Correction to: First-year university students’ academic success: the importance of academic adjustment     

Els C. M. van Rooij  Ellen P. W. A. Jansen  Wim J. C. M. van de Grift 《European Journal of Psychology of Education - EJPE》2018,33(4):769-769

  相似文献   

Learning to Read Words in Albanian: A Skill Easily Acquired     

Margo Bowman  Rebecca Treiman 《Scientific Studies of Reading》2013,17(2):153-170

According to many views of literacy development, prereaders use a logographic approach when they attempt to link print and speech. If so, these children should find pairs in which the spelling–pronunciation links are consistent with their writing system no easier to learn than arbitrary pairs. We tested this idea by comparing the ability of U.S. prereaders (M age = 4 years 9 months) to learn phonetically motivated pairs like AP–ape and MA–may and arbitrary pairs like OM–ape and PO–may. In both spelling and reading tasks, children learned the pairs with vowel letter name cues more easily than the arbitrary pairs. Phonetically motivated pairs were especially advantaged when the vowel letter names were at the beginning (e.g., AP–ape) rather than the end (MA–may). Prereaders who have some knowledge about letters, as U.S. preschoolers typically do, are not limited to a logographic approach in learning about print.  相似文献   

Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers     

Emily H. van Zee  Henri Jansen  Kenneth Winograd  Michele Crowl  Adam Devitt 《Journal of Science Teacher Education》2013,24(4):665-691

The ability to listen closely, speak clearly, write coherently, read with comprehension, and to create and critique media offerings in science contexts is essential for effective science teaching. How might instructors develop such abilities in a physics course for prospective elementary and middle school teachers? We describe here such a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. Meeting twice a week for 10 weeks, the course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. We report common themes about aspects that fostered or hindered science and literacy learning, changes in views about science teaching and learning, and positive shifts in interest in science and intended teaching practices.  相似文献   

How teachers’ beliefs about learning and teaching relate to their continuing professional development     

Siebrich de Vries  Wim J.C.M. van de Grift  Ellen P.W.A. Jansen 《Teachers and Teaching》2013,19(3):338-357

Teachers’ continuing professional development (CPD) can improve teacher quality and teaching practice, yet teachers differ greatly in the extent to which they engage in CPD. In extensive research into which factors affect teachers’ participation in CPD, the effects of teachers’ beliefs have received limited attention, despite their strong influences on people’s working and learning. Teachers’ beliefs about learning and teaching in particular influence their teaching practices. Does a comparable relationship exist between these beliefs and teachers’ own learning or participation in CPD? To explore this relationship, 260 Dutch secondary school teachers completed a survey that focused on the teachers’ student-oriented and subject matter-oriented beliefs, as well as on teachers’ updating, reflective and collaborative activities. Because teachers’ characteristics reflect both belief dimensions, this study relied on cluster analysis, which revealed three distinct belief profiles. These results indicated that teachers’ beliefs about learning and teaching relate to their participation in CPD: the more a teacher’s profile is student oriented and subject matter oriented, the higher his or her participation in CPD. The results have implications for enhancing teachers’ reflections on their beliefs about learning and teaching, in conjunction with participation in CPD.  相似文献   

Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda     

Vu  TuongVan  Magis-Weinberg  Luc&#;a  Jansen  Brenda R. J.  van Atteveldt  Nienke  Janssen  Tieme W. P.  Lee  Nikki C.  van der Maas  Han L. J.  Raijmakers  Maartje E. J.  Sachisthal  Maien S. M.  Meeter  Martijn 《Educational Psychology Review》2022,34(1):39-71

Educational Psychology Review - The question of how learners’ motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical...  相似文献   

Science Education and Students with Learning Disabilities     

Frederick J. Brigham  Thomas E. Scruggs  Margo A. Mastropieri 《Learning disabilities research & practice》2011,26(4):223-232

