Teaching High School Students with Learning and Emotional Disabilities in Inclusion Science Classrooms: A Case Study of Four Teachers' Beliefs and Practices     

Robinson  Scott 《Journal of Science Teacher Education》2002,13(1):13-26

Journal of Science Teacher Education -  相似文献   

An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development     

B. Grant Hayes  Gordon E. Taub  Edward H. Robinson  Stephen A. Sivo 《Counselor Education & Supervision》2003,42(3):177-188

The purpose of this study was to examine the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning‐level counselor education students (20 men and 53 women, ages ranging from 24 to 47 years). Ratings of students' pre‐ and posttest video counseling tapes were used to assess the effects of the multimedia approach. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high‐tech multimedia, low‐tech multimedia, and traditional instruction) treatment groups.  相似文献   

Computational Efficiency through Visual Argument: Do Graphic Organizers Communicate Relations in Text Too Effectively?     

Robinson Daniel H.  Schraw Gregory 《Contemporary educational psychology》1994,19(4)

Previous research on graphic organizers has found that they facilitate memory for corresponding text. This study investigated why one type of graphic organizer (a matrix) may communicate interconcept relations more effectively than an outline or text. In three experiments, college students judged the accuracy of interconcept relations after they read a text and studied a matrix, an outline, or the text again. We also measured students′ performance when study time was reduced and testing delayed. Results indicated that even when study time was reduced, viewing a matrix helped students make more accurate judgments of interconcept relations. We conclude that a matrix is more computationally efficient than an outline or text, enabling readers to compute interconcept relations more quickly and easily (Larkin & Simon, 1987), due to a communicative process called visual argument (Waller, 1981). However, this advantage disappeared when testing was delayed, which, ironically, may have been due to computational efficiency.  相似文献   

Maternal intrusiveness, maternal warmth, and mother-toddler relationship outcomes: variations across low-income ethnic and acculturation groups   总被引：1，自引：0，他引：1  

Ispa JM  Fine MA  Halgunseth LC  Harper S  Robinson J  Boyce L  Brooks-Gunn J  Brady-Smith C 《Child development》2004,75(6):1613-1631

The present study investigated the extent to which maternal intrusiveness and warmth during play, observed in 579 European American, 412 African American, and 110 more and 131 less acculturated Mexican American low-income families when children were approximately 15 months old, predicted 3 dimensions of the mother-toddler relationship 10 months later. Intrusiveness predicted increases in later child negativity in all 4 groups. Among African Americans only, this association was moderated by maternal warmth. Intrusiveness predicted negative change in child engagement with mothers only in European American families. Finally, near-significant trends suggested that intrusiveness predicted later decreased dyadic mutuality in European American and more acculturated Mexican American families, but not in African American or less acculturated Mexican American families.  相似文献   

The influence of collaborative language learning on cognitive control in unbalanced multilingual migrant children     

Robinson  Martha Gilmore  Sorace  Antonella 《European Journal of Psychology of Education - EJPE》2019,34(1):255-272

In this study, (N62) 5- to 6-year-old English monolingual and unbalanced multilingual children attending public primary school education in Scotland became involved in collaborative Narrative Format (Taeschner, 2005) modern language activities in Spanish, both at school and at home. These activities were redesigned and adapted to serve as a quasi-experimental tool to provide a highly structured and intense linguistic input. The main purpose was to explore whether cognitive advantages previously found in balanced bilinguals and second-language-learning monolingual children involved in language immersion programmes could be extended to different types of beginning language learners in a non-immersion context. Depending on the monolingual vs bilingual ratios of children in the classroom, we distinguished between homogeneous groups (characterised by a ratio of 95% of first-language English-language monolinguals) and heterogeneous groups (children from both Scottish and migrant homes in roughly equal proportions). Using a standard task of early cognitive control, we found not only that unbalanced multilinguals perform above chance but also that there was a developing trend of enhanced performance for monolinguals learning languages in the heterogeneous groups. This suggests that not only the length of exposure and intensity of input but also the social classroom environment where children develop their language skills may also play an important role in the effects of bilingualism on executive functions.

