Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions     

Marion Engin 《欧洲师范教育杂志》2013,36(1):39-54

The purpose of this research was to explore trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Research was conducted with a group of Turkish pre-service English teacher trainees at an English-medium university in Turkey. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching. This study concludes with a data-driven framework of questioning strategies which can be a potential guide for trainers working with pre-service English teacher trainees.  相似文献   

Success Formula     

Marion Merrill Thrash 《The Educational forum》2013,77(2)

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More Effective Consolidation of Episodic Long‐Term Memory in Children Than Adults—Unrelated to Sleep          下载免费PDF全文

Jing‐Yi Wang  Frederik D. Weber  Katharina Zinke  Marion Inostroza  Jan Born 《Child development》2018,89(5):1720-1734

Abilities to encode and remember events in their spatiotemporal context (episodic memory) rely on brain regions that mature late during childhood and are supported by sleep. We compared the temporal dynamics of episodic memory formation and the role of sleep in this process between 62 children (8–12 years) and 57 adults (18–37 years). Subjects recalled “what–where–when” memories after a short 1‐hr retention interval or after a long 10.5‐hr interval containing either nocturnal sleep or daytime wakefulness. Although children showed diminished recall of episodes after 1 hr, possibly resulting from inferior encoding, unlike adults, they showed no further decrease in recall after 10.5 hr. In both age groups, episodic memory benefitted from sleep. However, children's more effective offline retention was unrelated to sleep.  相似文献   

Reviews     

David Pegg  Guy Freeland  Frank Nicolas  Jon Agar  Alan B. H. Taylor  Rhonda Roberts  Marion Ledwig  Niall Shanks  David Oldroyd  Mary Spongberg  Dennis R. Dean 《Metascience》1998,7(3):524-568

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Intervention in the motor domain: A training study with first- and second-grade slow readers     

Marion Potts  Laretha Leyman 《Psychology in the schools》1977,14(2):200-206

A burgeoning interest in learning disabilities during the past five years has aroused educational interest in the hypothesized sequence of motor, perceptual, and symbolic development. The present research was undertaken to test the effectiveness of beginning training at the motor level for children having difficulty with the symbolic system of reading. First- and second grade children were screened on the Gates Primary Reading Test and all motor subtests of the Purdue Perceptual-Motor Survey. The final sample comprised 35 children randomly assigned to one of three treatment groups: Motor Training, Physical Education, and Reading Control. Variables of teacher differences, adult-child ratio, amount of physical activity, and Hawthorne effect were controlled for in the design. Kruskal-Wallis analysis of variance and an analysis of covariance on a parallel form of standardized reading test showed a consistent pattern of greater gains following motor training and reading activities, and minimal progress after the physical education treatment. It was hypothesized that this may reflect effects of structured experiences and more equal distribution of teacher-child interaction. Reading gains of the first-grade children were significantly greater than those of the second-graders beyond the 0.01 level, a result not explainable by ceiling effects. Implications of the slower progress of the older children were explored in terms of a need for focus on particular reading subskills across perceptual-motor-symbolic systems.  相似文献   

The influence of supplementary subtests on WISC IQ scores for high achieving students     

Ann W. Engin  Jean C. Geis  Jane D. Wallbrown 《Psychology in the schools》1976,13(1):29-31

The validity of Wechsler's (1949) comments concerning the addition of the supplementary WISC subtests was investigated for a sample of 20 fifth-grade students. The study was designed like that of Engin (1974) which investigated whether or not the addition of one or both of the supplementary WISC sub-tests, Digit Span and Mazes, materially affected the obtained IQs of high achieving fifth-grade subjects. All 12 subtests of the WISC were individually administered to the students, and IQs were then calculated in such a manner that specific comparisons could be made. These comparisons were between verbal, Performance and Full Scale IQs composed of the maximum number of subtests, and verbal, Performance, and Full Scale IQs exclusive of Digit Span, Mazes, or both subtests. T-tests for correlated means were employed and revealed highly significant differences. The addition of Digit Span and Mazes in the WISC battery served to depress the verbal, Performance and Full Scale IQs of the high achieving students. The study serves to validate the previous investigation by Engin (1974).  相似文献   

Visual tests for the school psychologist     

Allen D. Griffiths  Ann Engin 《Psychology in the schools》1976,13(4):390-394

The cover test and the near point of convergence test are quick, easy tests to help the school psychologist determine if a child should be referred for professional vision care. Negative results from these tests do not mean that the child does not have a visual problem. There is no single test which gives that information. Positive results from these tests, however, are evidence that the child may have a visual problem. This information, along with the results of other performance tests given by the school psychologist, should be reported to the vision care professional to facilitate the accurate determination of the child's visual status.  相似文献   

Monty Python and the Three Wise Men     

Marion Dadds 《Cambridge Journal of Education》1992,22(2):129-141

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Is education on a treadmill?     

Marion Coulon 《Prospects》1972,2(2):182-190

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Education in the Context of Structural Injustice: A symposium response     

Iris Marion  Young 《Educational Philosophy and Theory》2006,38(1):93-103

What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice?  相似文献