Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice     

Michal Shany  Andrew Biemiller 《Reading and writing》2010,23(9):1071-1083

We conducted a study of the effects of assisted reading practice (Shany & Biemiller, 1995). In this paper we examined the original data to find factors affecting gains in reading comprehension. We contrasted 14 children who had below median gains in reading comprehension and 15 who had above median gains. There were no significant correlations between pre-program language and reading measures and reading comprehension gains. High comprehension gainers made significantly larger gains in vocabulary. In the previous report on this research, we found that reading practice had large beneficial impact on reading comprehension. In this study we also found that children who gained significantly more vocabulary had also significantly higher gains in reading comprehension. Implications are discussed.  相似文献   

The “over-educated” Kibbutz: Shifting relations between social reproduction and individual development on the Kibbutz     

Zelda F. Gamson  Michal Palgi 《Interchange》1982,13(1):55-67

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STUDENTS’ OPPORTUNITIES TO ENGAGE IN TRANSFORMATIONAL ALGEBRAIC ACTIVITY IN DIFFERENT BEGINNING ALGEBRA TOPICS AND CLASSES     

Michal Ayalon  Ruhama Even 《International Journal of Science and Mathematics Education》2015,13(2):285-307

This study compares students’ opportunities to engage in transformational (rule-based) algebraic activity between 2 classes taught by the same teacher and across 2 topics in beginning algebra: forming and investigating algebraic expressions and equivalence of algebraic expressions. It comprises 2 case studies; each involves a teacher teaching in two 7th grade classes. All 4 classes used the same textbook. Analysis of classroom videotapes (15–19 lessons in each class) revealed that the opportunities to engage in transformational algebraic activity related to forming and investigating algebraic expressions were similar in each teacher’s 2 classes. By contrast, substantial differences were found between 1 teacher’s classes with regard to the opportunities to engage in transformational algebraic activity related to equivalence of algebraic expressions. The discussion highlights the contribution of the interplay among the mathematical topic, the teacher, and the class to shaping students’ learning opportunities. Specifically, the mathematical topic appeared to play a prominent role in certain situations, with the topic involving deductive reasoning generating high variation in classes of 1 teacher but not in the other’s.  相似文献   

Determination of Acid β-Galactosidase Activity: Methodology and Perspectives     

Radoslaw Kwapiszewski  Justyna Szczudlowska  Karina Kwapiszewska  Michal Chudy  Zbigniew Brzozka 《Indian journal of clinical biochemistry : IJCB》2014,29(1):57-62

Early, accurate diagnosis of lysosomal storage disorders is a major challenge, even for trained specialists. Finding innovative, accurate diagnostic methods, and high throughput, cost-effective tools are crucial to medical progress and will contribute to improved quality of life. The goal of this work was to improve currently used protocols to determine activity of acid β-galactosidase, and discuss the possibility analysing lysosomal enzymes with microfluidic systems. A principle of the determination of β-galactosidase activity was fluorometric measurement of a deprotonated form of 4-methylumbelliferone released in the enzymatic reaction. Measurements were performed using Jurkat T cells as a source of the enzyme. We observed the temperature-dependent substrate inhibition effect and determined the substrate (4-MU-β-d-galactopyranoside) concentration which should be used to determine acid β-galactosidase activity at 37 °C (0.8 mM) and at room temperature (0.6 mM). We proved that the sample incubation time may be significantly reduced to only a few minutes. We also showed that the amount of alkaline buffer used to stop the enzymatic reaction may be minimized and even, in some cases, eliminated. The presented results show how the sensitivity of the available methods to diagnose patients suffer from gangliosidosis GM1 or Morquio B disease can be improved. The proposed method may be easily implemented with microfluidic systems, which currently are promising tools for point-of-care applications.  相似文献   

Detection of immunoglobulins in a laser induced fluorescence system utilizing polydimethysiloxane microchips with advanced surface and optical properties     

Schrott W  Nebyla M  Přibyl M  Snita D 《Biomicrofluidics》2011,5(1):14101

We developed an automated laser induced fluorescence system utilizing microfluidic chips for detection and quantification of immunoglobulins. Microchips were fabricated from polydimethysiloxane (PDMS) using the so-called "prepolymerization technique." The microchip structure helped minimize the effects of PDMS autofluorescence and light scattering. Furthermore, a thin and uniform PDMS layer forming the top of the microchip enabled proper focusing and collection of the excitation beam and the emitted fluorescence, respectively. The developed system was tested for the detection of mouse immunoglobulins. The capturing antibodies were immobilized on internal microchannel walls in the form of a polyelectrolyte. We clearly show that this immobilization technique, if correctly realized, gives results with high reproducibility. After sample incubation and washing, secondary antibodies labeled by fluorescein isothiocyanate were introduced into microchannels to build a detectable complex. We show that mouse antibodies can be quantified in a wide concentration range, 0.01-100 μg ml(-1). The lower detection limit was below 0.001 μg ml(-1) (6.7 pM). The developed laser induced fluorescence (LIF) apparatus is relatively cheap and easy to construct. The total cost of the developed LIF detector is lower than a typical price of plate readers. If compared to classical ELISA (enzyme linked immunosorbent assay) plate systems, the detection of immunoglobulins or other proteins in the developed PDMS microfluidic device brings other important benefits such as reduced time demands (10 min incubation) and low reagent consumption (less than 1 μl). The cost of the developed PDMS chips is comparable with the price of commercial ELISA plates. The main troubleshooting related to the apparatus development is also discussed in order to help potential constructors.  相似文献   

