Reading teachers’ knowledge of children’s literature and English phonology     

Deborah?McCutchenEmail author  Dawn?R.?Harry  Susanne?Cox  Susan?Sidman  Amy?E.?Covill  Anne?E.?Cunningham 《Annals of dyslexia》2002,52(1):205-228

We investigated relationships among elementary teachers’ reading-related content knowledge (knowledge of literature and phonology), their philosophical orientation toward reading instruction, their classroom practice, and their students’ learning. Correlations showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten teachers’ phonological knowledge and their students’ reading achievement. We recommend that the recent focus on teacher’s disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to develop the necessary knowledge base to teach reading effectively.  相似文献   

DINI机构仓储库认证     

Susanne Dobratz  Frank Scholze  吴霞 《现代图书情报技术》2008,(3)

目的——旨在概述机构仓储库的认证技术以支持德国开放存取活动,同时还描述了德国网络信息初始化计划(DINI)开展的"DINI认证2006"活动。设计方法——DINI对文献和出版物仓库的认证向潜在用户表明,该仓储的运行质量是有所保证的,同时使其区别于一般机构的网络服务。本认证也能够被用作支持开放获取的一个工具。结果——仓储库认证技术虽然不会成为全球性学术信息实现开放获取的主要影响因素,但它能够促进机构仓储库的推广,并提高机构仓储库服务的知名度。研究局限性/意义——DINI认证作为一种"软性"认证,关注的是数字仓储库的互操作性,这是一种正在流行的有指导意义的观点。但是它并不能为可信赖的数字资源长期保存系统提供详尽的审计工具。实践意义——依据特定的组织及技术标准,"DINI针对文档及出版物仓储的认证"推进了德国机构仓储库的发展,同时也为世界范围内数字仓储库的互操作性做出了贡献。原创性/价值——本文描述了德国采用的一个独特方法,同时也适用于其他国家及组织。  相似文献   

The Impact of School Improvement Grants on Student Outcomes: Findings From a National Evaluation Using a Regression Discontinuity Design     

Lisa Dragoset  Jaime Thomas  Mariesa Herrmann  John Deke  Susanne James-Burdumy  Dara Lee Luca 《Journal of research on educational effectiveness》2019,12(2):215-250

As part of the American Recovery and Reinvestment Act of 2009, the School Improvement Grants (SIG) program received more than $3 billion with the goal of substantially improving student achievement. The SIG program’s funding was to help states turn around the nation’s persistently lowest-achieving schools using one of four school intervention models—transformation, turnaround, restart, or closure. We used a regression discontinuity design and a large sample of schools from more than 20 states to evaluate the impact of implementing a SIG-funded intervention model on use of SIG-promoted practices and student outcomes. Our regression discontinuity design exploited cutoff values on the continuous variables used to define the SIG eligibility tiers to compare outcomes in schools that just met the eligibility cutoff for receiving SIG funding to outcomes in schools that just missed it. We found that SIG had no impact on any of the outcomes we examined, including math and reading test scores, high school graduation rates, and college enrollment rates. Using a correlational analysis, we found the turnaround model was associated with larger student achievement gains in math than the transformation model for grades 6 through 12.  相似文献   

Multitasking during Web search sessions     

Amanda Spink  Minsoo Park  Bernard J. Jansen  Jan Pedersen 《Information processing & management》2006

A user’s single session with a Web search engine or information retrieval (IR) system may consist of seeking information on single or multiple topics, and switch between tasks or multitasking information behavior. Most Web search sessions consist of two queries of approximately two words. However, some Web search sessions consist of three or more queries. We present findings from two studies. First, a study of two-query search sessions on the AltaVista Web search engine, and second, a study of three or more query search sessions on the AltaVista Web search engine. We examine the degree of multitasking search and information task switching during these two sets of AltaVista Web search sessions. A sample of two-query and three or more query sessions were filtered from AltaVista transaction logs from 2002 and qualitatively analyzed. Sessions ranged in duration from less than a minute to a few hours. Findings include: (1) 81% of two-query sessions included multiple topics, (2) 91.3% of three or more query sessions included multiple topics, (3) there are a broad variety of topics in multitasking search sessions, and (4) three or more query sessions sometimes contained frequent topic changes. Multitasking is found to be a growing element in Web searching. This paper proposes an approach to interactive information retrieval (IR) contextually within a multitasking framework. The implications of our findings for Web design and further research are discussed.  相似文献   

Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners     

Susanne Seifert  Andrea Kulmhofer  Lisa Paleczek  Susanne Schwab  Barbara Gasteiger-Klicpera 《Early Childhood Education Journal》2017,45(3):333-345

The increasing number of second language learners in classrooms all around the world has required teachers to adapt their teaching methods and materials to the various learners’ needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of instruction, but also enable them to remember and comprehend the many different words in this “foreign” language. For second language learners, developing reading skills and improving language abilities need to go hand in hand independent of the language. This article presents suggestions for reading lessons emphasizing vocabulary for both first and second language learners of various linguistic backgrounds. These suggestions are especially useful for reading lessons in mainstream second and third grade classrooms. Approaches to vocabulary building are discussed with particular focus on aspects to be considered for vocabulary selection (e.g. linguistic aspects); followed by recommendations on the instruction of the selected vocabulary. All the presented suggestions are based on materials developed in the context of a project in Austria, hence in a German speaking environment. Applicability of these suggestions for other languages is emphasized.  相似文献   

Students’ individual schematization pathways - empirical reconstructions for the case of part-of-part determination for fractions     

Matthias Glade  Susanne Prediger 《Educational Studies in Mathematics》2017,94(2):185-203

According to the design principle of progressive schematization, learning trajectories towards procedural rules can be organized as independent discoveries when the learning arrangement invites the students first to develop models for mathematical concepts and model-based informal strategies; then to explore the strategies and to discover pattern for progressively developing procedural rules. This article contributes to the theoretical and empirical foundation of the design principle of progressive schematization by empirically investigating students’ individual schematization pathways on the micro-level for the specific case of part-of-part determination of fractions. In design experiments series in laboratory settings, nine pairs of sixth graders explored the part-of-part determination and progressively schematized their graphical strategies before discovering the procedural rule. The qualitative in-depth analysis of 760 min of video shows that progressive schematization is a multi-facetted process that cannot be described by internalization of graphical procedures alone. Instead, the compaction of concepts- and theorems-in-action is crucial, especially for the goal of justifiable procedural rules.  相似文献   

Competencies and career choice motives: characteristics of high school students interested in teacher education programmes     

Carla Bohndick  Susanne Kohlmeyer  Heike M. Buhl 《师资教育杂志》2017,43(5):566-580

In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed.  相似文献   

Simulating the global workplace for graduate employability     

Susanne Schech  Maryanne Kelton  Colin Carati  Verity Kingsmill 《高等教育研究与发展》2017,36(7):1476-1489

Higher education institutions increasingly recognise the need to develop both disciplinary knowledge and soft skills to foster the employability of their graduates. For students in International Studies programmes, the workplace opportunities to develop soft skills relevant to their intended professions are scarce, costly and unavailable to many. This paper argues that universities can harness the power of ICTs in ways that students find engaging and offer opportunities to gain professional experience that prepares them for an international workplace. We describe a new work-integrated learning model that embeds a multi-layered in-person simulation within an academic context. Facilitated by cross-national pedagogical collaboration, students participate live in cross-campus experiential learning with online peers. Students’ reflections on the model indicate that this model can foster a range of generic soft skills that enable them to apply their academic knowledge, collaborate with a culturally diverse group and work in a digital world. To refine this blended learning model, more attention needs to be paid to designing appropriate evaluation tools and harnessing cultural diversity more effectively.  相似文献   

Writing reviews: perspectives from the editors of Educational Studies in Mathematics     

Mesa  Vilma  Bakker  Arthur  Venkat  Hamsa  Wagner  David  Bikner-Ahsbahs  Angelika  FitzSimons  Gail  Gutiérrez  Ángel  Meaney  Tamsin  Prediger  Susanne  Radford  Luis  Van Dooren  Wim 《Educational Studies in Mathematics》2021,108(3):419-428

Educational Studies in Mathematics -  相似文献   

Examining the relationship between emotion variability,self-regulated learning,and task performance in an intelligent tutoring system     

Li  Shan  Zheng  Juan  Lajoie  Susanne P.  Wiseman  Jeffrey 《Educational technology research and development : ETR & D》2021,69(2):673-692

Educational technology research and development - Prior research has focused extensively on how emotion tendencies (e.g., duration, frequency, intensity, and valence) affect students’...  相似文献