Coloured overlays,visual discomfort,visual search and classroom reading     

Ruth Tyrrell  Keith Holland  Douglas Dennis  Arnold Wilkins 《Journal of Research in Reading》1995,18(1):10-23

Forty-six children aged 12–16 were shown a page of meaningless text covered in random order by different plastic overlays, including seven that were various colours and one that was clear. By successive pairwise comparison each child selected the overlay that provided the greatest perceptual clarity of the text. The children with below-average reading ability were more likely to chose a coloured overlay, and they reported more perceptual difficulty on tasks devised by Irlen (1983). In separate sessions with and without the overlay of their choice, the children read for 15 minutes and performed a visual search task. The overlay had little effect on reading initially, but after about 10 minutes the children who chose a coloured overlay read more slowly without the overlay than with it. These children reported more symptoms of visual discomfort and showed signs of tiring when they read without the overlay. The visual search performance of the children who chose a coloured overlay was initially impaired but improved to normal levels when the overlay was used. Fourteen children aged 8–16 acted as chronological or reading age-matched controls, and undertook the reading and visual search tasks using a clear overlay which had no effect on performance.  相似文献   

A test of a linear programming model as an optimal solution to the problem of combining methods of reading instruction     

James W. Mills  Philip K. Jensen  Martin Hershkowitz 《Instructional Science》1973,2(2):215-233

Traditional research on the methods used in teaching developmental reading at the higher educational levels has focused on either an examination of one method or a comparison of different methods. An important problem which has been largely ignored is that of developing rationales and methods for combining different methods on an individualized basis. Linear programming provides a mathematical model for determining an optimal combination of available methods in accordance with the student's original levels of input, expected gains, and goals. The study reported herein tested an application of the Linear Programming Model at the Reading Clinic of Drew University. Results, while not conclusive, indicate that this approach yields greater gains in speed scores than a traditional approach for this population.This study was made possible by a grant from the ESSO Education Foundation to Drew University of Madison, N. J. Part of this presentation is adapted from an earlier statement of the problem (Hershkowitz et al., 1969). An earlier version of this paper was presented at the Operations Research Society of America, 41st National Meeting.Currently, Associate Professor in the Psychology Department; was Director of the Reading Clinic at the time of the study.Chairman of the Psychology Department.Currently, Senior Scientist of the Planning Systems Division, Operations Research, Incorporated; was Project Manager for Educational Research and Evaluation, Automation Industries, Incorporated, Vitro Laboratories Division, at the time of the study.  相似文献   

Early Childhood Education and Care Vade Mecum for 2002     

Philip Gammage 《Early Years: An International Journal of Research and Development》2002,22(2):185-188

This is not an article, but a series of compressed notes which attempt to set down what the writer sees as the principal concerns highlighted in recent studies of early childhood socialisation from birth to about eight years. It draws heavily upon personal and professional experience of education and care systems in some sixteen countries as well as upon current OECD and UNESCO data. It deals with the concerns surrounding a minority of the world's children, however; that is the 10% or less, born into the rich portion of the (largely western) world. It focuses on the context surrounding the growing need for 'institutionalised' provision for children from birth in those OECD countries where divorce is common-place, where the birth rate has fallen dramatically and where, increasingly, most adult women work outside the home. It notes especially the gradual congruence of early childhood care and early education in policy and practice. It emphasises the vital contribution of appropriate early experience and learning to the creation of a humane society, briefly considers the policy preoccupations with literacy, and notes especially that the biggest single factor contributing to high quality provision lies in the quality of the professional staff concerned.  相似文献   

Child Learning and Development in Context: strategies for analysing behaviour‐environment interactions and a proposal for research into everyday experiences     

Keith D. Ballard 《教育心理学》1986,6(2):123-137

Abstract Applied behaviour analysis research has helped focus attention on environmental events as determinants of behaviour. This research, however, has mostly been concerned with one or two proximal events at a time and these related to only one or two human responses. The present paper suggests the need for a more detailed study of behaviour‐environment interactions and of interdependencies within behavioural repertoires. Ethological and ecological concepts and research provide examples of complex models of behaviour‐environment interaction. Some implications of these approaches are suggested. Systems theory is examined as a paradigm for interpreting dynamic interrelationships and as a model for the complexities of learning and adaptation. Limitations of experimental research for understanding child learning and development are suggested and a case made for non‐interventive studies of individual child experiences in natural, everyday settings of home, school and community.  相似文献   

