and Technology》2006,15(3-4):215-219

Misconceptions among students studying physics have been widely reported in the research literature. Many teachers are not acquainted with this literature. Moreover, many of them claim that only weak students have misconceptions. This paper reports on an online activity focusing on misconceptions of students regarding Newton’s 3rd Law, that is being carried out through the website of the National Center of Physics Teachers. The aims of the activity are: (1) To convince the teachers that sometimes difficulties in understanding concepts do not stem from the inability of certain students to understand the concept, but rather because of misconceptions in physics. (2) To present the teachers with the findings of studies on physics instruction that deal with the concepts under discussion. (3) To convince the teachers to try out new, innovative teaching strategies.  相似文献   

Postscript: Visions of Love in Urban Schooling,or A Love Letter from the Editors     

Ohito  Esther O.  Watson  Wanda  Lyiscott  Jamila  Sealey-Ruiz  Yolanda 《The Urban Review》2019,51(1):146-148

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Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes     

Franzis Preckel  Moshe Zeidner  Thomas Goetz  Esther Jane Schleyer 《Contemporary educational psychology》2008

This study takes a second look at the “big-fish-little-pond effect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls’ academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on boys’ academic self-concept.  相似文献   

For Better or Worse? System-Justifying Beliefs in Sixth-Grade Predict Trajectories of Self-Esteem and Behavior Across Early Adolescence     

Erin B. Godfrey  Carlos E. Santos  Esther Burson 《Child development》2019,90(1):180-195

Scholars call for more attention to how marginalization influences the development of low-income and racial/ethnic minority youth and emphasize the importance of youth's subjective perceptions of contexts. This study examines how beliefs about the fairness of the American system (system justification) in sixth grade influence trajectories of self-esteem and behavior among 257 early adolescents (average age 11.4) from a diverse, low-income, middle school in an urban southwestern city. System justification was associated with higher self-esteem, less delinquent behavior, and better classroom behavior in sixth grade but worse trajectories of these outcomes from sixth to eighth grade. These findings provide novel evidence that system-justifying beliefs undermine the well-being of marginalized youth and that early adolescence is a critical developmental period for this process.  相似文献   

Investigating the Impact of Contrasting Paradigms of Knowledge on the Emancipatory Aims of Gallery Programmes for Young People     

Esther Sayers 《The International Journal of Art & Design Education》2011,30(3):409-422

Within an emerging philosophy of contemporary gallery education, new pedagogies are required to meet the demands of looking at art, with increasingly varied constituent groups. Strategies that aim to empower young learners come from an ideological framework in which knowledge is negotiated and local significances are produced conversationally by learners and facilitators. Tension exists between the ideological position and the role of the gallery as ‘expert’: this conflict creates ambivalence towards the learner. The discourse of the ‘expert’ and the discourse of ‘local negotiation’ employ different pedagogic strategies, creating tension in the ways in which knowledge is reproduced for the visitor and participant. This article explores interrogatory pilot work with young people at Tate Modern. I use a hermeneutical approach to explore the interpretive roles of facilitator and participant when language‐based strategies are used to look at art. This research aims to construct a pedagogy that enables young people to learn about art in ways that take account of their situation as learners.  相似文献   

The summer learning effect in writing in New Zealand     

Meyer  Frauke  Yao  Esther S.  Meissel  Kane 《Reading and writing》2020,33(5):1183-1210

Reading and Writing - The summer learning effect has been identified as a major barrier in creating equitable outcomes in the United States, especially in reading and mathematics. Less is known...  相似文献   

Are separate room test accommodations effective for college students with disabilities?     

Robert Weis  Esther L. Beauchemin 《Assessment & Evaluation in Higher Education》2020,45(5):794-809

Abstract

College students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities are frequently allowed to complete examinations in a separate, distraction-reduced setting. Although separate room test accommodations are believed to provide students with equal access to testing and thereby improve performance, little experimental research has examined their effects on actual test scores. We randomly assigned college students to complete a high-stakes Spanish language placement examination in either a group or separate room setting. Then, we categorized students based on their (1) disability status, (2) history of test accommodations, and (3) self-reported history of test anxiety. Results showed a significant setting x disability status interaction. Contrary to expectations, all students performed equally well in the group setting, but students with disabilities earned significantly lower scores than their classmates without disabilities when tested in a separate room. Similar results were found when we restricted our analyses to students with a history of test accommodations. Separate room testing had no effect on the scores of students with test anxiety. Altogether, our findings suggest that separate room testing does not mitigate the effects of ADHD, learning disabilities, and/or test anxiety on performance and, in some cases, may actually lower test scores.  相似文献   

Mathematically and practically-based explanations: individual preferences and sociomathematical norms     

Esther Levenson  Dina Tirosh  Pessia Tsamir 《International Journal of Science and Mathematics Education》2006,4(2):319-344

This paper is an initial investigation of teachers’ and students’ preferences for mathematically-based (MB) and practically-based (PB) explanations and the relationship between those preferences and sociomathematical norms. The study focuses on one fifth grade teacher and two of her students and discusses three issues. The first issue concerns students’ abilities to understand and accept MB explanations. The second issue concerns the choices teachers make regarding the types of explanations they introduce to their classes and the basis for these choices. The third issue concerns the place of the individuals’ preferences within the sociomathematical norms of the class. The findings indicate that elementary school students are capable of understanding MB explanations and some might even prefer them. We also found that although a teacher might personally prefer MB explanations, this preference may be set aside for didactical considerations. Finally, we discuss the complex relationship between individual preferences for MB and PB explanations and sociomathematical norms.  相似文献