Relationship between second grade oral reading fluency and third grade reading     

Samantha Kane Salvador  Jason Schoeneberger  Lynne Tingle 《Assessment in Education: Principles, Policy & Practice》2012,19(3):341-356

Oral reading fluency is a critical feature and outcome of early literacy instruction and it has amassed great attention as a powerful predictor of success at all levels of schooling. We examined relationships between second grade oral reading fluency scores and third grade end-of-grade reading achievement scores for students (N = 9562) in a large school district in the United States. Stakeholder interviews were also conducted. In our model, oral reading fluency and reading comprehension scores were moderately correlated; oral reading fluency was the strongest predictor of subsequent achievement, followed by ethnicity; growth on oral reading fluency was not strongly associated with end-of-grade performance; and greater than 90% of students classified as ‘at risk’ on benchmark assessments performed poorly on third grade assessments. Stakeholders believed that oral reading fluency testing was not necessary above selected levels of proficiency. We discuss implications of our findings for future research and practice.  相似文献   

An Initial Investigation into Naturally Occurring Loss- and Gain-Framed Memorable Breast Cancer Messages     

Laplante C  Smith S  Kotowski M  Nazione S  Stohl C  Prestin A  So J  Nabi R 《Communication quarterly》2012,60(1):1-16

Memorable message research examines interpersonal messages "…remembered for extremely long periods of time and which people perceive as a major influence on the course of their lives" (Knapp, Stohl, & Reardon, 1981, p. 27). They can also guide actions, such as health behaviors. This exploratory research examined self-reported memorable messages about breast cancer to determine if they were framed, emphasizing either the benefits (gain-framed) or the costs (loss-framed) of a behavior. About one-fourth of the messages were framed, with most being gain-framed. The messages tended to emphasize early detection actions. Study limitations and implications for future research are discussed.  相似文献   

Developing health information literacy: a needs analysis from the perspective of preprofessional health students     

Lana V. Ivanitskaya  Kaitlyn A. Hanisko  Julie A. Garrison  Samantha J. Janson  Danielle Vibbert 《Journal of the Medical Library Association》2012,100(4):277-283

Objective:

The research identified the skills, if any, that health preprofessional students wished to develop after receiving feedback on skill gaps as well as any strategies they intended to use to address these gaps.

Methods:

A qualitative approach was used to elicit students'' reflections on building health information literacy skills. First, the students took the Research Readiness Self-Assessment instrument, which measured their health information literacy, and then they received individually tailored feedback about their scores and skill gaps. Second, students completed a post-assessment survey asking how they intended to close identified gaps in their skills on these. Three trained coders analyzed qualitative comments by 181 students and grouped them into themes relating to “what skills to improve” and “how to improve them.”

Results:

Students intended to develop library skills (64% of respondents), Internet skills (63%), and information evaluation skills (63%). Most students reported that they would use library staff members'' assistance (55%), but even more respondents (82%) planned to learn the skills by practicing on their own. Getting help from librarians was a much more popular learning strategy than getting assistance from peers (20%) or professors (17%).

Conclusions:

The study highlighted the importance of providing health preprofessional students with resources to improve skills on their own, remote access to library staff members, and instruction on the complexity of building health literacy skills, while also building relationships among students, librarians, and faculty.

Highlights

• After receiving feedback on skill gaps, most preprofessional health students intend to develop their information literacy skills.
• Some students report that a trip to the library is a barrier to using library resources.
• Students see the need to build their information evaluation skills, knowledge of citations and plagiarism, and library skills, which they differentiate from Internet skills.
• Students are more likely to identify librarians as sources for assistance in finding information than faculty or peers after receiving individual feedback explaining the role of libraries and library staff members.

Implications

• Students'' health information competencies can be built through assessment and feedback that reveals skill gaps, highlights misconceptions, and offers ideas on how to improve.
• Access to professionally designed self-study resources is needed for students who intend to develop health information competencies on their own.

