Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese     

Lulin Zhou  Fiona J. Duff  Charles Hulme 《Scientific Studies of Reading》2015,19(6):409-418

We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children’s subsequent attempts to learn to read the words. Teaching the pronunciations of words helps children to learn to read those same words, and teaching the pronunciations and meanings improves learning still further. These results provide evidence that both phonological and semantic knowledge are causal influences on learning to read words aloud in Chinese. It appears that learning to read words in Chinese may entail a greater reliance on mappings from orthography to semantics than learning to read words in alphabetic orthographies.  相似文献   

Brand personality in higher education: anthropomorphized university marketing communications     

Richard Rutter  Fiona Lettice  John Nadeau 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):19-39

While the university prospectus is recognized as an important marketing communication tool for higher education recruitment strategies, it has become overlooked as many researchers have focused on other communication channels, such as social media and websites. Although focus has been placed upon Higher Education Institution (HEI) brand differentiation, little is known about the similarities and differences between institutional marketing communications utilized to build their brands. This research seeks to explore and analyze the prospectuses of the top 10 HEIs in the UK and to draw comparison between their relative positions using a brand personality lens. While the brand personality trait of sincerity was common for all of the HEIs, there was clear differentiation on the basis of other traits, demonstrating that brand personality deepens our understanding of HEI positioning. Two main brand personality groupings were evident among the top 10 institutions: excitement and competence.  相似文献   

Pavlovian conditioning of fear based upon hormonal mediation of prior aversive experience     

James T. Concannon  David C. Riccio  James McKelvey 《Learning & behavior》1980,8(1):75-80

A series of three experiments was conducted to determine if epinephrine administered to animals given prior shock might support learning to new environmental cues paired with the epinephrine injection. Experiment 1, utilizing nonnaive rats, provided results snowing that such learning is possible. The effect, while dose-dependent, did not appear to be based on either epinephrine-induced place aversion or on sensitization. The results of Experiment 2 confirmed the basic finding when naive animals were utilized. Experiment 3 examined more carefully the potential contribution of generalized fear, impairment of extinction of fear, and nonspecific sensitization to the phenomenon. Since the findings did not support these alternative interpretations, it appears that epinephrine administration to previously stressed rats does indeed support new learning. The epinephrine-cue association may be mediated by either of two mechanisms: (1) higher order conditioning or (2) memory reactivation. The redintegrative function of epinephrine injections, in terms of modulating memory processing, is also discussed.  相似文献   

More than a picture: helping undergraduates learn to communicate through scientific images   总被引：1，自引：0，他引：1       下载免费PDF全文

Watson FL  Lom B 《CBE life sciences education》2008,7(1):27-35

Images are powerful means of communicating scientific results; a strong image can underscore an experimental result more effectively than any words, whereas a poor image can readily undermine a result or conclusion. Developmental biologists rely extensively on images to compare normal versus abnormal development and communicate their results. Most undergraduate lab science courses do not actively teach students skills to communicate effectively through images. To meet this need, we developed a series of image portfolio assignments and imaging workshops in our Developmental Biology course to encourage students to develop communication skills using images. The improvements in their images over the course of the semester were striking, and on anonymous course evaluations, 73% of students listed imaging skills as the most important skill or concept they learned in the course. The image literacy skills acquired through simple lab assignments and in-class workshops appeared to stimulate confidence in the student's own evaluations of current scientific literature to assess research conclusions. In this essay, we discuss our experiences and methodology teaching undergraduates the basic criteria involved in generating images that communicate scientific content and provide a road map for integrating this curriculum into any upper-level biology laboratory course.  相似文献   

If I had a magic wand I'd magic her out of the book: the rich literacy practices of competent early readers     

Fiona M. Collins  Cathy Svensson 《Early Years: An International Journal of Research and Development》2008,28(1):81-91

This article explores the reading behaviours of 10 young competent nursery and reception children, The 10 children were selected from a group of 54 case study children involved in the national Bookstart evaluation study, Bookstart: Planting a Seed for Life (2005). This group of young readers, from different socioeconomic groups, were identified as reading in advance of their peers. The first part of this article explores the children's attitudes to reading, their responses to selected texts and their understanding of early phonological and letter knowledge. Second, the article reports on the findings from interviews with the parents of these children in order to illuminate the home literacy events that shape these young children's reading competences. This article is based on the larger scale national evaluation study of the Bookstart project, Bookstart: Planting a Seed for Life (2005). The evaluation was set up to explore the effectiveness of the Bookstart programme and the impact of early book giving on the first national cohort of Bookstart children as they entered school. View all notes  相似文献   

Validity and sensitivity of the phonics screening check: implications for practice          下载免费PDF全文

Fiona J. Duff  Silvana E. Mengoni  Alison M. Bailey  Margaret J. Snowling 《Journal of Research in Reading》2015,38(2):109-123

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Challenges presented to personal theories,beliefs and practices of play in Abu Dhabi kindergartens: the English Medium teacher perspective     

Fiona S. Baker 《Early Years: An International Journal of Research and Development》2015,35(1):22-35

Abu Dhabi Education Council’s new school model recognizes the value of play, although anecdotal evidence suggests that there are challenges to play in the preschool context. This article reports on challenges from the English Medium teacher perspective. Findings show that challenges are related to: (a) children meeting teacher expectations for play which may be limited by: real-life exposure, the nanny’s role, a desert climate for outdoor play, overuse of technology; and English as an additional language; (b) acquiring adequate resources for play, including open-access to Internet sites, meaning teachers have to use their own money to provide resources for play; (c) establishing boundaries and managing behaviour, especially for boys; (d) working with conflicting time pressures caused by academic performance benchmarking, accountability and workload; and (e) working with diversity, including meeting parental expectations, collaborating with colleagues and understanding the cultural and linguistic background of children. Recommendations to lessen the challenges of nurturing appropriate play experiences are made within the context of the findings.  相似文献   

Narratives from the road to social justice in PETE: teacher educator perspectives     

Fiona Dowling  Hayley Fitzgerald  Anne Flintoff 《Sport, Education and Society》2015,20(8):1029-1047

Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon how pedagogy for inclusion in the field of physical education (PE) teacher education (PETE) is defined and practiced. As a professional group, teacher educators seem largely hesitant to expose themselves to the researcher's gaze, which is problematic if we expect preservice teachers to engage in messy, biographical reflexivity with regard to their own teaching practice. By engaging in self- and collective biographical story sharing about ‘our’ teacher educator struggles in England and Norway, we hope that the reader can identify ‘her/his’ struggles in the narratives about power and domination, and the spaces of opportunity in between.  相似文献   

Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2012,39(2):60-62

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Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2011,38(2):55-56

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