Student teachers' attitudes toward science and science teaching     

Keith B. Lucas  John H. Dooley 《科学教学研究杂志》1982,19(9):805-809

Attitudes toward science and science teaching are the subject of a mounting body of research on teachers. A widely used instrument developed by researchers in the United States appears to be relevant to the Australian context and was considered appropriate for measuring attitudes of preservice student teachers attending a College of Advanced Education in Brisbane. The findings suggest that much more effort needs to be concentrated on fostering desirable attitudes toward science and the teaching of science among future primary school teachers.  相似文献   

The growth of community education in the United Kingdom     

Keith Watson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1980,26(3):273-287

There is considerable confusion over the terms community and community education. This paper explores these concepts, traces the growth of different models of community education in the United Kingdom, and highlights some of the issues, weaknesses and problems arising from its development. Two separate movements, evolutionary and revolutionary, are identified — school-based and community-based respectively — though in recent years the difference in practice has become blurred. Trends discernible in the development of community education include its increasing application to urban and high-density residential areas and the accompanying growth in the size of the institutions — and in the range of facilities offered. There is also the tendency to label a school/college community simply because it provides extra facilities although there is no modification of management structures or of the curriculum. Unresolved as yet is the change in the relationship between school and community effected by community education, one element of which is the reaction on pupils and staff of sharing institutional facilities with the community. Additionally, the larger an institution grows and the more complex the administrative structure it requires, so also the more impersonal does it become and the less able to express or create a real sense of community. What is needed if community education is to fulfil its purpose is community participation in management and decision-making — with adequate structures to facilitate this lay involvement, community control over part at least of the funds, appropriate training of teachers and community workers for their wider roles, and above all, consideration and articulation of the particular needs of each individual community.

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Zusammenfassung Über die Begriffe Gemeinwesen und Sozialerziehung herrscht beträchtliche Unklarheit. Dieser Aufsatz untersucht die beiden Begriffe, skizziert das Werden verschiedener Modelle von Sozialerziehung in Großbritannien und hebt einige der aus ihrer Entwicklung sich ergebenden Tatsachen, Schwächen und Probleme hervor. Zwei unterschiedliche Bewegungen, eine evolutionäre und eine revolutionäre, werden festgestellt — jeweils auf der Schule und auf dem Gemeinwesen beruhend — wenn sich auch in den letzten Jahren in der Praxis der Unterschied verwischt hat. Zu den in der Entwicklung der Sozialerziehung erkennbaren Tendenzen gehört ihre zunehmende Verwirklichung in städtischen und sonstigen Ballungsgebieten und die entsprechende Ausweitung der Institutionen — und des Sprektrums ihrer Einrichtungen. Es besteht auch die Neigung, eine Schule oder ein College als Gemeinwesen zu bezeichnen, nur weil sie zusätzliche Möglichkeiten bieten, obwohl in den Strukturen der Verwaltung und im Curriculum nichts geändert wurde. Ungeklärt ist bisher der durch Sozialerziehung bewirkte Wandel in der Beziehung zwischen Schule und Gemeinwesen; dazu gehört die Auswirkung auf Schüler und Lehrer, wenn sie schulische Einrichtungen mit dem Gemeinwesen teilen. Außerdem wird eine solche Schule, je größer sie sich entwickelt und je vielfältiger die erforderliche Verwaltungsstruktur wird, auch immer unpersönlicher und weniger fähig, einen wirklichen Sinn für Gemeinsamkeit zum Ausdruck zu bringen oder zu wecken. Soll Sozialerziehung ihren Zweck erfüllen, ist es notwendig, daß sich das Gemeinwesen an der Leitung und Beschlußfassung beteiligt — mit geeigneten Strukturen zur Erleichterung einer derartigen Einbeziehung von Laien; dazu bedarf es eines wenigstens teilweisen Mitspracherechts des Gemeinwesens bei der Verteilung der finanziellen Mittel, entsprechender Ausbildung der Lehrer und Sozialarbeiter für ihre erweiterten Aufgaben und vor allen Dingen der Äusserung und Berücksichtigung der Sonderbedürfnisse aller Beteiligten.

