Graphonomics,automaticity and handwriting assessment     

Oliver Tucha  Lara Tucha  Klaus W. Lange 《Literacy》2008,42(3):145-155

A recent review of handwriting research in Literacy concluded that current curricula of handwriting education focus too much on writing style and neatness and neglect the aspect of handwriting automaticity. This conclusion is supported by evidence in the field of graphonomic research, where a range of experiments have been used to investigate this issue from a movement perspective. The present article offers a brief introduction to a graphonomic approach to handwriting analysis and the findings of graphonomic research about handwriting automaticity. These findings indicate that attentional control to any characteristic of the writing process (e.g. direction, lexical status, movement, style) results in an impairment of handwriting automaticity. These findings support and add a new dimension to previous conclusions.  相似文献   

Education in Sustainable Development: How Can Science Education Contribute to the Vulnerability Perception?     

J. M. Lange 《Research in Science Education》2012,42(1):109-127

Education for human development within the constraints of sustainability is problematic for schools. On one hand, it is a political idea that continues to evolve with successive compromises between social groups with differing or even conflicting interests. ESD is therefore inherently ‘non-disciplinary’ and cannot be the basis of a single school subject if we wish to keep the creativity that results from the dynamics at work. On the other hand, SD leads us to think collectively about solutions that ensure a future of our choosing that preserves the biological capacity of the planet and to reduce our vulnerability. The sciences thus have a key role: their ability to question the world and to model the consequences of collective and individual choices. But there is a risk of technocratic drift and SD leads us to think about society’s values and aims. A new link is established between sciences and humanities with a democratic model in sight. This paper presents what is possible out of the prospective scenarios method within general and compulsory education by seeking, through an empirical approach, to determine its feasibility, its contributions, its limits, and to locate the place of science education in the elaboration of the perception of “vulnerability”. Both primary and secondary schools are concerned.  相似文献   

The impacts of an early mathematics curriculum on oral language and literacy     

Julie Sarama  Alissa A. Lange  Douglas H. Clements  Christopher B. Wolfe 《Early childhood research quarterly》2012

Competence in early mathematics is crucial for later school success. Although research indicates that early mathematics curricula improve children's mathematics skill, such curricula's impacts on oral language and early literacy skills are not known. This project is the first to investigate the effects of an intensive pre-kindergarten mathematics curriculum, Building Blocks, on the oral language and letter recognition of children participating in a large-scale cluster randomized trial project. Results showed no evidence that children who were taught mathematics using the curriculum performed differently than control children who received the typical district mathematics instruction on measures of letter recognition, and on two of the oral language (story retell) subtests, sentence length and inferential reasoning (emotive content). However, children in the Building Blocks group outperformed children in the control group on four oral language subtests: ability to recall key words, use of complex utterances, willingness to reproduce narratives independently, and inferential reasoning (practical content).  相似文献   

Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon     

Sarah Lange 《Compare》2014,44(4):587-612

This paper examines the effects of a professional development programme on the attitudes towards the teaching and learning of teachers in the Anglophone part of Cameroon. The development programme combines a multiplier system with school-based in-service training. The research compares the effects that the training had on the attitudes of three groups of teachers in a control group design: (1) teachers participating in the in-service training, subdivided into (1a) teachers trained as multipliers and (1b) teachers trained by the multipliers, and (2) teachers who did not participate in the training. The study featured a quantitative control group design (n = 292) and is intended to contribute to the discussion on the sustainable effects of in-service teacher training in low-income countries. The data collection was conducted in 13 secondary schools in Cameroon. The results suggest that the programme had effects on the teachers’ attitudes and classroom practices.  相似文献   

Social moderation,assessment and assuring standards for accounting graduates     

Kim Watty  Mark Freeman  Bryan Howieson  Phil Hancock  Brendan O’Connell  Paul de Lange 《Assessment & Evaluation in Higher Education》2014,39(4):461-478

Evidencing student achievement of standards is a growing imperative worldwide. Key stakeholders (including current and prospective students, government, regulators and employers) want confidence that threshold learning standards in an accounting degree have been assured. Australia’s new higher education regulatory environment requires that student achievements are benchmarked against intended programme learning outcomes, guided by published disciplinary standards and a national qualifications framework, and against other higher education providers. Here, we report on a process involving academics from 10 universities, aided by professional practitioners, to establish and equip assessors to reliably assure threshold learning standards in accounting that are nationally comparable. Importantly, we are learning more about how standards are interpreted. Based on the premise that meaning is constructed from tacit experiences, social interactions and intentional reflection on explicit information, we report outcomes of three multi-part calibration interventions, situated around judgements of the quality of the written communication skills exhibited in student work and their related assessment tasks. Qualitative data from 30 participants in the calibration process suggest that they perceive that the process both assists them both in developing a shared understanding of the accounting threshold learning standards and in the redesign of assessment tasks to more validly assess the threshold learning standards.  相似文献   

Designing instructor-led schools with rapid prototyping     

Steven R. Lange  Colleen M. Shanahan  Owen Hurd 《Performance Improvement》1996,35(8):26-29

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Which is it? conventionally or systematically designed instruction or …     

Elba C. Grovdahl  Robert R. Lange 《Performance Improvement》1989,28(2):32-34

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Cost functions for symphony orchestras     

Mark Lange  James Bullard  William Luksetich  Philip Jacobs 《Journal of Cultural Economics》1985,9(2):71-85

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Comprehensive evaluation of player-surface interaction on artificial soccer turf     

Müller C  Sterzing T  Lange J  Milani TL 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(3):193-205

The purpose of this study was to evaluate the traction characteristics of four different stud configurations on Fédération Internationale de Football Association (FIFA) 2-Star, third-generation artificial soccer turf. The investigated stud configurations were hard ground design, firm ground design, soft ground design, and an experimental prototype. The concept of this study combines performance, perception, biomechanical, and mechanical testing procedures. Twenty-five soccer players took part in the different testing procedures. Variables of this study were: running times, subjective rankings/ratings, ground reaction forces, and mechanical traction properties. Statistical discrimination between the four stud configurations was shown for performance, perception, and biomechanical testing (p < 0.05). Unsuited stud configurations for playing on artificial turf are characterized by less plain distributed and pronounced studs.  相似文献   

The heuristic dimension of instructional development     

John B. Haney  Phil C. Lange  John Barson 《Educational technology research and development : ETR & D》1968,16(4):358-371

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