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Towards a Metaphysics of Complexity   总被引：1，自引：0，他引：1  

Keith Robinson 《Interchange》2005,36(1-2):159-177

In this paper I combine aspects of process philosophy and elements from philosophies of difference in order to give some indication of how we might begin to construct a metaphysics of contemporary science. I will focus on the work of Whitehead and Deleuze as representatives of each respective tradition and try to show how their work can be fruitfully articulated together in the context of complexity theory.  相似文献   

Picture Book Reading at Home: A Comparison of Head Start and Middle-class Preschoolers   总被引：1，自引：0，他引：1  

Clyde C. Robinson  Jean M. Larsen  Julia H. Haupt 《Early education and development》1995,6(3):241-252

This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed.  相似文献   

Manipulation of logical structure of chemistry problems and its effect on student performance     

Mansoor Niaz  William R. Robinson 《科学教学研究杂志》1992,29(3):211-226

It has been shown previously that manipulation of the M demand (amount of information needed for processing) of chemistry problems affects student performance, which suggests that manipulation of logical structure of chemistry problems could also lead to significant changes in performance. The objective of this study is to investigate the following: Given the opportunity for training, what is the effect of increasing (manipulation) the complexity of logical structure of chemistry problems on student performance, and to what extent can cognitive variables explain changes in performance. Results obtained show that (a) even a small increase in the logical structure of a problem can change the role of cognitive variables (mental capacity and formal reasoning) to the extent that increase in logical complexity outweighs the advantage students may have gained through training on a similar problem; (b) the use of algorithms and training on particular types of chemistry problems could lead to a situation in which formal reasoning is the only cognitive variable that explains variance in performance significantly; and (c) after having solved very similar problems on two different occasions with improving performance, the improvement is not retained if the logical structure of a third problem increases considerably. It is concluded that when dealing with significant changes in logical complexity of chemistry problems, developmental level of students is the most consistent predictor of success. A model for the qualitative analysis of logical complexity of chemistry problems is presented.  相似文献   

Simplifying Algebraic Expressions: Teacher Awareness and Teaching Approaches     

Dina Tirosh  Ruhama Even  Naomi Robinson 《Educational Studies in Mathematics》1998,35(1):51-64

This study investigates four seventh-grade teachers' awareness of students' tendency to conjoin or 'finish' open expressions. It also investigates teachers' ways of coping with this tendency. Three types of data were collected: 1) lesson plans, 2) lesson observations, and 3) post-lesson interviews. The analysis showed that the two experienced teachers were aware of this tendency and some of its possible sources, while the novices were unaware of either. Teaching approaches related to this tendency also differed considerably. In conclusion we analyze these teaching methods in light of the existing literature and discuss possible short- and long-term implications of the use of each approach.  相似文献   

The relationship between syntactic awareness and reading performance     

Anne Layton  Julie Robinson  Michael Lawson 《Journal of Research in Reading》1998,21(1):5-23

This study was designed to examine the relationship between syntactic awareness and reading performance. A major concern was to provide an estimate of the effect of syntactic training that was not confounded with training that focused on semantic features of words. The training exercises used in the study focused on all levels of syntactic awareness in order that the effect of such training could be assessed on students’ performance on tasks that tapped each of the levels. Results of this study showed that syntactic awareness could be improved through training. The effect was stable, being apparent at the two post-test times. However, no evidence was found for a systematic effect of improved syntactic awareness on reading ability. Moreover, syntactic training did not show any greater effect than no treatment or semantic training on children’s grammatic comprehension, their ability to use fix-up strategies, or on their general reading ability score. Training had a different impact on the accuracy of oral reading for the syntactic and semantic training groups. Thus, in terms of the developmental sequence of syntactic awareness proposed by Gombert (1992), children trained in the cloze procedure improved at the two highest levels, whilst showing neither a corresponding change in the lower levels of awareness, nor improved functional reading performance.  相似文献