Book reviews     

Mercy Abreu De Armengol  Arthur J. Cropley  R. A. Garden  Lilian G. Katz  J. P. Keeves  John Lowe  Claudine Michel  Hans Pelgrum  T. N. Postlethwaite  Alfred Yates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(4):485-499

  相似文献   

Conceptual Mediation Program in Practice: Educational Outcomes from Two Sites     

Gregory C. R. Yates  E. Harry Lyndon 《Research in Science Education》2004,34(4):389-401

We report on two studies in which high school students who had been exposed to a cognitive training procedure known as the Conceptual Mediation Program (CMP) were compared to students who had not participated within the program. In the first study, based on data from two sites, it was found that 70 CMP students exhibited higher levels of school affect and strategy awareness than 103 comparable students not in the program. In the second study, based on retrospective data from one site, 53 students who had participated within CMP classes were found to exhibit higher levels of attainment on Year 12 South Australian public examination results (effect size of 1.04 on the aggregate). On the Year 12 examination results, the CMP students outperformed both the school and state norms.  相似文献   

Flexible use of lexical and sublexical information in word recognition     

Greg Decker  Greg B. Simpson  Mark Yates  Lawrence Locker 《Journal of Research in Reading》2003,26(3):280-286

Within the dual‐route framework it is hypothesised that readers exhibit flexibility in their use of lexical and non‐lexical information in word naming. In the present study, participants named high‐ and low‐frequency regular one‐syllable English words embedded within lists of regular or irregular one‐ or two‐syllable English words. A large number of irregular words should bias the reader toward the lexical route, whereas a list consisting exclusively of regular words should allow more efficient use of sublexical information present in the word. Word frequency effects were obtained when the list was dominated by either regular or irregular two‐syllable filler words. Furthermore, there was an interaction between frequency and regularity for the one‐syllable words, indicating that the frequency effect was significantly larger when the fillers were one‐syllable irregular words relative to one‐syllable regular words. These results extend those reported for a shallow orthography, and indicate strategic control over the use of phonological and lexical information in English word recognition.  相似文献   

Developmental skills related to writing and reading acquisition in the intermediate grades     

Virginia W. Berninger  Ana C. Cartwright  Cheryl M. Yates  H. Lee Swanson  Robert D. Abbott 《Reading and writing》1994,6(2):161-196

Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems.  相似文献   

A model of student approaches to learning encompassing ways to influence and change approaches     

David Kember  Lyn Gow 《Instructional Science》1989,18(4):263-288

The tems surface and deep are widely used to describe student approaches to studying and learning. Different writers have attributed different shades of meaning to the terms, as the categories have resulted from the work of a number of groups or individual researchers. There are greater divergences of opinion on the question of how students can be influenced to adopt either a surface or a deep approach. This paper attempts to synthesise some of the divergent positions into a simple model of student approaches to learning which concentrates on the ways that students may be influenced to adopt either surface or deep approaches. The model recognises the existence of predispositions to either deep or surface approaches, and the use of strategies for particular tasks. A number of contextual variables seem to influence students with a deep predisposition to adopt surface strategies. The transition between surface and deep predispositions is seen as difficult to influence, but three types of intervention are discussed.  相似文献   

自我调控学习的课堂教学设计理论     

林·考勒  朱迪·伦迪  罗静 《开放教育研究》2004,(3):16-18

培养学生掌握自我调控学习的技能就是教给学生在未来社会生存的本领。本介绍了如何在课堂进行学科内容教学的同时进行自我调控学习策略的教学，并提出了一个在课堂教学环境下同时提高老师自我调控学习技能的新型教师专业学习模式：  相似文献   

Globalisation and science education: Rethinking science education reforms     

Lyn Carter 《科学教学研究杂志》2005,42(5):561-580

Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc.  相似文献   

How confident are primary school teachers in teaching science?     

Mr. Stephen Yates  Dr. Denis Goodrum 《Research in Science Education》1990,20(1):300-305

The recent nationalDiscipline Review of Teacher Education in Mathematics and Science outlines the lack of confidence of many preservice primary school teachers in teaching science. This study explores the attitudes of 170 primary school teachers in a Perth school district. By means of a simple questionnaire the perceptions and attitudes of these teachers about the following aspects have been examined: (1) background understanding of science; (2) preservice training; (3) interest in teaching science; (4) skill in teaching science; (5) confidence in the plant, animal, matter, energy areas, and (6) time spent teaching science. Besides compiling frequency responses for all teachers on these aspects comparisons have also been made on the basis of: (1) gender; (2) time of graduation, and (3) grade level taught. Specializations: Primary science, teacher attitudes. Specializations: Primary science, science teaching strategies, curriculum implementation, cognitive studies.  相似文献   

Can we find out about girls and boys today—Or must we settle for just talking about ourselves? Dilemmas of a feminist, qualitative, longitudinal research project     

Julie Mcleod  Lyn Yates 《The Australian Educational Researcher》1997,24(3):23-42

  相似文献   

Adult literacy practitioners and employability skills: resisting neo-liberalism?     

Gwyneth Allatt  Lyn Tett 《教育政策杂志》2019,34(4):577-594

We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisation of literacy as a set of information processing skills needed for employment that limits the curriculum so that the knowledge of the participants is ignored. However, our findings show that there is not a one-way flow from the transnational to the local. Instead, literacy practitioners translate and enact policy texts based on their situated contexts and professional cultures leading to approaches to teaching and learning that keep learners and their goals at the centre of the curriculum. We conclude that shared understandings of good practice and an underpinning value system, along with creative ways of delivering pre-set outcomes, allow practitioners to resist to some extent the neoliberal discourse whilst meeting the requirements of policy and funding. However, how feasible delivering this alternative curriculum is over the longer term remains to be seen.  相似文献