Three- to Four-Year-Old Children Rapidly Adapt Their Predictions and Use Them to Learn Novel Word Meanings     

Naomi Havron  Alex de Carvalho  Anne-Caroline Fiévet  Anne Christophe 《Child development》2019,90(1):82-90

Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition.  相似文献   

Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms     

Tia Navelene Barnes  Christina Cipriano  Lisa Flynn  Susan E. Rivers  Wei Xu 《Journal of Experimental Education》2019,87(3):415-429

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The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools     

Adrienne E. Barnes  Young-Suk Kim  Beth M. Phillips 《Reading and writing》2014,27(7):1189-1205

The present study explored the types and frequency of literate language features in children’s narratives, and the relation of literate language and proper character introduction to children’s oral language skills in a sample of 184 prekindergarten, kindergarten, and first grade students from high-poverty schools. Using hierarchical regression, the results showed that literate language features were not predictive of listening comprehension or narrative quality outcomes. In contrast, children’s skill in properly introducing characters significantly accounted for variance in all outcome measures (narrative comprehension, narrative quality, and listening comprehension) above and beyond the control variables (age, total number of words, and mean length of utterance) and literate language features (adverbs, conjunctions, mental and linguistic verbs, and elaborated noun phrases). These results indicate that the child’s retell and language comprehension skills may develop concurrently with proper character introduction.  相似文献   

A review of handwriting research: Progress and prospects from 1980 to 1994     

Steve Graham  Naomi Weintraub 《Educational Psychology Review》1996,8(1):7-87

Contemporary handwriting research has focused on skilled performance, the developing capabilities of children, atypical development, the effectiveness of various letter forms, instructional techniques, and the construction and evaluation of assessment instruments. This paper critically reviews and synthesizes research conducted between 1980 and 1994 in each of these areas, providing suggestions for future research. Considerable progress was made during this time period in understanding the processes involved in handwriting control and development as well as in teaching students with handwriting difficulties. In addition, advances in theory, experimental procedures, on-line recording devices, and computerized instructional programs resulted in an increased level of sophistication. Thus, the prospects for future research in this area are promising.  相似文献   

Designing feedback in an immersive videogame: supporting student mathematical engagement     

Melissa Sommerfeld Gresalfi  Jacqueline Barnes 《Educational technology research and development : ETR & D》2016,64(1):65-86

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Comparing first- and third-person perspectives in early elementary learning of honeybee systems     

Peppler  Kylie  Thompson  Naomi  Danish  Joshua  Moczek  Armin  Corrigan  Seth 《Instructional Science》2020,48(3):291-312

Prior literature has begun to demonstrate that even young children can learn about complex systems using participatory simulations. This study disentangles the impacts of third-person perspectives (offered by traditional simulations) and first-person perspectives (offered by participatory simulations) on children’s development of such systems thinking in the context of the emergent complexity of honeybee nectar foraging. Specifically, we worked with three first-grade classrooms assigned to one of three conditions—instruction through use of a first-person perspective only, third-person perspective only, and integrated instruction—to engage ideas of complex systems thinking. In each condition, systems concepts were targeted through instruction and assessment. The integrated and third-person classrooms demonstrated significant gains while the first-person classroom showed gains that were not statistically significant, suggesting that third-person perspectives play a critical role in how children learn systems thinking. This work also puts forth a novel assessment design for young children using multiple-choice questions.

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Analyzing Instructionally Focused Education Systems: Exploring the Coordinated Use of Complementary Frameworks     

Donald J. Peurach  Maxwell M. Yurkofsky  Naomi Blaushild  Daniella Hall Sutherland  James P. Spillane 《Peabody Journal of Education》2020,95(4):336-355

ABSTRACT

Public school districts have been operating under a decade’s long press to move beyond functioning as engines of access-oriented mass public schooling to functioning as instructionally focused education systems pursuing educational excellence and equity. This press has researchers developing analytic frameworks useful for examining different ways that districts are responding. Even so, limitations in individual frameworks suggest a need to explore the coordinate use of complementary frameworks to support more comprehensive examinations of districts. This analysis explores the coordinated use of a “coupling framework” and a “systems framework” to analyze efforts in two districts to improve educational quality and to reduce disparities. Findings suggests that the coordinated use of the coupling and systems frameworks supports deeper analyses of instructional organization and management than either framework would on its own, and that further incorporating quality and equity frameworks would support still-deeper analyses. From the perspective of this issue of the Peabody Journal of Education (PJE), the implication is that elaborating new institutional theory to capture micro-level variation in response to macro-level dynamics is but one challenge faced by organizational researchers in education, and that the deeper challenge lies in considering alternative world views—paradigmatic assumptions—underlying the use of singular and complementary analytic frameworks.  相似文献   

Proceedings of the British hackademy     

Hugh Barnes 《Changing English: An International Journal of English Teaching》2006,13(2):179-184

As journalism has become a ‘profession’, universities around the country have begun offering courses which prepare students to enter the field. The author, a journalist, discusses his experiences of teaching on one such course.  相似文献   

Exploring the retention and success of students with disability in Australian higher education     

S. Kilpatrick  S. Johns  R. Barnes  S. Fischer  D. McLennan  K. Magnussen 《International Journal of Inclusive Education》2017,21(7):747-762

The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability.  相似文献   

Frailty in transition? Troubling the norms,boundaries and limitations of transition theory and practice     

Karen Gravett  Ian M. Kinchin  Naomi E. Winstone 《高等教育研究与发展》2020,39(6):1169-1185

ABSTRACT

This article focuses on ‘transition’ and how it is understood within higher education. Drawing on data from concept map-mediated interviews at two institutions, we examine the conceptions of transition held by academic and professional staff, who work to support students’ learning into and through higher education. We suggest that normative understandings of transition often draw upon a grand-narrative that orchestrates and reiterates a stereotypic understanding of students’ experiences. Often this narrative involves students’ interpellation into a field of discourse where the subject is constructed as both homogeneous and in deficit: ill-prepared, lacking in independence, as vulnerable and in need of support. However, this study suggests that beneath this discourse lies a more nuanced picture: one where students’ experiences can be conceptualised as diverse and fluid. Moreover, we employ the concept of pedagogic ‘frailty’ to expose the significance of the environments and wider contexts in which students ‘transition’, and to explore the impact of systemic tensions upon students’ experiences. This article further argues that future research should shift discussions away from the deficits of students, and examine how we can make underlying environmental and systemic challenges more explicit, in order to widen our understanding and discussions of these constraints.  相似文献