Translating dyslexia across species     

Lisa A. Gabel  Monica Manglani  Nicholas Escalona  Jessica Cysner  Rachel Hamilton  Jeffrey Pfaffmann  Evelyn Johnson 《Annals of dyslexia》2016,66(3):319-336

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Reviews     

Hugh Clapin  Katherine Neal  John Wennerbom  Barbara Nunn  Deborah Dysart  Andy Pickering  Lisa Featherstone  Hiram Caton  Dale Jacquette  Laura Ruetsche  William A. Turner  Cornelia Lüdecke  Birgit Lohmann  James Ladyman  Jonathan Coopersmith  David Oldroyd  Dennis Dean  Michael Ruse  Nicolas Rasmussen  William N. Kaghan  Martin Bridgstock  Geoffrey Cocks  Stephanie H. Kenen  Ivan Crozier  Sokhieng Au  Desmond Barrett  Mark Cortiula  Ian D. Lawrie 《Metascience》2001,10(1):50-149

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The Role of Counseling Services for Students in Academic Jeopardy: A Preliminary Study     

Brian G. Wlazelek  Lisa P. Coulter 《Journal of College Counseling》1999,2(1):33-41

This study examined the impact of an academic counseling approach implemented by counseling center staff for students in academic jeopardy. Participants were 414 undergraduate students placed on academic warning and probation. Students who participated in counseling demonstrated significantly greater increases in grade point average than did students who had not received counseling.  相似文献   

The Use of the Microgenetic Method with Children with Disabilities: Discovering Competence     

Kathryn L. Fletcher  Lisa F. Huffman  Norman W. Bray  Lisa A. Grupe 《Early education and development》1998,9(4):357-373

In this paper, we advocate the use of the microgenetic method, a methodology that combines dense sampling of observations across time and extensive trial-by-trial analysis, to examine strategy change in children with disabilities. This methodology has revealed new information about normally achieving children's cognition, such as large individual variability in strategy use among children of the same age and more gradual patterns of strategy change than previously assumed. In this paper, we review data from three different microgenetic studies in the domains of memory, arithmetic, and reading with children with or at risk for mental retardation and normally achieving children. Our review indicates that there are similar sequences of strategy change, similar rates of strategy change, and similar frequency of strategy discovery and use in children with and without mental retardation (compared to mental age peers). Implications are discussed for the use of this methodology to design instructional techniques for children with disabilities.  相似文献   

COURSES AND INSTRUCTION AFFECTING CRITICAL THINKING   总被引：7，自引：0，他引：7  

Tsui  Lisa 《Research in higher education》1999,40(2):185-200

This study investigated how different types ofcourses and instructional techniques affect students'self-reported growth in critical thinking. Data aredrawn from the Cooperative Institutional Research Program's 1989 Follow-Up Survey of 24,837students who had first entered college as freshmen in1985. Results revealed that taking writing courses,interdisciplinary courses, history courses, sciencecourses, women's studies courses, math courses, foreignlanguage courses, ethnic studies courses, and enrollingin an honors program are each positively associated withselfreported growth in critical thinking. Moreover, self-reported growth in criticalthinking is positively related to having a papercritiqued by an instructor, conducting an independentresearch project, working on a group project, giving aclass presentation, and taking essay exams, butnegatively related to taking multiple-choice exams.Overall findings, however, suggest that the impact ofclassroom experiences on students' abilities to think critically is far weaker than one might expector hope.  相似文献   

Developing higher-order reading skills in mainstream primary schools: A metacognitive and self-regulatory approach     

Taryn Moir  James Boyle  Lisa M. Woolfson 《British Educational Research Journal》2020,46(2):399-420

The ability to read relies upon not just decoding, but also comprehending text. Being a good comprehender requires strategic reading and implies the use of comprehension strategies. Research indicates that readers who are taught several reading comprehension strategies have better reading skills than those only taught a single strategy. One multiple strategy reading comprehension intervention was evaluated using a mixed-model quasi-experimental design. Intervention and control conditions groups were assessed at pre- and post-test points with standardised reading comprehension abilities, measured as the primary outcome measure. Implementation science principles were observed and evaluated. The schools all served areas of low socio-economic status. 74 pupils (aged 9–10) in five classes in four primary-level mainstream schools in a Scottish local authority were recruited as participants. Training was provided to participating schools by the first author and the programme was delivered in four sessions of 45 minutes per week for 8 weeks. An ANCOVA revealed a statistically significant effect of condition. Statistically significant scores were also evident in the secondary outcome measures of decoding of target word skills, children’s self-reports of their reading strategy use and recreational reading frequency. Implementation tools indicated that the intervention was acceptable and feasible to implement. Implications of introducing this multiple strategy reading comprehension programme and of the evaluation of implementation are discussed.  相似文献   

What do students gain from games? Dice games vs word problems     

Karsten Maurer  Lynette Hudiburgh  Lisa Werwinski 《Teaching Statistics》2020,42(2):41-46

Learning the fundamentals of probability and random variables can be a struggle for many students. Games by their nature require active participation and reward mastery, lending naturally to the framework of active learning. In this study, we designed and evaluated the efficacy of a lab activity using a game where strategy hinges on sums of dice to teach about linear combinations of independent random variables. We found that both activities lead to improved understandings of course concepts, but the dice game provided increased student engagement and interest.  相似文献   

Using an interactive platform to recognize the intersection of social and spatial inequalities     

Lisa Poling  Travis Weiland 《Teaching Statistics》2020,42(3):108-116

With the creation of interactive tasks that allow students to explore spatial ways of knowing in conjunction with their other ways of knowing the world, we create a space where students can make sense of information as they organize these new ideas into their already existing schema. Through the use of a Common Online Data Analysis Platform (CODAP) and data from Public Use Microdata Areas (PUMA), students can explore the communities in which they live and work, critically examining opportunities and challenges within a defined space.  相似文献   

Public relations for performance technologists     

Lisa Yelon  Stephen Yelon 《Performance Improvement》2000,39(2):22-26

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Knowledge management in pursuit of performance the challenge of context     

Duane Degler  Lisa Battle 《Performance Improvement》2000,39(6):25-31

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