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Librarians at the Bounds of Rationality: How Bounded Rationality Can Help Us Help Others     

Samantha Schmehl Hines 《Behavioral & Social Sciences Librarian》2013,32(3):80-86

“Bounded rationality” is a concept used in the social sciences to help identify and predict how individuals make decisions. An offshoot of rational choice theory, bounded rationality accounts for the fact that completely rational decisions are not feasible in practice and states that individuals use heuristics, or rules based on past experiences and information, to make decisions. The disciplinary home of bounded rationality is behavioral economics, but this concept is becoming more popular in other branches of the social sciences to help explain and predict human behavior. We can benefit from looking at librarianship from the perspective of bounded rationality, which has been done infrequently in our professional literature. Bounded rationality can explain how our users create heuristic shortcuts to simplify the decision-making process and deal with the multitude of choices and information available. If we can understand and harness these heuristics, we will better understand how our users make decisions and better determine how we can assist them. Moreover, librarians could also be said to make decisions using bounded rationality. Tasks such as collection development and the reference interview involve the use of heuristics on our part to process all the information we have available to us. Becoming aware of this process can provide for a more mindful and efficient way of making choices. This concept article will describe bounded rationality, apply bounded rationality to aspects of library service, and discuss the possible use of the concept as an assessment tool for our services.  相似文献   

Doctors diagnose,teachers label: the unexpected in pre-service teachers’ talk about labelling children with ADHD     

Samantha Elizabeth McMahon 《International Journal of Inclusive Education》2013,17(3):249-264

A study in an Australian university investigated 150 pre-service teachers’ responses to and participation in discourses of attention deficit hyperactivity disorder (ADHD). Interesting data surfaced around the notion of ‘labelling’ children with ADHD. It seemed that the pre-service teachers did not believe ‘ADHD’ to be a label. Whilst the literature reviewed acknowledged diagnosing a child with ADHD to be tantamount to labelling (that is, ‘ADHD’ is a medical diagnostic label), the pre-service teachers in this study differentiated diagnosis from labelling and cast labelling as occurring in the classroom sometime pre- or post- diagnosis. Speaking of diagnosis and labelling in this way re-defines an object of dominant labelling discourse: ‘doctor as labeller’ is replaced with notions of ‘teacher as labeller’. Using Foucault’s ‘rules of discursive formations’ to frame its analysis, this study pondered the pre-service teachers’ conceptions of labelling and in doing so revealed a ‘teacher as labeller’ discursive formation. This article provides examples of how this discursive formation features in pre-service teachers’ talk and outlines an important implication of the ‘teacher as labeller’ discursive formation, namely that it enables teachers to cement their role in the ADHD medical diagnostic apparatus.  相似文献   

To Script or Not To Script: Or,The Challenge of Being Both Efficient and Personal when Interacting with Virtual Reference Patrons     

Samantha Thompson 《The Reference Librarian》2013,54(4):363-366

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PROFESSIONAL READING     

Beatriz F. Fernandez  Anne-Marie Deitering  Samantha Schmehl Hines  James Watson  Melissa Aho 《Public Services Quarterly》2013,9(3-4):209-219

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Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes     

Audrey C. Rule  Samantha Baldwin  Robert Schell 《International Journal of Science Education》2013,35(9):1159-1182

This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest–posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by making an informative puppet play. Students participated in six week‐long lesson sets, each addressing adaptations of two animals, which alternated between the two conditions. In the analogy condition, students matched cards explaining form and function analogies of animal body parts or homes to analogous manufactured items. They mapped analogies, thought of alternate manufactured items, and created new analogies. Students scored similarly on material to be taught through both conditions on the pretest, but made significantly higher posttest mean scores (76.1% analogy versus 57.2% traditional condition) with large effect size (partial η² = 0.58) on animal adaptation content learned through the analogy activities. This study shows the usefulness of form and function analogies in teaching product innovations to second‐grade students, indicating that early childhood students are able to successfully engage in sophisticated analogy activities. Efficacy of the analogy activities was related to objects that focused attention, motivated, and gave concrete representations of concepts; to cards and graphic organizers for organization, connections, and memory; and to complex thinking activities that challenged students and promoted peer interaction.  相似文献   

The long term educational needs of a high-technology society     

Kenneth Button  Kenneth Cox  Roger Stough  Samantha Taylor 《教育政策杂志》2013,28(1):87-107

This paper provides a synthesis of information from extant research and policy documentation on information technology (IT) workforce issues in the US and abroad. In particular, it addresses some of the issues that concerned the USA's 21st Century Workforce Commission, which was established to look at the IT labour market. It defines the IT market fairly broadly and is concerned with the overall IT workforce. The paper covers both supply and demand issues and looks to address a variety of questions concerning the longer-term nature of IT employment and any potential labour market imperfections that may arise through inappropriate educational strategies. It looks at the skills needed to obtain IT jobs, ways to increase the supply of IT workers, and describes and assesses a number of foreign programmes for training individuals for IT employment.  相似文献   

Dyslexia in Higher Education: the decision to study art     

Alison M. Bacon  Samantha Bennett 《欧洲特需教育杂志》2013,28(1):19-32

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