Using technology to engage students with learning disabilities     

Natasha Ellis 《Educational Psychology in Practice》2017,33(2):225-226

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Infants' Selective Attention to Reliable Visual Cues in the Presence of Salient Distractors     

Kristen Swan Tummeltshammer  Denis Mareschal  Natasha Z. Kirkham 《Child development》2014,85(5):1981-1994

With many features competing for attention in their visual environment, infants must learn to deploy attention toward informative cues while ignoring distractions. Three eye tracking experiments were conducted to investigate whether 6‐ and 8‐month‐olds (total N = 102) would shift attention away from a distractor stimulus to learn a cue–reward relation. While 8‐month‐olds showed evidence of increasingly selective attention toward the predictive cues, even when the distractors were highly salient, 6‐month‐olds shifted attention toward the predictive cues only when the distractors were equally (not more) engaging. These experiments suggest that attention in infancy is highly dependent on the relative weightings of predictiveness and visual salience, which may differ across development and context.  相似文献   

The making of modern selves (and ‘others’): education,gender and identity in contemporary India     

Natasha Marhia 《Gender and education》2010,22(5):579-584

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I. CHILDREN IN INSTITUTIONAL CARE: DELAYED DEVELOPMENT AND RESILIENCE     

Marinus H. van IJzendoorn  Jesús Palacios  Edmund J. S. Sonuga‐Barke  Megan R. Gunnar  Panayiota Vorria  Robert B. McCall  Lucy Le Mare  Marian J. Bakermans‐Kranenburg  Natasha A. Dobrova‐Krol  Femmie Juffer 《Monographs of the Society for Research in Child Development》2011,76(4):8-30

Children exposed to institutional care often suffer from “structural neglect” which may include minimum physical resources, unfavorable and unstable staffing patterns, and socially emotionally inadequate caregiver‐child interactions. This chapter is devoted to the analysis of the ill effects of early institutional experiences on resident children's development. Delays in the important areas of physical, hormonal, cognitive, and emotional development are discussed. The evidence for and against the existence of a distinctive set of co‐occurring developmental problems in institutionalized children is weighed and found to not yet convincingly demonstrate a “postinstitutional syndrome.” Finally, shared and nonshared features of the institutional environment and specific genetic, temperamental, and physical characteristics of the individual child are examined that might make a crucial difference in whether early institutional rearing leaves irreversible scars.  相似文献   

Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks     

Nancy E. Perry  Simon Lisaingo  Nikki Yee  Natasha Parent  Xinke Wan  Krista Muis 《Assessment in Education: Principles, Policy & Practice》2020,27(4):416-443

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Between School and Work: New Perspectives on Transfer and Boundary-Crossing. Edited by Terttu Tuomi-Gröhn and Yrjö Engeström. Boston: Pergamon, 2003. 344 pp.     

Natasha Artemeva 《Technical Communication Quarterly》2007,16(3):360-365

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Call for conference papers     

Michael Orey  V. J. McClendon  Robert Maribe Branch 《Instructional Science》1990,19(1):88-90

Call for conference papers  相似文献   

Picturing natural girlhoods: nature,space and femininity in girls’ school promotions     

Natasha Wardman  Kristina Gottschall  Christopher Drew  Rachael Hutchesson  Sue Saltmarsh 《Gender and education》2013,25(3):284-294

This paper furthers a discussion about the ways in which idealised versions of gender permeate the aesthetic presentation and impression management strategies of elite private schools. Specifically, we consider how the written text, layout and images used in 12 Australian private girls' school prospectuses function in constructing discourses of ‘natural’ femininity. Far from being merely factual sources of information, we see school prospectuses as strategic texts that idealise and commodify gendered subjectivities that are likely to appeal to the perceived clientele of a particular school. Drawing on feminist and poststructuralist theoretical frames and utilising social semiotic techniques, we analyse how these promotional texts align the feminine subject with nature and the natural world. This alignment serves the dual function of constituting femininity as naturally beautiful, fragile, passive and vulnerably at-risk, while at the same time ameliorating such risk through more empowered (yet constrained) notions of interconnectedness. The tensions between such contradictory discourses of traditional and neoliberal femininity create impossible subject positions for girls, as in order to succeed with one version of femininity, they must simultaneously fail at another.  相似文献   

It's Not Effect Sizes So Much as Comments About Their Magnitude That Mislead Readers     

Daniel H. Robinson  Tiffany A. Whittaker  Natasha J. Williams  S. Natasha Beretvas 《Journal of Experimental Education》2013,81(1):51-64

The authors investigated the influence of effect size and comment inclusion on readers' perceptions of research results. In three experiments, undergraduates, graduates, and faculty read a journal article that either included or did not include an effect size and commentary about the effect size. Contrary to a previous study by Robinson, Fouladi, Williams, and Bera (2002), which concluded that including effect sizes causes readers to overestimate result importance, the authors found that including a comment about the magnitude of the effect size was more important than simply including the effect size in influencing undergraduates' perceptions of research results' importance. Graduate students and faculty members were less influenced by inclusion of either effect sizes or comments. Recommendations concerning effect size and comment inclusion polices are discussed.  相似文献   

Analysis of Covariance and Randomized Block Design with Heterogeneous Slopes     

Alan J. Klockars  S. Natasha Beretvas 《Journal of Experimental Education》2013,81(4):393-410

The authors compared the Type I error rate and the power to detect differences in slopes and additive treatment effects of analysis of covariance (ANCOVA) and randomized block (RB) designs with a Monte Carlo simulation. For testing differences in slopes, 3 methods were compared: the test of slopes from ANCOVA, the omnibus Block × Treatment interaction, and the linear component of the Block × Treatment interaction of RB. In the test for adjusted means, 2 variations of both ANCOVA and RB were used. The power of the omnibus test of the interaction decreased dramatically as the number of blocks used increased and was always considerably smaller than the specific test of differences in slopes found in ANCOVA. Tests for means when there were concomitant differences in slopes showed that only ANCOVA uniformly controlled Type I error under all configurations of design variables. The most powerful option in almost all simulations for tests of both slopes and means was ANCOVA.  相似文献