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This study, supported by the Flinders University Research Budget, evaluated the effects of an integrated four‐week bridging course for postgraduate overseas students. It was funded by the Australian International Development Assistance Bureau and focused on the students' academic writing skills in terms of English grammar, expression and spelling as well as on structure, argument and critical analysis. Quantitative data was gathered from the training group and two control groups, one made up of overseas peers, the other of local postgraduate students. Further qualitative data were gathered from the training group through Journal entries and regular discussions. Results showed a significant improvement in expression and structure in the training group's writing from pre‐ to post‐training, with a significantly higher mark awarded by independent raters to post‐training writing. While significant differences between the two overseas groups and the local control group had been recorded on most variables before training, some of these were reduced between the training group and the local group after training. Although results were positive overall, students continued to produce high rates of errors in grammar and to display weaknesses in developing an argument. Journal entries suggested that students began their studies in a state of gross over‐confidence and moved through doubt and concern before reaching a more accurate estimate of their abilities at the end of the bridging course. 相似文献
73.
Anton E. Lawson 《科学教学研究杂志》1986,23(6):503-522
Grossberg's neural modeling principles of learning, perception, cognition, and motor control are presented as the basis for construction of a neurological model of sensory-motor problem solving. The pattern of problem solving is assumed to be universal, thus is sought in the higher-order shift from the child's use of an additive strategy to the adolescent's use of a proportions strategy to solve the Pouring Water Task (Suarez and Rhonheimer, 1974). Possible neurological principles involved in this shift and in the process of psychological equilibration are discussed as are possible educational implications. 相似文献
74.
What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy 总被引:1,自引:0,他引:1
Penny Lacey Lyn Layton Carol Miller Juliet Goldbart Hazel Lawson 《Journal of Research in Special Educational Needs》2007,7(3):149-160
This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty-five schools were visited and observations made in 122 lessons. Sixty-one teachers were interviewed and their paperwork examined. Ten focus groups and five 'expert witnesses' were consulted, alongside desk-based research designed to locate 'good practice'. Teachers used a mixture of conventional (e.g., texts) and non-conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non-conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed. 相似文献
75.
The present study assessed the behavioral and the reasoning performances of 507 school and university students on the four logical principles of logical detachment, particular conversion, particular inversion, and particular contraposition. An adapted version of Wason's four-card problem was administered to all students in paper-and-pencil format and in group settings. Students were asked to respond to the logical questions and to justify their answers. Nine logical reasoning categories were identified. The results of behavioral and reasoning performances were compared across grade levels. Results indicated that many students who responded behaviorally correctly to the logical questions, provided incorrect reasoning justifications. The percentages of students who considered a conditional statement as hypothetical increased with age. No sex differences on the behavioral and the reasoning performances were reported. 相似文献
76.
Anton E. Lawson 《科学教学研究杂志》1983,20(2):117-129
Controversy in the literature exists concerning the relative importance of cognitive characteristics such as general developmental level and specific prior knowledge for science achievement. Thus the relative ability of developmental level and prior knowledge to predict achievement of concepts of evolution and natural selection was assessed by means by three commonly used types of examination items: multiple choice items, a computational item, and an essay item. The effects of students' disembedding ability, mental capacity, and belief in evolution were also assessed. Disembedding ability, prior knowledge, and belief in evolution were found to be significantly related to overall achievement, while developmental level and mental capacity were not. However, developmental level was found to be the best predictor of performance on the computational item while belief in evolution and prior knowledge were found to be the best predictors of performance on the multiple-choice items. Mental capacity was found to be a predictor of performance on the essay item. It is argued that the cognitive variables influence different aspects of science achievement. Implications are discussed. 相似文献
77.
Laura Scholes Jo Lunn Brownlee Susan Walker Eva Johansson Veronica Lawson Julia Mascadri 《International Journal of Inclusive Education》2017,21(5):507-520
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participated in epistemic beliefs and moral reasoning tasks in the first year of a three-year longitudinal study. Findings showed that while children described objectivist epistemic beliefs (right/wrong answers) about social inclusion, their justifications revealed an unexpected, more complex set of epistemic beliefs. Implications for moral pedagogies are discussed. 相似文献
78.
Due to staffing changes, clinical librarians in a large pediatric health care system needed to streamline how user requests were received and how best to handle the shared workflow. This article describes how REDCap and SAS were implemented to improve the management of requests, capture comprehensive user statistics, and convey the value of the library services through enhanced reporting. 相似文献
79.
Science &; Education - 相似文献
80.