Lexical inference in L2: predictive roles of vocabulary knowledge and reading skill beyond reading comprehension     

Anat Prior  Anna Goldina  Michal Shany  Esther Geva  Tami Katzir 《Reading and writing》2014,27(8):1467-1484

The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and decoding accuracy predicted L2 reading comprehension, which in turn was strongly related to lexical inferencing abilities in the L2. In addition, decoding accuracy predicted additional variance in lexical inferencing, beyond the role of reading comprehension. These findings support the idea that beginning L2 readers with more precise and efficient lexical representations demonstrate better lexical inferencing abilities, most likely due to the increased automatization of word reading, which frees up resources for higher level processing. These results suggest that lexical inferencing from text in the L2 might be limited not only by vocabulary knowledge and higher order comprehension processes, but also by basic decoding skills.  相似文献   

From speed dating to intimacy: methodological change in the evaluation of a writing group     

Agnes Bosanquet  Jayde Cahir  Christa Jacenyik-Trawoger  Margot McNeill 《高等教育研究与发展》2014,33(4):635-648

This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education research may be effective in analysing the output of writing groups; however, they do not always address the affective domain of writing and giving and receiving feedback in a small-group context. The group had previously evaluated its practice with a speed-dating activity, itself an innovative approach designed for efficiency and to take advantage of the size and diversity of the group. The changing membership of the group, from eight to four participants, warranted a methodology appropriate to the intimacy of the group. In this paper, three theoretical frameworks are used to conceptualise the practice of the smaller group: communities of practice, peer mentoring and affect theory. The methodologies of critically reflective practice and memory work described here emerged from these theoretical frameworks.  相似文献   

Development from within academe: Eschewing imperialism,managerialism and missionary zeal?     

Carole Kayrooz  Margot Pearson  Kathleen M. Quinlan 《International Journal for Academic Development》2013,18(2):64-71

Abstract

In the current turbulent environment as we face pressures for efficiency and commercialization, good intentions will not be sufficient. Reflection on what the future holds for us is timely. In this article two case examples of academic development, drawn from the experience of staff at The Australian National University's Centre for Educational Development and Academic Methods, are presented and analysed. A key issue for the field of academic development emerging from this critical examination of the cases is how units and those working in them are positioned in relation to academic colleagues, academic practitioners, and senior officers who are university leaders and managers. Through the case studies and discussion the article explores issues of our location; it concludes that reflection on our models and theories, and critical rethinking of our practice, are essential first steps in deciding on our own professional development.  相似文献   

The Importance of Structure in Providing Uniform Quality in Mentoring/Induction Programs   总被引：1，自引：1，他引：0  

Margot Cameron‐Jones 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):5-8

This case‐study research investigated mentroing interactions at five elementary schools within a district‐wide, state‐mandated induction program. The subjects of the study were five mentor teachers and their five first‐year colleagues. A literal replication of cases described both the objective and subjective features of mentor/first‐year teacher interactions. Typologies were developed to illustrate types of interactions and mentoring styles. Results indicate that school and district administration, in order to facilitate successful mentoring, should develop a formally structured approach to the selection, training and assignment of mentors.  相似文献   

Associations of Resource and Service Utilization, Risk Level, and College Outcomes     

Steven Robbins  Jeff Allen  Alex Casillas  Adaeze Akamigbo  Margot Saltonstall  Rebecca Campbell  Eileen Mahoney  Paul Gore 《Research in higher education》2009,50(1):101-118

We tracked resource and service utilizations and first-year college outcomes for the entering first-year class (n = 1,534) at a traditional 4-year postsecondary institution. We grouped specific resources and services offered by the institution into four general categories (academic services, social resources, recreational resources, and advising sessions). We investigated the interrelation of risk, resource and service utilization, and first-year GPA and retention. We found that utilization of each resource/service category was positively associated with GPA and/or retention. Of particular interest, we tested whether the associations of resource and service utilization and outcomes were moderated by risk. We found that the associations of academic services and advising sessions with GPA were more pronounced for higher-risk students. We discuss the implications of the findings, including how the differential associations of resource and service utilizations and outcomes can affect intervention decisions with high-risk students. This research was a collaborative project between ACT and NAU. Steven Robbins, Jeff Allen, Alex Casillas, and Adaeze Akamigbo are members of ACT Research. Margot Saltonstall is Assessment Coordinator, Enrollment Management and Student Affairs, Rebecca Campbell is Associate Professor of Educational Psychology, and Eileen Mahoney is Director of the Gateway Student Success Center, all at Northern Arizona University. Paul Gore is Associate Professor of Educational Psychology at the University of Utah and former director of the Career Transitions Research Department at ACT.  相似文献   

A nurturing and problem-solving approach for abuse-prone mothers     

Margot Breton M.S.W.  Anna Welbourn M.S.W.  Dip.S.W.  Jessie Watters M.S.S. 《Child abuse & neglect》1981,5(4):475-480

This paper reports on a series of treatment programs for abuse-prone mothers. The basic premise was that abusive mothers could not nurture their children because they had never been nurtured themselves. Therefore, the first requisite was that they be given to without being asked to give back. Hairdressing was chosen as a socially acceptable way to touch, and thus physically nurture adults, as it is considered neither infantile nor sexually questionable. The first group demonstrated that this type of nurturing was helpful in creating a prosocial support network for isolated mothers. However, when problem-solving activity was substituted for nurturing in an attempt to foster the mothers' coping skills, the group disintegrated. The second group was designed to maintain the nurturing element while using group-generated crises to teach problem-solving skills. Findings from the third and fourth groups confirmed the value of this combination, as it did the importance of providing support to staff (professionals and volunteers) in their work with people whose needs are “like bottomless pits” [3]. Expert consultation on the effective use of the small group process to meet these needs was also established as necessary.  相似文献   

Narrative, Imaginary Play, Art, and Self: Intersecting Worlds     

Jiryung Ahn  Margot Filipenko 《Early Childhood Education Journal》2007,34(4):279-289

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Framing of a Brazilian Crisis: Dilma Rousseff’s Impeachment in National and International Editorials     

Liziane Guazina  Hélder Prior 《Journalism Practice》2019,13(5):620-637

The study analyzes the editorial position of the Brazilian and foreign press in the coverage of Dilma Rousseff’s impeachment trial. By a framing analysis, we aim to understand how the national quality newspapers such as Folha de S. Paulo, O Estado de S. Paulo, O Globo, and the international ones as Público, El País, The Guardian, Le Monde and The New York Times organize the events and construct the respective political narratives, verifying the similarities and differences in the interpretation of the political crisis that led to the removal of the first female president of Brazil.  相似文献   

Book Reviews     

Meeri Hellstén  Alison Madelaine  Slava Kalyuga  John T. E. Richardson  Margot Prior  Gordon Lyons 《教育心理学》2006,26(5):707-715

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How Counsellors Cope with Traumatized Clients: Personal, Professional and Organizational Strategies     

Sally V. Hunter  Margot J. Schofield 《International journal for the advancement of counseling》2006,28(2):121-138

This qualitative study examined the experiences of counsellors and their perceptions of resources that helped them cope with traumatized clients and difficult client sessions. The research was conducted using in-depth interviews with a purposive sample of eight counsellors working in five counselling agencies. The study identified how counsellors develop their own personal and professional strategies for coping with challenge, and the supportive structures and coping strategies provided by agencies. From these counsellors’ stories of learning to cope with traumatized clients and traumatic material, we highlight some recommendations that may facilitate the development of effective coping strategies for the prevention or amelioration of vicarious traumatization.  相似文献