Storyreading and Literacy Learning: A Study of Two Early Childhood Classrooms     

Phillip Kirby 《Literacy》1993,27(3):33-40

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How Instruction Influences Conceptual Development: Vygotsky's Theory Revisited     

Marc Clarà 《教育心理学家》2017,52(1):50-62

Although current interpretations of Vygotsky's theory largely assume that instruction pushes development, the issue of how this occurs has yet to be clarified. For example, the notion of “zone of proximal development” has aroused strong disagreement, and the common conceptualization of the notion of “nonspontaneous concept” has been widely recognized as unsatisfactory. This article proposes a new interpretation of Vygotsky's theory of cultural development, closely based on Vygotsky's writings, that clarifies why and how instruction pushes development and resignifies the notions of zone of proximal development and nonspontaneous concept. The article introduces important nuances into the widely held interpretations of Vygotsky's theory and discusses some of the implications of these nuances for research and practice in educational psychology.  相似文献   

Separating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior     

Aaron PG  Joshi RM  Palmer H  Smith N  Kirby E 《Journal of learning disabilities》2002,35(5):425-35, 447

Conventional methods of differentiating reading disability (RD) caused by deficits in decoding skills or comprehension from poor reading performance caused by inconsistent attention associated with attention-deficit/hyperactivity disorder (ADHD) have produced equivocal results. This study presents a model of differential diagnosis of attentional problems and RD that differs from these conventional approaches. The new diagnostic procedure uses intraindividual differences seen in the performance of at-risk learners on tasks related to reading that vary in their sensitivity to the sustained attention required for successful performance. The hypothesis is that children with inconsistent attention would perform more poorly on tests that require sustained attention, such as listening comprehension, than on tests that are more tolerant of inattention, such as reading comprehension. Such differences would not be seen in the test scores of children who have only RD, because their performance is determined more by the difficulty level of the reading tests than by the degree of sensitivity of the task to attention. The validity of this new model was evaluated by determining the capability of the differences seen in the scores of tests that differ in their sensitivity to sustained attention to predict the degree of inconsistency in sustained attention as measured by a continuous performance test. The data obtained from 39 children who are at risk for RD suggest that this is a viable model.  相似文献   

Studies on solar flat plate collector evaporation systems for tannery effluent （soak liquor）     

SRITHAR K. MANI A 《浙江大学学报(A卷英文版)》2006,7(11):1870-1877

INTRODUCTION The tannery effluent (soak liquor) spewed out by tanneries to the surroundings has been polluting the land and water bodies in and around the tanneries and is evaporated over a period of time. The rate of evaporation over this period is small in the natural evaporative ponds and so large area is required. But land in urban and semi-urban sectors is scarce and very costly. Hence, it is required to augment the evaporation rate by adopting some suitable techniques. The rate of e…  相似文献   

Teacher Questions During Story-book Readings: Who's Building Whose Building?     

Phillip Kirby 《Literacy》1996,30(1):8-15

The way in which a story is interpreted by children is heavily influenced by the teacher's questioning strategies and their responses to children. In this article, Phil Kirby explores the nature and operation of such questions during story-book reading. His purpose is to encourage teachers to look carefully at their own question strategies and the ways in which these might constrain or limit children's responses.  相似文献   

Factors that Affect Student Motivation in a Dairy Products Elective Course     

Baraem Ismail  Kirby Hayes 《Journal of Food Science Education》2005,4(1):15-17

ABSTRACT: Student motivation is influenced by instructional approach. Motivation is a function of initiating and sustaining goal-directed behavior. The objective of this study was to identify factors (positive and negative) that affect motivation in a junior-level dairy products elective course. Student attitudes were surveyed each year half-way through the semester over the past 4 y using an open-ended instrument. Data obtained showed that environmental factors such as instructor enthusiasm, use of humor, and positive attitude all significantly ( P = 0.068) and positively influenced goal-directed behavior. Significant negative influential factors mainly included course topic choices. Overall, these findings were consistent with motivational theory and highlighted the significance of environmental influences in the classroom and potential connection to self-efficacy and ultimately motivation.  相似文献   

Can the simple view deal with the complexities of reading?     

John R. Kirby  Robert S. Savage 《Literacy》2008,42(2):75-82

We review the Simple View of Reading (SVR) model and examine its nature, applicability and validity. We describe the SVR as an abstract framework for understanding the relationship between global linguistic comprehension and word‐reading abilities in reading comprehension (RC). We argue that the SVR is neither a full theory of reading nor a blueprint for instruction. Nevertheless we argue that the model is helpful in conceptualising these broad skills and thus in planning for teaching and learning. We review empirical evidence concerning the SVR, suggesting that it provides a good fit to much scientific data on typical and atypical development, and variation among students across the school age range. We also indicate several areas in which we think the SVR is incomplete or in need of further empirical support. These include the way in which word decoding is conceptualised, the ways in which RC is measured, RC strategies, the role of reading fluency, reading with illustrations and second‐language reading.  相似文献   

CONTEXTUAL PREDICTORS OF SELF‐DETERMINED ACTIONS IN STUDENTS WITH AND WITHOUT INTELLECTUAL DISABILITY          下载免费PDF全文

Cristina Mumbardó‐Adam  Karrie A. Shogren  Joan Guàrdia‐olmos  Climent Giné 《Psychology in the schools》2017,54(2):183-195

Research in the field of intellectual disability suggests that promotion of self‐determination triggers positive transition outcomes for youth with intellectual disability. This article examines the contributions of personal and environmental variables in predicting self‐determined action in students with and without intellectual disability. The Spanish pilot versions of the Self‐Determination Inventory and the AIR Self‐Determination Scale were administered to 114 youth with and without intellectual disability. Personal and environmental variables were treated as predictor variables for analytic purposes. The results indicate the relevance of environmental variables in predicting both self‐reported capacity for self‐determination and the essential characteristics of self‐determined action. Particularly, age and opportunities at school and at home to engage in self‐determined action played a significant role. The practical implications of these findings and suggestions for future research are discussed.  相似文献   

Sylvan Sovereignty     

David Kirby 《The Educational forum》2013,77(3)

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Development of Manager‐Academics at Institutions of Higher Education in Catalonia     

Diego Castro  Marina Tomàs 《Higher Education Quarterly》2011,65(3):290-307

Managers at Spanish universities are having to deal with increasingly complex managerial tasks as a result of current changes in higher education. This paper presents the results of a study into the professional development of deans and department heads at universities in Catalonia. At management level, these universities are typically based on an elected, rotating model rather than an appointed or permanent one. The findings from 23 qualitative interviews and a focus group identified three phases in the development of academic management: learning and contextualization, development of functions, and the institutional projection and transmission of management tasks.  相似文献