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Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word’s orthography, phonology, and semantics based on the word’s characteristics. In addition, a learner’s overall literacy skills should relate to whether they attempt to use words. In the present study, sixth graders (n = 66), seventh graders (n = 60), and eighth graders (n = 41) learned 25 academic vocabulary words in a supplementary academic vocabulary intervention and were then asked to use those words in short persuasive essay drafts. We measured whether these students attempted to use a word (a binary uses outcome) and the number of times a student used a word (a continuous attempts outcome) and used cross-classified random effects models to examine how (a) the orthographic, phonological, and semantic characteristics of words and (b) the students’ literacy-related characteristics related to their uses and attempts. For word characteristics, students were more likely to use and attempt high frequency than low frequency words. For student characteristics, students proficient on the state exam were more likely to use and attempt the words, and students learning English were less likely to attempt the words. Implications for vocabulary intervention and writing instruction are discussed. 相似文献
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Communication, collaboration and community development are processes that contribute to student satisfaction and learning in online courses. This paper describes a study that investigated how campus and distance graduate students in a library science program communicated with one another outside the official boundaries of their courses. We conducted a survey to answer two research questions: 1) What Web 2.0 technologies do students use to communicate with one another outside of the formal structure of their online courses? and 2) What do they talk about in such communication? The results showed that, while students used a variety of technologies to communicate with one another, those enrolled at a distance made greater use of technology to communicate with one another. Moreover, clear preferences emerged according to age. Younger students preferred mobile technologies while older students experimented with a wider range of web-based technologies. We interpret these results and offer recommendations for practice based on our interpretation. 相似文献
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Amanda C. Miller Douglas Fuchs Lynn S. Fuchs Donald Compton Devin Kearns Wenjuan Zhang 《Journal of research on educational effectiveness》2014,7(3):232-249
AbstractThe purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short-term memory). Also, student attention demonstrated a significant indirect effect on third-grade reading comprehension via word reading but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. 相似文献
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Syntactic complexity has been recognized as an important construct in writing research, and for the past five decades, many syntactic complexity measures (SCMs) have been examined in numerous studies. This systematic review is the first study of its kind to synthesize 36 studies spanning from 1970 to 2019 by identifying and cataloging all SCMs examined during this period. An analysis was performed on how the use of SCMs varied by genre, grade level, students’ writing ability, and writing quality. Five online databases (Academic Search Premier, ERIC, PsycINFO, Psychology and Behavioral Sciences, and PsycARTICLES) were searched. A total of 48 SCMs were grouped into six categories: T-units and sentences, clauses, phrases, words, combined measures, and other measures. Most studies examined three common SCMs: mean T-unit length, mean number of words per clause, and mean number of clauses per T-unit. The argumentative genre had the highest values for T-unit length and mean number of clauses per T-unit, which could indicate greater sentence complexity. Higher-grade-level students generally construct sentences that are syntactically complex, but comparison between studies was difficult because different studies investigated different SCMs. Although students with higher writing abilities generally construct sentences that are syntactically more complex compared to students with lower writing abilities, the findings are not conclusive, as only a few studies examined this relationship. A similarly inconclusive relationship was found between syntactic complexity and writing quality because only a few studies examined this relationship. More research is needed to examine the relationship between SCMs, writing quality, and genre.
相似文献15.
The Scottish Government’s vision of improving outcomes for children prioritises attachment theory and research in promoting children’s well-being across children’s services. This theme is also noted as increasing international relevance. Our narrative research springs from the experience of designing and delivering the first course within initial teacher education in Scotland to focus on the application of attachment theory to the role and identity of the teacher – particularly, in supporting children vulnerable through experiences of trauma and adversity. We capture students’ ‘real time’ learning moments through reflective journaling during school experience within the analytic ‘Doing, knowing, being and becoming’. Emergent themes include: looking behind and responding to behaviours, making links with ‘lived lives’, understanding teachers’ potential as attachment figures and ‘secure base’, understanding the relevance of adult attachment theory and resilience/self-care to teachers’ emotions and their own attachment experiences. 相似文献
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Jennifer Meta Robinson Valerie Dean O'Loughlin Katherine D. Kearns Catherine Sherwood-Laughlin 《College Teaching》2019,67(2):109-119
Although numerous universities offer graduate students opportunities to develop their teaching, few studies probe the credit-bearing graduate course in college teaching. A survey of 105 instructors of graduate pedagogy courses in the US and Canada explored their preparation, professional appointments, students, and assignments. Results showed diverse institutional units offer college pedagogy courses, which are taught by instructors with substantial preparation, most frequently to multidisciplinary groups from diverse majors. Many instructors assign teaching statements, though specifics differ. Comparison to the authors' earlier case study reveals an emerging, recognizable, and international course type that coheres in structure, timing, and at least one key assignment. The ubiquity of college pedagogy courses recommends substantial institutional investment, scholarly analysis, and professorial discussion to align them with the contemporary goals and standards of graduate education. 相似文献
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The implementation of virtual microscopy in the teaching of pathology at the Bloomington, Indiana extension of the Indiana University School of Medicine permitted the assessment of student attitudes, use and academic performance with respect to this new technology. A gradual and integrated approach allowed the parallel assessment with respect to both the virtual and optical microscopes. Student survey data indicated that the virtual imaging technology was enthusiastically received, and aggregate grade comparisons with the previous classes showed no decrease in content mastery. Survey questions assessing a variety of parameters reveal improved time and resource utilization, as well as increased student collaboration. Even so, 50% of the respondents indicated having both optical and virtual microscopes available was preferable. Anat Sci Ed 1:240–246, 2008. © 2008 American Association of Anatomists. 相似文献
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Innovative Higher Education - This mixed method study investigated design thinking (DT) practices and outcomes from across disciplinary frameworks within one institution of higher education.... 相似文献
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Mark Evans Ella Patchett Rickard Nally Rachel Kearns Matthew Larney 《European Journal of Sport Science》2018,18(3):376-386
Acute ingestion of ketone salts induces nutritional ketosis by elevating β-hydroxybutyrate (βHB), but few studies have examined the metabolic effects of ingestion prior to exercise. Nineteen trained cyclists (12 male, 7 female) undertook graded exercise (8 min each at ～30%, 40%, 50%, 60%, 70%, and 80% VO2peak) on a cycle ergometer on two occasions separated by either 7 or 14 days. Trials included ingestion of boluses of either (i) plain water (3.8?mL?kg?body mass?1) (CON) or (ii) βHB salts (0.38?g?kg?body mass?1) in plain water (3.8?mL?kg body mass?1) (KET), at both 60 min and 15 min prior to exercise. During KET, plasma [βHB] increased to 0.33?±?0.16?mM prior to exercise and 0.44?±?0.15?mM at the end of exercise (both p?.05). Plasma glucose was 0.44?±?0.27?mM lower (p?.01) 30?min after ingestion of KET and remained ～0.2?mM lower throughout exercise compared to CON (p?.001). Respiratory exchange ratio (RER) was higher during KET compared to CON (p?.001) and 0.03–0.04 higher from 30%VO2peak to 60%VO2peak (all p?.05). No differences in plasma lactate, rate of perceived exertion, or gross or delta efficiency were observed between trials. Gastrointestinal symptoms were reported in 13 out of 19 participants during KET. Acute ingestion of βHB salts induces nutritional ketosis and alters the metabolic response to exercise in trained cyclists. Elevated RER during KET may be indicative of increased ketone body oxidation during exercise, but at the plasma βHB concentrations achieved, ingestion of βHB salts does not affect lactate appearance, perceived exertion, or muscular efficiency. 相似文献
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