Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school     

Edossa  Ashenafi Kassahun  Neuenhaus  Nora  Artelt  Cordula  Lingel  Klaus  Schneider  Wolfgang 《European Journal of Psychology of Education - EJPE》2019,34(2):397-416

European Journal of Psychology of Education - Knowledge about one’s own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading...  相似文献   

Peer tutoring in reading in Scotland: thinking big     

Keith Topping  David Miller  Allan Thurston  Karen McGavock  Nora Conlin 《Literacy》2011,45(1):3-9

A large‐scale randomised‐controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long‐term evaluation, cross‐age PR was significantly better than regular teaching, but same‐age was not. On short‐term evaluation, PR pupils did significantly better than control pupils in both years, and cross‐age and same‐age were similarly effective. Low socio‐economic pupils, lower reading ability pupils, girls and reading with maths tutoring groups did significantly better. Implementation was good in parts, but some important aspects of technique were rare. Reading gains were significantly greater for those with mistakes about every 2 minutes and those who stopped reading to talk every 5 to 7 minutes. Significant gains in self‐esteem were seen in same‐age and cross‐age groups, and for tutees and tutors, but not for controls. The relationship of achievement gain to quality of technique and socio‐emotional gains is discussed, with implications for practice.  相似文献   

The peer review process as an opportunity for learning / La evaluación por pares como oportunidad para el aprendizaje     

Alfredo Bautista  Carles Monereo  Nora Scheuer 《Infancia y Aprendizaje》2014,37(4):665-686

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Understanding the written number system: 6 Year-olds in Argentina and Switzerland     

Anne Sinclair  Nora Scheuer 《Educational Studies in Mathematics》1993,24(2):199-221

Thirty children in Geneva, Switzerland, 15 middle-class children in Bariloche and 15 lower-class children from a semi-literate or illiterate milieu in Bariloche, Argentina, were tested. All children were aged 6 and attending public schools. Tasks were: (1) judging which of two bi- or tri-digit written numerals was the biggest, and explaining why; and (2) explaining the role played by the different digits in numerals such as 11, 12, 16, 17. Results show that children at these ages use various strategies in task 1: they compare number of digits; read aloud the numerals and refer to number-string knowledge; treat bi- and tri-digits as the sum of their face value parts; and lastly, quite often take both face value and position of digits into account in a correct way. They, however, were not able to explain place-value. Most subjects gave face value interpretations, while a few children account for the whole collection of chips and make part of the chips correspond to one digit, and the other part to the other digit. Differences in performance between the three types of children emerge.  相似文献   

I. SPATIAL SKILLS,THEIR DEVELOPMENT,AND THEIR LINKS TO MATHEMATICS     

Brian N. Verdine  Roberta Michnick Golinkoff  Kathy Hirsh-Pasek  Nora S. Newcombe 《Monographs of the Society for Research in Child Development》2017,82(1):7-30

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Intersections of race and sexuality in a teacher education course     

Nora E. Hyland 《Teaching Education》2013,24(4):385-401

This paper examines the ways that one group of US pre‐service teachers, enrolled in an alternate route teacher education class, expressed and challenged each other’s contradictory discourses about teaching for social justice. Particularly significant are the many ways that this group of students enacted subject positions around race and sexuality as various combinations of African American, White, gay, straight, lesbian, Christian, and as members of this class. Epiphanic moments about race and sexual orientation are examined to illuminate the ways that subject positions were contested, reified, or renegotiated in order to preserve a sense of community within the class. This research demonstrates the ways that social justice teacher education differentially positions people who have been historically marginalized and how it can at times reify a hierarchy of marginality.  相似文献   

The Audit     

Lorraine Busby 《期刊图书馆员》2013,64(3-4):311-320

The value of the audit process to libraries is examined and questioned. Although generally accepted accounting principles (GAAP) are followed by accountants in all fields, these policies and procedures are not always relevant for serials, particularly electronic journals. Adhering to these best practices does little to achieve professed goals and desired outcomes.  相似文献   

The OA Gourmand     

Lorraine Busby 《期刊图书馆员》2013,64(1):32-38

It is trendy to be a supporter of Open Access publication with even journal publishers finding a role in communicating research results through this mechanism. When discussing Open Access it is rare for all parties to be clear about why Open Access is endorsed. The differences between Green Open Access and Gold Open Access can lead to unclear communication when the distinctions between the two are avoided.  相似文献   

IMPACTS OF 2‐YEAR AND 4‐YEAR COLLEGES ON LEARNING ORIENTATIONS: A PRELIMINARY STUDY     

Ernest Pascarella  Louise Bohr  Amaury Nora  Sam Ranganathan  Mary Desler  Carole Bulakowski 《Community College Journal of Research & Practice》2013,37(6):577-589

This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges.  相似文献   

Beyond Exposure to Collaboration: Preparing General-Education Teacher Candidates for Inclusive Practice     

Doug Hamman  DeAnn Lechtenberger  Nora Griffin-Shirley  Li Zhou 《The Teacher Educator》2013,48(4):244-256

Preparation of new teachers to work effectively in inclusion settings has not kept pace with demands created by recent reforms. General-education candidates typically receive limited exposure to inclusion strategies at the preservice level, and often their only meaningful preparation comes in the practicum setting. The purpose of this article was to examine the manner in which characteristics of cooperating teachers and the practicum settings affected efficacy for teaching students with disabilities. General-education student teachers responded to questionnaires about their collaboration with cooperating teachers, the focus on inclusion instruction in their practicum setting, and their efficacy for providing inclusion instruction. Results from a structural equation model indicated that efficacy is predicted both by focus and by collaboration with the cooperating teacher. Discussion focuses on implications for teacher preparation and directions for future research.  相似文献