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Résumé Une grande confusion entoure les termes de collectivité et d'éducation communautaire. Cet article explore ces concepts, suit le développement des différents modèles d'éducation communautaire au Royaume-Uni et met en lumière quelques unes des questions, des faiblesses et des difficultés qui en découlent. Deux mouvements distincts peuvent être identifiés: le mouvement révolutionnaire et le mouvement évolutif, respectivement centrés sur l'école et sur la collectivité, bien que ces dernières années la différence se soit estompée dans la pratique. On discerne certaines tendances dans le développement de l'éducation communautaire: son application accrue aux zones urbaines et à forte densité de population, les dimensions croissantes concomitante des institutions et la variété grandissante des facilités offertes, la tendance à désigner une école par le terme de collectivité simplement parce qu'elle offre des possibilités supplémentaires, bien qu'il n'y ait aucune modification des structures de la gestion ou du curriculum. Par ailleurs, une question toujours pendante est celle du changement des relations entre l'école et la collectivité dans l'éducation communautaire, dont un des éléments est la réaction des élèves et du personnel devant le partage des facilités institutionnelles avec la collectivité. En outre, plus une institution se développe et plus sa structure administrative se complique, plus cette institution devient impersonnelle et plus il lui est difficile d'exprimer ou de susciter un sentiment réel de collectivité. Ce qu'il faut, si l'éducation communautaire doit répondre à son but, c'est la participation de la collectivité à la gestion et à la prise de décisions — à l'intérieur de structures adéquates pour faciliter cette participation des profanes; c'est le contrôle exercé par la collectivité sur une partie au moins des fonds; c'est la formation appropriée des enseignants et des assistants sociaux pour leurs rôles élargis; c'est surtout l'examen réfléchi et l'articulation des besoins particuliers de chaque collectivité individuelle.

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An output comparison of open university and conventional university students     

Keith Lumsden  Alex Scott 《Higher Education》1982,11(5):573-591

Previous economic studies of the Open University have concentrated on the cost side; this paper looks at the output of the Open University compared to conventional universities. In 1976 multiple choice questions were included in the two second level economics examination papers (D222 and D282); norming data for these questions had already been generated for thousands of university students from 1970 to 1973 during the course of the Economics Education project. The findings show that OU students score at the same level as first year conventional university students in microeconomics, and score significantly higher than third year CU students in macroeconomics. To check whether the favourable performance of OU students was due to being “test-wise” in multiple choice questions, two essay questions from the 1976 Open University D282 paper were set in a conventional university and a “blind” marking exercise was carried out. The result indicated that OU students performed at least as well as their CU counterparts. Further tests were carried out to check on the effect of students previously having taken OU economics courses and whether OU economics students are representative of all students.  相似文献   

The Sea of Items Returns to China: backwash,selection and the diploma disease revisited     

Keith Lewin 《Assessment in Education: Principles, Policy & Practice》1997,4(1):137-160

The Chinese educational landscape has been transformed since the 1970s when The Diploma Disease was first published. At that time, the Cultural Revolution was coming to an end and a process of educational reconstruction was about to start. Much of what Dore described was swept away by the enthusiasm of modernisers intent on re‐establishing a competitive, examination‐based system that valued competence over ideology, individual rewards, and the virtues of studying ‘to become a dragon’. This paper charts the changes that have taken place in assessment, the regeneration of the ‘key school’ system, the expansion of private schooling, and the university entrance and job placement system. Some of what Dore valued remains—Confucian values still permeate learning and teaching, an all‐round education is promoted which balances the intellectual with the moral and the physical, and vocational schooling is heavily promoted. Chinese education, and the role assessment plays in it, appears to be converging towards forms common in other East Asian countries. In the increasingly unregulated climate that is contemporary China, this appears to be happening with few checks and balances that might protect educational quality and preserve schooling from the excess backwash on learning and teaching that examinations create in other countries in the region. Dore's general thesis thus retains its relevance and stands as a salutary reminder to what the future may bring.  相似文献   

The simple view of reading   总被引：6，自引：0，他引：6  

Wesley A. Hoover  Philip B. Gough 《Reading and writing》1990,2(2):127-160

A simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading. Three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade. The results supported each prediction: (a) The linear combination of decoding and listening comprehension made substantial contributions toward explaining variation in reading comprehension, but the estimates were significantly improved by inclusion of the product of the two components; (b) the correlations between decoding and listening comprehension tended to become negative as samples were successively restricted to less skilled readers; and (c) the pattern of linear relationships between listening and reading comprehension for increasing levels of decoding skill revealed constant intercept values of zero and positive slope values increasing in magnitude. These results support the view that skill in reading can be simply characterized as the product of skill in decoding and linguistic comprehension. The paper concludes with a discussion of the implications of the simple view for the practice of reading instruction, the definition of reading disability, and the notion of literacy.  相似文献   

Engaging Students in Science Across the Primary Secondary Interface: Listening to the Students’ Voice     

Marianne Logan  Keith Skamp 《Research in Science Education》2008,38(4):501-527

Most studies indicate primary students’ attitudes towards and interest in science decline as they progress into the secondary years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students’ voice as they cross the interface. In this study multiple qualitative data sources, supported by a ‘science interest’ composite scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained their interest in science. Apart from identifying the teacher’s pedagogical approach and classroom environment as two key issues in understanding these students’ journeys, the importance of listening to and heeding the students’ voice may be an even more critical concern in addressing the decline in students’ attitudes and interest in science.  相似文献