Beyond language borders: orthographic processing and word reading in Spanish–English bilinguals     

S. Hélène Deacon  Xi Chen  Yang Luo  Gloria Ramirez 《Journal of Research in Reading》2013,36(1):58-74

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Learning Professional Ways of Being: Ambiguities of becoming   总被引：1，自引：0，他引：1  

Gloria  Dall'Alba 《Educational Philosophy and Theory》2009,41(1):34-45

The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself.  相似文献   

Preface to the Special Issue on Electronic Performance Support Systems     

Gloria Gery 《Performance Improvement Quarterly》1995,8(1):3-6

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Knell,S.M. (1993). Cognitive‐behavioral play therapy. Northmont,NJ: Jason Aronson,Inc. 247 pp., $55.00.     

Gloria Miller 《Psychology in the schools》2000,37(4):395-397

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Applying mathematics with real world connections: metacognitive characteristics of secondary students     

Gloria A. Stillman  Peter L. Galbraith 《Educational Studies in Mathematics》1998,36(2):157-194

This paper reports an intensive study of problem-solving activity of female students at the senior secondary level. The study focussed both on the mathematical processing and the underlying cognitive and metacognitive activities that led to that processing. Response maps were used to analyse and categorize the written responses from individual students while videotaped problem solving sessions and structured and free response interviews probed the students' metacognitive knowledge, strategies, decision making, beliefs and affects. Metacognitive activities were involved in all phases of the solution process with key points in students' solutions identifiable in terms of the cognitive-metacognitive framework of Garofalo and Lester (1985). On average more time was spent on orientation and execution activities with little time being spent on organisation and verification activities, however, the successful groups spent less time on orientation than the other groups. All successful groups displayed a high number of key points where metacognitive decisions could influence cognitive action. Success was accompanied by a tendency to engage in a high number of organisational activities, regulation of execution activities and evaluation activities particularly evaluation of execution but fewer opportunities where metacognitive decisions could influence cognitive actions during orientation.  相似文献   

99-seconds guided visualization fact sheet     

Gloria Pearlstein 《Performance Improvement》1987,26(7):22-22

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Perception of conflict in university students. The importance of initial training / La percepción del conflicto en alumnos universitarios. La importancia de la formación inicial     

Gloria Rojas-Ruiz  Inmaculada Alemany-Arrebola 《Cultura y Educación》2016,28(2):269-300

This article analyses the perception of conflict held by students in the Faculty of Education at the three campuses of the University of Granada, and evaluates the different notions held by those who have received specific training in this subject and those who have not during their initial training process. An ad hoc questionnaire has been developed, with an empirical-analytical study and Ex Post Facto correlational design. The sample covers 1,281 subjects. The results indicate a negative perception and conceptualization, poor realization of the educational guides on subjects that include competences related to the theme of Conflict and/or the Culture of Peace, and the influence of previous experiences.  相似文献   

Linguistic profiles of dyslexic and good readers     

Nathlie A. Badian  Frank H. Duffy  Heidelise Als  Gloria B. McAnulty 《Annals of dyslexia》1991,41(1):221-245

Linguistic profiles of 60 boys with average intelligence were examined at kindergarten, grade 2, and grade 4. The subjects were 7 dyslexic, 7 mildly dyslexic, 30 average, and 16 good readers, defined in terms of the discrepancy between standardized reading and intelligence scores. Across the three ages, reader groups did not differ in language comprehension, but did differ in confrontation and rapid automatized naming (RAN), three syntactic measures, and verbal memory. Group strengths and weaknesses were, with few exceptions apparent in kindergarten and maintained throughout. The kindergarten tasks which most effectively predicted reading group membership at grade 4 were giving letter sounds, and rapid naming; these predicted 4th grade reading group at close to 100 percent accuracy. The study, together with a further comparison of average and high IQ good readers, provides an interesting contrast between the role of RAN and Confrontation naming in reading. This work was supported in part by NIHCD grants RO1HD18761 to F. H. Duffy, RO1HD18654 to H. Als, and the Mental Retardation Grant P30HD18655 to C. F. Barlow.  相似文献   

Woman-centered maternity nursing education and practice     

Giarratano G 《The Journal of perinatal education》2003,12(1):18-28

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One-year experimental study of the ACT objective test with non-traditional students     

Gloria B. Wood 《Innovative Higher Education》1990,15(1):29-41

The Curriculum Committee of the General College (GC) at the University of Minnesota selected the ACT Objective Test to assess general educational outcomes, educational gains, and to provide an individual assessment of academic achievement for graduating Associate of Arts degree candidates.Data analyses to assess general educational outcomes revealed that GC Associate of Arts degree candidates scored significantly lower than an ACT national sample on total score and four out of six subscores.Data analyses to assess educational gains revealed no significant differences between three comparison groups of GC students: Associate of Arts candidates, GC sophomores, and GC freshman; although there was a significant difference on grade-point average (GPA).Finally, data analyses to assess ethnic group performance revealed significant differences between four ethnic groups, although there were no significant differences on GPA. In addition, it was discovered that the relationship between total score and GPA was strongly positive for the Black and Caucasian groups but was negative for the Asian and Other groups.Thus, since the ACT Objective Test did not provide an adequate measure of educational gains, and it appears that the ACT Objective Test might possibly be a culturally biased instrument, it was decided to discontinue use of the ACT Objective Test in the General College after the one-year experimental period.Gloria B. Wood received her Ph.D. in Counseling Psychology from the University of Minnesota. She teaches psychology and career planning to a predominantly nontraditional and under-prepared college population. Her research interests include: cognitive development and learning styles; the psychological and motivational variables related to academic performance; and variables related to career assessment and development.  相似文献