Some predictive antecedents of specific reading disability: A three-year follow-up     

Paul Satz  Janette Friel  Ron A. Goebel 《Annals of dyslexia》1975,25(1):91-110

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Changes in At-Risk Boys’ Intrinsic Motivation Toward Physical Activity: A Three-Year Longitudinal Study     

Jiling Liu  Ping Xiang  Ron E. McBride  Xiaoxia Su  Nasnoor Juzaily 《Measurement in physical education and exercise science》2013,17(4):200-207

Intrinsic motivation (IM) is an important predictor of children’s physical activity participation. The present 3-year longitudinal study examined changes in IM toward physical activity among a group of at-risk boys (N = 92) at a summer sports camp. Results showed the boys were intrinsically motivated in their first camp year, but their IM levels declined throughout 3 years of participation. This decline might be due to insufficient instructor support and repetitively scheduled activities at the camp. There were no ethnic differences in the initial IM mean scores or rates of IM change. Such homogeneity might be attributable to the boys’ similar demographic characteristics. Future research should identify possible causes of declined IM for camp coordinators and instructors to better design and implement sports and physical activities to sustain the boys’ IM.  相似文献   

Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text     

Hebert  Michael  Bazis  Pamela  Bohaty  Janet J.  Roehling  Julia V.  Nelson  J. Ron 《Reading and writing》2021,34(7):1711-1740

Reading and Writing - Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing...  相似文献   

Reviews     

Jan Visser  Muriel Visser  Ron Burnett 《TechTrends》2004,48(2):70-73

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An instructional design framework for authentic learning environments   总被引：9，自引：0，他引：9  

Jan Herrington  Ron Oliver 《Educational technology research and development : ETR & D》2000,48(3):23-48

The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning. The purpose of this three-part study was first, to identify critical characteristics of a situated learning environment from the extensive literature base on the subject; second, to operationalize the critical characteristics of a situated learning environment by designing a multimedia program that incorporated the identified characteristics; and third, to investigate students' perceptions of their experiences using a multimedia package based on a situated learning framework. The learning environment, for preservice teachers, comprised a multimedia program on assessment in mathematics together with recommended implementation conditions for the classroom. Eight students were observed and interviewed to explore their perceptions of the situated learning environment. Findings suggest that the use of the situated learning framework provided effective instructional design guidelines for the design of an environment for the acquisition of advanced knowledge. Since 1992, as a Senior Instructional Designer, she has worked principally in multimedia and Web-based projects. He has been teaching with, and researching innovative uses of, instructional technologies in secondary schools and universities for the past 20 years. The authors would like to thank Professor Tom Reeves for his encouragement and support, and to acknowledge the significant role he has played in the development of our ideas and research direction.  相似文献   

A study of the effects of an organization change from streamed to mixed-ability classes upon science classroom instruction     

Ron Good 《科学教学研究杂志》1993,30(3):219-221

The aim of this study was to quantify possible changes in the classroom learning experiences of high- and low-ability pupils, which might accompany an organizational change from streamed to mixed-ability classes for learning science in secondary schools. Deteriorations in the quality of the classroom interactions of both high- and low-ability pupils were found, these deteriorations being particularly significant for high-ability pupils. It was suggested that these changes in classroom processes might provide the key to understanding the superior academic achievement of pupils in homogenous groups, which has been reported by other research workers. It was concluded that the nine teachers studied did not respond to this organizational change by individualizing classroom activities. Instead, they tended to teach to the middle of the ability range, with both ends of the ability spectrum being adversely affected, in terms of classroom behaviors. For high-ability pupils, the observed learning experiences became more structured and teacher-directed in mixed-ability classes, with decreased opportunities' for these pupils to practice a range of higher-order intellectual skills. For slow-ability pupils, an overall decrease in the frequencies of classroom behaviors was recorded. However, these changes in classroom processes were small compared with those experienced by high-ability pupils.  相似文献   

Effects of cooperative grouping on stoichiometric problem solving in high school chemistry     

Joy B. Tingle  Ron Good 《科学教学研究杂志》1990,27(7):671-683

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Differential Ability Scales – Second Edition (neuro)psychological predictors of math performance for typical children and Children with Math Disabilities     

James B. Hale  Catherine A. Fiorello  Ron Dumont  John O. Willis  Christopher Rackley  Colin Elliott 《Psychology in the schools》2008,45(9):838-858

Concerns about the ability‐achievement discrepancy method for specific learning disability (SLD) determination led to alternative research‐based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS‐II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor‐outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. © 2008 Wiley Periodicals, Inc.  相似文献   

Ethnic similarity and economic status of the potential helper as determinants of helping behavior     

Yoel Yinon  Yehuda Ron 《Int J Intercult Relat》1982,6(3):273-279

A field experiment was conducted in an attempt to study the effects of (a) the ethnic origin of the potential helper, (b) the ethnic origin of the recipient, and (c) the economic status of the potential helper, on the extent to which help would be offered. One hundred and twenty subjects participated in the experiment. The experimenter asked each of the subjects to contribute money for a needy family. The major finding was the significant interaction between the ethnic origin of the potential helper and the ethnic origin of the recipient. The frequency of European contributors was about equal for recipients from the two ethnic groups involved, whereas the frequency of Middle-Eastern contributors was higher when the needy family was of Middle-Eastern ethnic origin than when it was of European ethnic origin.  相似文献   

Effects of formative feedback on intrinsic motivation: Examining ethnic differences     

Ron Pat-El  Harm Tillema  Sabine W.M. van Koppen 《Learning and individual differences》2012,22(4):449-454

In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's sample consisted of 558 students from Dutch secondary vocational education. Multi-level structural equation modeling was used to test possible models. Our findings show that modes of feedback (monitoring, scaffolding) and teacher interpersonal behavior are strongly related to predictors of student motivation. In line with self-determination theory, our findings indicated that competence and relatedness mediate the effect of feedback (both monitoring and scaffolding) on motivation. Multi-group analyses showed only small differences for ethnicity, especially in relation to mode of feedback, which led us to conclude that, irrespective of the “Immigrant Paradox”, assessment for learning may facilitate feedback provision for both immigrant and native Dutch students indiscriminately, thereby enhancing motivation to learn. Implications of these findings for learning in classrooms are discussed.  相似文献