Students with learning disabilities (LD) are increasingly expected to master content in the general education curriculum, making the need for effective instructional supports more important than ever before. Science is a part of the curriculum that can be particularly challenging to students with LD because of the diverse demands it places on cognitive performance. In this summary we review a number of strategies that have been validated for learners with LD. The strategies include supports for (a) verbal learning of declarative information, (b) processing information in texts, (c) activities‐based instruction/experiential learning, (d) scientific thinking and reasoning, and (e) differentiated instruction. We also summarize the research regarding the impact of teacher behavior on achievement for students with LD in science education. The strategies reviewed yield tangible and positive effect sizes that suggest that their application to the target domain will substantially improve outcomes for students with LD in science education.  相似文献   

Stevenson,The Contested Murder of Latasha Harlins: Justice,Gender, and the Origins of the LA Riots     

Gayle Jansen Brisbane 《Journal of Radio & Audio Media》2016,23(1):186-187

  相似文献   

Individualization,the new political spectrum and the functions of adult education     

Theo Jansen  Ruud Van Der Veen 《International Journal of Lifelong Education》2013,32(4):264-276

The ambivalences of individualization have triggered a new discourse on social policy. The central themes in this discourse are the promotion of social integration and participation. This new political discourse has thwarted the old left‐right continuum and given rise to a new political spectrum. On one side of this new political spectrum are political perspectives that emphasize integration, solidarity, community. The authors call these collectivistic perspectives. On the other side of the spectrum are perspectives that interpret individualization as the triumph of freedom of choice for individuals. The authors call these the individualistic perspectives. They then describe the spectrum between collectivism and individualism in detail and link each perspective to programmes in adult education typical of such a perspective. In conclusion, the authors summarize their own position in respect of the mission of adult education.  相似文献   

Effective International Non-Governmental Organisation (INGO) and Local Non-Governmental Organisation (LNGO) partnerships in education programmes: a case study of an Irish INGO and its partner LNGOs in Ethiopia     

Margo O'Sullivan 《Irish Educational Studies》2013,32(2):159-176

A review of donors’ most recent policies highlights that the term ‘partnership’ is firmly embedded in the lexicon of international development. Most donors now only fund INGO programmes if they are partnering LNGOs. This article considers key questions in relation to such programmes: What is meant by an education partnership? Are there features common to all education partnerships? What are the features of an effective education partnership between an INGO and an LNGO? How do these features enable an effective partnership? Based on a review of international developments, research in the field, and case study data of the experience of a programme implemented in Ethiopia, the appropriateness of a planning, implementation and evaluation tool for education partnerships between INGOs and LNGOs, and the strengths and weaknesses of current programmes is explored.  相似文献   

Promoting Success in High School World History: Peer Tutoring Versus Guided Notes     

Margo A. Mastropieri  Thomas E. Scruggs  Vicky Spencer  Judith Fontana 《Learning disabilities research & practice》2003,18(1):52-65

The purpose of this investigation was to compare qualitative and quantitative outcomes associated with peer tutoring versus teacher–directed guided notes in world history for secondary–level students with mild disabilities. Sixteen students with mild disabilities (15 of whom had learning disabilities) participated in a nine–week quarter of one of the two instructional conditions. The same special education teachers taught students during world history classes. Measures included pre– and posttests of reading fluency, comprehension strategies, and content tests, including end–of–chapter tests, cumulative–delayed–recall tests, and a delayed–recall end–of–year final exam covering the entire academic year. In addition, qualitative procedures were employed, including interviews of teachers and students regarding their instructional preferences. Findings indicated that students who participated in peer tutoring significantly outperformed those who participated in the guided–notes condition on content–area tests. No significant differences were obtained on oral–reading–fluency measures, but students in the tutoring condition performed significantly better at using a reading comprehension summarization strategy independently, and at remembering the strategy steps. Results of student interviews suggested that students responded positively overall to tutoring and guided notes, and provided specific relevant insights on each procedure. Students in the tutoring condition indicated that the time spent tutoring felt like one of the shortest academic quarters for them. Findings are discussed with respect to both benefits and challenges associated with implementing peer tutoring in high school special education content–area classes.  相似文献