Assessing cohesion in children’s writing: Development of a checklist     

Lynda Struthers  Judith C. Lapadat  Peter D. MacMillan 《Assessing Writing》2013,18(3):187-201

Cohesion in writing is achieved through the use of linguistic devices that tie ideas together across a text, and is an important element in the development of coherent writing. Research shows that inter- and intra-developmental differences may appear in how children learn to use these devices, but cohesion is commonly overlooked in the evaluation and instruction of writing. In this study, we developed a checklist to assess cohesion in the writing of children in Grades 4–7, with the purpose of informing instructional practices. Following the procedure outlined by Crocker and Algina (1986), we developed and evaluated a checklist designed to assess the types of cohesive devices present in the writing of children. The checklist items showed fair to good discrimination between high and low scoring writers as demonstrated by a classical item analysis. We also found good interrater reliability, and evidence for discriminative validity. As internal consistency was weak, however, further research is needed to refine the instrument. Implications for the assessment of cohesion and future research are discussed.  相似文献   

BEGINNING PREKINDERGARTEN AND KINDERGARTEN TEACHERS’ BELIEFS AND PRACTICES: SUPPORTS AND BARRIERS TO DEVELOPMENTALLY APPROPRIATE PRACTICES     

Lynda D. Jones  Diane C. Burts  Teresa K. Buchanan  Saigeetha Jambunathan 《Journal of Early Childhood Teacher Education》2013,34(3):397-410

This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic.  相似文献   

Ice Can Look like Glass: A Phenomenological Investigation of Movement Meaning in One Fifth-Grade Class during a Creative Dance Unit     

Lynda M. Nilges 《Research quarterly for exercise and sport》2013,84(3):298-314

Abstract

The movement meanings of students (n = 19) in one fifth-grade class during a creative dance unit focusing on effort (force, time, space, flow) are investigated using a perspective grounded in transcendental phenomenology (Husserl, 1931). Data were collected via videotape, journal, and homework documents and semistructured interviews. Analytical induction (Patton, 2002) structured a four-step analysis process that reduced meaning to its essential essence. Movement meaning was found to be a multifaceted construct that varied among students within and across five dimensions. To enhance meaningful learning educators are encouraged to consider reflexively (a) their philosophical orientation relative to knowledge making and curriculum values, (b) instructional techniques that help students' access meaning and (c) the contribution of dance as a source of meaning.  相似文献   

Poetic Representations in Sport and Physical Education: Insider Perspectives 1     

Andrew C. Sparkes  Lynda Nilges  Peter Swan  Fiona Dowling 《Sport, Education and Society》2013,18(2):153-177

As part of the emergence of new writing practices in the social sciences, qualitative researchers have begun to harness the potential of poetic representations as a means of analysing social worlds and communicating their findings to others. To date, this genre has been little used within the domains of sport and physical education. Accordingly, in this article, we provide examples of poetic representations and seek to generate insights into the process of their construction by exploring the perspectives of their authors. A rationale for choosing this genre is outlined and the potential benefits and risks of making this choice for both the researcher and the audience are considered. It is concluded that poetic representations are a worthy addition to the analytical repertoire in qualitative research.  相似文献   

Information needs at the end of life: a content analysis of one person's story     

Lynda M. Baker 《Journal of the Medical Library Association》2004,92(1):78-82

During the last phase of life, a person may need a variety of information to help her or him cope with dying and death. This article describes the nature of information needed during this stage. A content analysis was done of a book of conversations between a husband who was dying and his wife who is a grief counselor to determine his information needs. Four categories of needs were proposed, including physical, emotional, spiritual, and financial. Information needs germane to each category were identified. More research needs to be done by library and information science professionals to determine the information needs of people who are dying, as well as those of their families and the health professionals who care for them.Death happens in one of four ways. For some people, it arrives suddenly, thus robbing them of the luxury of preparing themselves or their families for this event. For other people, death comes from frailty (e.g., old age, dementia); terminal illness (e.g., cancer, amyotrophic lateral sclerosis); or organ system failure (e.g., chronic obstructive pulmonary disease) [1]. This slower entrance into the end-of-life phase allows people time to seek information. However, library and information science (LIS) professionals have done very little research on the information needs and information-seeking behavior of people at the end of life. In this article, the author describes a process used to determine the information needs of one person as he passed through the final phase of his life.  相似文献   

e-FOLIO: using e-learning to learn about e-learning     

Sutton A  Booth A  Ayiku L  O'Rourke A 《Health information and libraries journal》2005,22(Z2):84-88

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Writing Journals: an investigation.     

Lynda Graham 《Literacy》2003,37(1):39-42

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Assessing the social and affective outcomes of inclusion     

Norah Frederickson  Elizabeth Simmonds  Lynda Evans  Chris Soulsby 《British Journal of Special Education》2007,34(2):105-115

The systematic assessment of the social and affective outcomes of inclusion has been lagging behind the assessment of academic outcomes. This is particularly problematic in view of research evidence supporting concerns about peer rejection and bullying. In this article, Norah Frederickson and Elizabeth Simmonds, of University College London, and Lynda Evans and Chris Soulsby, from Foxwood Special School, report their evaluation of the social and affective outcomes of a special- mainstream school inclusion initiative that places particular emphasis on peer preparation. Measures completed by pupils were used to assess peer group inclusion, social behaviour, bullying and feelings of belonging at school. Results showed that pupils who had transferred from special to mainstream schools experienced positive social outcomes and none experienced peer group rejection. However, results were less positive for mainstream pupils with special educational needs and the authors discuss possibilities for development. Trends in peer reports of bullying suggest that there is no room for complacency and that ongoing monitoring is required.  相似文献   

Student understandings of natural selection     

Dr Lynda J. Creedy 《Research in Science Education》1993,23(1):34-41

This paper examines the continuation of a study investigating senior secondary students' understanding of concepts in biology. In this study, year 11 student understandings of natural selection were examined by questionnaire using different question formats. The SOLO taxonomy of Biggs and Collis (1982) was used as the theoretical framework with which the quality of student learning was assessed. This paper puts forward the usefulness of the SOLO taxonomy in assessing student understanding in biology in general and in examining student understanding of the concept of natural selection in particular. The paper goes on to examine the implications of these results and raises issues which have applicability to criterion-based assessment in secondary science. Specializations: science and technology education, biology teacher education, applications of multimedia to science education  相似文献   

Beyond transition: a comparison of the employment experiences of American and Canadian adults with LD     

Gerber PJ  Price LA  Mulligan R  Shessel I 《Journal of learning disabilities》2004,37(4):283-291

With the passage of the Americans with Disabilities Act in the United States and the Canadian Chartre of Rights and Freedoms, there is a new work environment for individuals with learning disabilities (LD) in North America. This qualitative study sought to compare the employment experiences of 25 U.S. adults with LD and 24 Canadian adults with LD. Areas of comparison were job getting, experiences on the job, and job advancement. Remarkably, the U.S. and Canadian adults with LD had nearly the same employment experiences. In essence, each set of data mirrored the other despite marked differences in U.S. and Canadian federal disability legislation.  相似文献