Mathematical problem posing: Implications for facilitating student inquiry in classrooms     

Michal Yerushalmy  Daniel Chazan  Myles Gordon 《Instructional Science》1990,19(3):219-245

From 1984 through 1988, the authors worked with teachers using an inquiry approach to teach high school geometry courses with the aid of the GEOMETRIC SUPPOSERS. Problems are a critical component of the approach, as they are of any instructional process, because they focus attention and energy and guide students in the application, integration, and extension of knowledge. Inquiry problems differ from traditional, single-answer textbook exercises in that they must leave room for student initiative and creativity. The observations presented in this paper about the delicate balance between specifying too much instruction and too little, which is part of creating and posing inquiry problems, are based on careful examination of students' papers and classroom observations. The paper closes with speculations on whether these observations suggest general lessons for those seeking practical and successful strategies to introduce student inquiry into classrooms, with the hope of stimulating interest in and discussion of such strategies.Preliminary versions of this paper were presented at PME-XI Montreal, 1987, and the 1988 AERA conference in New Orleans.  相似文献   

Primary school teachers as a tool of secularisation of society in communist Czechoslovakia     

Jiří Zounek  Michal Šimáně  Dana Knotová 《History of education》2017,46(4):480-497

This study focuses on the secularisation of society in communist Czechoslovakia (1948–1989) as a process in which primary school teachers played an important role. It aims to describe and explain typical everyday situations in which teachers were forced to fulfil tasks in connection with the Communist Party’s politics of secularisation. The text is based on witness memories obtained through oral history interviews, and on examination of historical archival sources and legislation. The study shows that the situations in which teachers found themselves in connection with performing these tasks were often not easy to face. This was, on the one hand, due to the expectations of the political establishment that teachers would obey their instructions meticulously and without reservations. The teachers, on the other hand, strove to interfere in negative ways with the lives of their students (and their families) as little as possible.  相似文献   

Investigating peer-assessment strategies for mathematics pre-service teacher learning on formative assessment     

Ayalon  Michal  Wilkie  Karina J. 《Journal of Mathematics Teacher Education》2021,24(4):399-426

Formative assessment practices for secondary mathematics have been advocated as valuable for students, but difficult for teachers to learn. There have been calls in the literature to increase the emphasis on formative assessment in mathematics teacher preparation courses. This study explored the use of peer-assessment strategies for helping pre-service secondary mathematics teachers (PSTs) cultivate formative assessment principles and practices for assessing school students. Twenty-seven PSTs participated in a peer-assessment cycle comprised of: sourcing a rich mathematics task; constructing an assessment rubric for it; and collecting and analysing a selection of secondary student responses to the task. Each PST then provided written and verbal feedback to a peer on his/her rubric and student solution assessments. We draw on theoretical conceptions of Teacher Assessment Literacy in Practice to characterize the PSTs’ perceptions of their experience of formative assessment processes for learning to assess school students, in terms of cognitive and affective dimensions of their conceptions of assessment. The cohort evidenced a wide range of levels of confidence with the various aspects of formative assessment practices but on average less confidence in assessing school student task responses themselves than in assessing peer work. In addition to highlighting specific changes to different types of assessment knowledge, the PSTs also evidenced an awareness of shifts in their attitudes, in coming to view student task responses with more appreciation and humility.

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Do Mothers or Children Lead the Dance? Disentangling Individual and Influence Effects During Conflict     

Nina Sokolovic  Andre Plamondon  Michelle Rodrigues  Sahar Borairi  Michal Perlman  Jennifer M. Jenkins 《Child development》2021,92(2):e143-e157

Are mother–child conflict discussions shaped by time-varying, reciprocal influences, even after accounting for stable contributions from each individual? Mothers were filmed discussing a conflict for 5 min, separately with their younger (ages 5–9, N = 217) and older (ages 7–13, N = 220) children. Each person’s conflict constructiveness was coded in 20-s intervals and data were analyzed using dynamic structural equation modeling, which separates individual and influence effects. Children influenced their mothers’ behavior under certain conditions, with evidence for developmental differences in the magnitude and direction of influence, whereas mothers did not influence their children under any circumstance. Results are discussed in the context of child effects on parent behavior and changes in parenting across middle childhood.  相似文献   

Overcoming visual obstacles with the aid of the Supposer   总被引：1，自引：0，他引：1  

Michal Yerushalmy  Daniel Chazan 《Educational Studies in Mathematics》1990,21(3):199-219

This paper presents research about the effect of intensive work with diagrams on high school students' use of diagrams in geometry. It identifies three obstacles, culled from previous research, which students must overcome when examining and interpreting diagrams: Diagrams are particular; common usage confuses certain standard diagrams with the classes of objects to which they belong; and a single diagram can be viewed and described in different ways. The paper outlines the resources of the Geometric Supposer, a set of microcomputer software tools which were designed to aid students in overcoming these obstacles. The bulk of the paper presents evidence from students' papers and classroom comments indicating that over the course of a year's work students using the Supposer became more facile in their use of diagrams and were able to overcome each of the three obstacles.The preparation of this paper was supported in part by the National Academy of Education's Spencer Fellowship program.  相似文献