Predicting response to early reading intervention from verbal IQ, reading-related language abilities, attention ratings, and verbal IQ-word reading discrepancy: failure to validate discrepancy method   总被引：1，自引：0，他引：1  

Stage SA  Abbott RD  Jenkins JR  Berninger VW 《Journal of learning disabilities》2003,36(1):24-33

Additional analyses of a previously published study addressed three questions about growth in word reading during early reading intervention: (1) How well do Verbal IQ, reading-related language abilities (phonological, rapid naming, and orthographic), and attention ratings predict reading growth? (2) How well do language deficits predict reading growth? and (3) How well does Verbal IQ-word reading discrepancy predict reading growth? Univariate analyses showed that Verbal IQ, phonological skills, orthographic skills, rapid automatized naming (RAN), and attention ratings predicted the response to early intervention, but multivariate analyses based on a combination of predictors for real-word reading and pseudoword reading showed that Verbal IQ was not the best unique predictor. Students with double or triple deficits in language skills (RAN, phonological, and orthographic processing) responded more slowly to early intervention than students without language deficits. Verbal IQ-word reading discrepancy did not predict the response to early intervention in reading. Overall results supported the use of reading-related language and attention measures rather than IQ-achievement discrepancy in identifying candidates for early reading intervention.  相似文献   

First Things First: Developing Academic Competence in the First Year of College*   总被引：3，自引：0，他引：3  

Robert D. Reason  Patrick T. Terenzini  Robert J. Domingo 《Research in higher education》2006,47(2):149-175

Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2 years of college (Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco: Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it to their second year at the institution where they began. This study, part of a national effort to transform how colleges and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students’ development of academic competence in their first year of college. *Paper presented at the meeting of the Association for Institutional Research, June 6, 2005 San Diego, CA. This study was supported by grants from the Atlantic Philanthropies and the Lumina Foundation for Education to the Policy Center for the First Year of College, Brevard, NC. The opinions expressed herein do not necessarily reflect the opinions or policies of those foundations or the Policy Center, and no official endorsement should be inferred.  相似文献   

A motivational model of persistence in science education: A self-determination theory approach     

Geneviève L. Lavigne  Robert J. Vallerand  Paule Miquelon 《European Journal of Psychology of Education - EJPE》2007,22(3):351-369

The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area.  相似文献   

Training effects on contrafreeloading in rats housed in operant chambers     

Robert D. Tarte  Charles T. Rasmussen 《Learning & behavior》1979,7(1):69-74

Four rats were trained to press a bar for food pellets and then were housed in operant chambers for 6 continuous days of choice-testing between obtaining pellets freely or by barpressing. There were two additional 3-day choice periods following more barpress training. It was found that (1) animals preferred to secure food by barpressing when initially placed in the choice situation and immediately following additional barpress training; (2) there was a subsequent decrease to very low levels of response-dependent food taken during choice testing; and (3) opening the chambers for daily maintenance during choice-testing caused a temporary increase in barpressing for food. Thus the previously reported stability of high rates of barpressing in the presence of free food is, at least in part, dependent upon short testing sessions.  相似文献   

Using developmental evaluation as a design thinking tool for curriculum innovation in professional higher education     

Simon N. Leonard  Robert N. Fitzgerald  Geoffrey Riordan 《高等教育研究与发展》2016,35(2):309-321

This paper argues for the use of ‘developmental’ evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little consensus about the nature of educational ‘problems’, let alone educational ‘solutions’. Developmental evaluation is an emerging approach to evaluating innovations and/or organisations that are in a continuous state of change; it asks the evaluators to not simply appraise a final design, but to work with designers through processes of rapid reconnaissance, mapping the territory and emergent modelling. This paper provides an account of how the adoption of the dispositions and approaches of developmental evaluation increased the trustworthiness of decision-making in the design of a new post-graduate teacher education degree in Australia. The principles of developmental evaluation as a design thinking approach have application in other complex curriculum settings.  相似文献   

High school students presenting science: An interactional sociolinguistic analysis     

Robert Bleicher 《科学教学研究杂志》1994,31(7):697-719

Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed.  相似文献   

A comparison of structured and unstructured modes of teaching science process activities     

Robert K. Crocker  Kevin R. Bartlett  Harry G. Elliott 《科学教学研究杂志》1976,13(3):267-274

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Visualization of Twitter Data in the Classroom     

Betsy Page Sigman  William Garr  Robert Pongsajapan  Marie Selvanadin  Mindy McWilliams  Kristin Bolling 《Decision Sciences Journal of Innovative Education》2016,14(4):362-381

The expression “big data” is ubiquitous in the business world today, but few undergraduate business students have the opportunity to gain practical experience with how new business analytics tools can be used in decision making. This article describes a set of hands‐on labs that prepare students to incorporate streaming data analysis into group research projects. Splunk is used to help students analyze and visualize streaming social media data. An evaluation of student projects and student survey results show that this practical approach of training students to manipulate and visualize big data was largely successful in achieving instructional goals.  相似文献   

Learner control of instructional sequencing within an adaptive tutorial CAI environment     

Robert J. Seidel  Harold Wagner  Richard D. Rosenblatt  Michael J. Hillelsohn  John Stelzer 《Instructional Science》1978,7(1):37-80

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A conceptual framework for comparing instructional design models     

Gerald S. Edmonds  Robert C. Branch  Prachee Mukherjee 《Educational technology research and development : ETR & D》1994,42(4):55-72

Instructional design (ID) professionals typically employ models that guide their practice. However, it is unclear how a specific model is selected for an instructional situation. Andrews and Goodson (1980) provided a valuable procedure for comparing instructional design models, but because of the proliferation of variations in instructional design applications during the past decade, the introduction of instructional design into new learning contexts and the emergence of alternative approaches to instructional design, there has emerged a need for a new framework which assesses the potential success of any instructional design model. A framework is presented here which is intended to provide a conceptual tool for determining appropriate instructional design applications.  相似文献