Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students     

Linda H. Mason  Hedda Meadan-Kaplansky  Laura Hedin  Raol Taft 《Exceptionality》2013,21(2):69-86

Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned.  相似文献   

Evaluation of evidence-based medicine search skills in the clinical years     

Linton AM  Wilson PH  Gomes A  Abate L  Mintz M 《Medical reference services quarterly》2004,23(2):21-31

The librarians of the Health Sciences Library worked with the director of the Primary Care Clerkship to reinforce the principles of Evidence-Based Medicine (EBM) searching, taught during the first two years of medical school, through an intensive workshop. The purpose of the program was to ensure that students apply EBM principles in a timely and effective manner in clinical situations. Working in teams led by a resident and librarian, students researched real cases and then evaluated the effectiveness of their approach to the problems. This paper outlines the rationale for the team approach, reviews the administration of a computer-based workshop, and discusses the evaluation process. Evaluation focused on both the current workshop and its implications for the informatics program presented to students during years one and two.  相似文献   

A quiver full of arrows: recommended Web-based tutorials for PubMed,PowerPoint, Ovid MEDLINE,and FrontPage     

Dixon LA 《Medical reference services quarterly》2002,21(2):55-64

Librarians often are responsible for instructing their patrons in the use of various databases and popular software packages. When this instruction can't be provided through face-to-face contact, Web-based tutorials can be useful tools to bridge the information gap. This article recommends Web-based tutorials for PubMed, Ovid MEDLINE, PowerPoint, and FrontPage.  相似文献   

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners     

Halle T  Hair E  Wandner L  McNamara M  Chien N 《Early childhood research quarterly》2012,27(1):1-20

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development.  相似文献   

Electrophoretic evidence for complex formation in casein. A correction     

Laura E. Krejci 《Journal of The Franklin Institute》1942,234(2):197-201

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Bottom line: What does “Quality” look like?     

Barbara Jacoby  Laura A. Dean 《About Campus》2010,15(3):29-32

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A Student- and Staff-developed Anti-bullying Initiative     

Laura Knights 《Pastoral Care in Education》1998,16(1):33-34

This paper on a successful anti-bullying initiative in a Cambridgeshire village college has the added interest that it is written by one of the pupils involved in its development. We learn not only about the scheme but how involvement in it felt from a pupil's point of view. The fact that the pupils directly involved saw the initiative as successful gives an added indication of its value.  相似文献   

Impact of question-answering tasks on search processes and reading comprehension     

Raquel Cerdán  Eduardo Vidal-Abarca  Tomás Martínez  Ramiro Gilabert  Laura Gil 《Learning and Instruction》2009,19(1):13-27

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.  相似文献   

Activating the curriculum: a socio-ecological action research frame for health and physical education     

Justen O'Connor  Laura Alfrey 《Sport, Education and Society》2015,20(6):691-709

The health and physical education (HPE) profession needs to find alternatives to its individualistic and performative focus if it is to remain relevant and meaningful for all learners. This paper presents a way of framing HPE that helps to shift the focus from the individual as autonomous decision-maker, and goes beyond sport and fitness testing as the main contexts for learning. To do this we present the socio-ecological action research (SEAR) frame for unit development that was co-created and enacted over a six-month period involving dialogue between teachers, students, parents, researchers and community. This paper presents findings from semi-structured interviews, student artefacts and field notes collected as one component of a broader three-phase study which spanned three years. The data describe how generalist primary teachers (n=4) from a small Victorian community and their students (aged 8–10 years) tackled a unit of work that positioned centrally the everyday physical experiences of active school travel (AST). Teachers supported students in exploring barriers to their AST, and developing strategies that would counteract some of the negative perceptions that had limited their AST in the past. The findings suggest that the unit of work evolved from an exploration of AST into a much broader exploration of the whole community. This paper does not provide evidence for an alternative way to view HPE, rather it represents an embryonic exploration of how a SEAR frame might support teachers in applying inquiry-based pedagogies that extend beyond the individual as autonomous decision-maker, and promote opportunities for exploration and understanding of environmental, social and personal factors that influence our health and everyday physically active lives. Despite students being positioned as central actors within the SEAR frame, obtaining genuine student voice throughout the process proved challenging.  相似文献   

The use of S-Monovette is effective to reduce the burden of hemolysis in a large urban emergency department     

Giuseppe Lippi  Patrizia Bonelli  Laura Bonfanti  Gianfranco Cervellin 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(1):69-72

Background

Due to the high prevalence of hemolysis in specimens received from the emergency department (ED), several strategies have been proposed to improve sample quality, but none of these seem effective to overcome the problem. In a preliminary study we showed that the use of S-Monovette blood collection system was effective to lower the risk of hemolysis in venous blood samples collected from intravenous catheters. This study was hence aimed to verify whether the replacement of a conventional vacuum system with S-Monovette may be effective to reduce the burden of hemolysis in the daily practice of a large urban ED.

Materials and methods

The study was divided in two observational periods of 4 months each. In the former period, blood was collected from intravenous catheters using BD Vacutainer SST II Plus plastic serum tubes, whereas in the latter period the blood was drawn from intravenous catheters using S-Monovette blood tubes in aspiration mode. Sample hemolysis was automatically assessed in all serum samples by photometrical measurement.

Results

The total number of hemolysed serum specimens was 624/14155 (4.41%) in the first phase of the study, and 342/13319 (2.57%) in the second phase of the study (P < 0.001).

Conclusion

Results of our study confirm that the introduction of the Sarstedt S-Monovette blood tubes has reduced the hemolysis rate in the emergency department compared to the previously used BD Vacutainer® SST II Plus plastic serum tubes.Key words: preanalytical phase, hemolysis, blood specimen collection, catheter, emergency department  相似文献