Reading,spelling and two types of irregularity in word recognition     

Ursula Schlapp  Geoffrey Underwood 《Journal of Research in Reading》1988,11(2):120-132

How do good and poor readers, and good and poor spellers, vary in their decisions about words which have varying spelling-to-sound correspondences? This experiment isolates the effects of visual and phonological characteristics of words with schoolchildren of varying reading and spelling ability, aged between 9 and 11.5 years. Three groups of children were tested: good readers and good spellers, good readers who were poor spellers, and children who were both poor readers and poor spellers. The difference between‘good’and‘poor’was about two years according to the standardised tests which were used. The children performed a lexical decision task, deciding whether each letter-string was a word or not. Response times to three types of words were compared: standard regular words (e.g. SLOT, SPADE), words with common orthography but irregular spelling-to-sound relationships (e.g. HAVE, FEVER), and words with unusual orthography as well as irregular spelling-to-sound relationships (e.g. BISCUIT, ANSWER). The performance of good readers but not of poor readers was impaired on the words which were phonologically irregular (compared with regular words). Poor spellers were worse again on the dually irregular words, although not significantly, while the good spellers performed almost as well on these words as on the regular words. These results have a number of implications: that the regularity effect is phonologically and not orthographically mediated, that good readers use a predominantly phonological strategy in lexical decision while poor readers do not, and that for the best readers/spellers as tested here the orthographically and phonologically irregular words have some sort of special status which allows them to gain fast and accurate responses.  相似文献   

Specialization and school organization: investigating pedagogic culture     

Ursula Hoadley  Jaamia Galant 《British Journal of Sociology of Education》2016,37(8):1187-1210

Drawing on Bernstein’s notion of pedagogic culture or the ‘mode of being’ of the school, this paper develops and uses a theoretical framework for the analysis of school organization that draws attention to specialization of instructional practice. An understanding of the ordering principles of the school emerges from the analysis, fundamentally understood as relations of power and control in the school as an organization. The paper considers how the ordering principles of the school are related to differential performance. The framework is deployed in an analysis of six primary schools located in poor communities in South Africa.  相似文献   

Chemical Combination: A Return to Aristotle?     

Klein  Ursula 《Metascience》2003,12(2):198-200

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Exploring ICT Integration as a Tool to Engage Young People at a Flexible Learning Centre     

Kimberley Luanne Wilson  Suzi Ursula Boldeman 《Journal of Science Education and Technology》2012,21(6):661-668

The Edmund Rice Education Australia (EREA) Flexible Learning Centres aim to provide a supportive learning environment for young people who find themselves outside of the mainstream secondary schooling system. Drawing on twenty first Century learning principles, the Centres aim to deliver a personalised learning experience with an emphasis on flexibility and individual choice. Provision of a comprehensive curriculum enables young people to make positive future life choices and successfully transition into employment and further training. The aim of this research project has been to work with teaching staff at a Flexible Learning Centre in North Queensland, Australia, to explore the value of integrating ICT in the form of Web 2.0 technologies to enhance young people??s engagement with the subject of science. The findings of this case study suggest that ICT integration is effective in revitalising science education interest for disengaged young people. This may have wider implications in relation to general concerns of declining student interest and participation in science in the secondary years of schooling.  相似文献   

Exploring the impact of interactive movement-based anatomy learning in real classroom setting among kinesiology students     

Pierre-Yves Rabattu  Ursula Debarnot  Nady Hoyek 《Anatomical sciences education》2023,16(1):148-156

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Fitting into the stereotype: How gender-stereotyped perceptions of prototypic peers relate to liking for school subjects     

Ursula Kessels 《European Journal of Psychology of Education - EJPE》2005,20(3):309-323

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Public Libraries and the Internet 2012: Key Findings,Recent Trends,and Future Challenges     

John Carlo Bertot  Ursula Gorham  Natalie Greene Taylor 《Public Library Quarterly》2013,32(4):303-325

Since 1994, 14 reliable national studies have provided longitudinal data revealing and analyzing trends in the public access computing, Internet access, and technology assistance and training that public libraries make available to the communities they serve. This article provides an overview of selected data from the 2012 study; examines major issues that have emerged from the data in the most recent studies; identifies key trends and changes in Internet-enabled services and resources provided by public libraries to their communities over the course of the 18 years of conducting the national surveys; and discusses selected future issues and challenges regarding public library Internet-enabled services.  相似文献   

A comparison of time-motion and technical–tactical variables between age groups of female judo matches     

Bianca Miarka  Rubiana Cury  Ricardo Julianetti  Rafael Battazza  Ursula Ferreira Julio  Michel Calmet 《Journal of sports sciences》2013,31(16):1529-1538

Abstract

The aim of the study was to verify differences between age groups of female judo matches in time-motion and technical–tactical analysis. The sample was composed of pre-cadet (13–14 years, n = 148), cadet (15–16 years, n = 228), junior (17–19 years, n = 104) and senior (>20 years, n = 237) groups. The time-motion indicators consisted of total combat time, standing combat time, displacement without contact, gripping time, total time of techniques, groundwork combat time and pause time, per match and by each combat/pause cycle. Technical and tactical variables were also collected. The one-way analysis of variance and a post hoc test were conducted, P ≤ 0.05. Cadets, with a median of 7 (2, 12), had a number of combat/pause cycles different from junior, with 3 (1, 8.5). Regarding time-motion per match and per cycle, senior had longer total combat time, standing combat time and gripping time than other groups. Senior presented lower frequency of leg techniques than pre-cadet, cadet and junior. Time-motion and technical–tactical variables effects in female judo athletes emphasise the difference between seniors and other groups.  相似文献   

Alien or Alike? How the Perceived Similarity Between the Typical Science Teacher and a Student’s Self-Image Correlates with Choosing Science at School     

Ursula Kessels  Ruurd Taconis 《Research in Science Education》2012,42(6):1049-1071

By applying the self-to-prototype matching theory to students?? academic choices, this study links the unpopularity of science in many industrialized countries with the perceived gap between typical persons representing science (e.g. physics teachers) on the one hand and students?? self-image on the other. A sample of N?=?308 Dutch and German students described both themselves and typical teachers representing different school subjects using 65 trait adjectives. The following hypotheses were tested: The typical hard sciences teacher and the typical languages teacher will be perceived as differing in their personal characteristics. The typical physics teachers will be perceived as being less similar to students' own self-image than teachers representing languages. Actual choices students make during secondary school should correlate with the perceived fit between students?? self-image and the prototype of teachers representing different school subjects, especially in the less frequent and less popular choices of a math or physics major/profile. The findings supported these hypotheses. The discussion stresses that students acquire not only knowledge about science but also about science culture (sensu Aikenhead) in their science classes and that students?? image of science teachers can influence their academic choices.  相似文献   

Learning from fellow engineering students who have current professional experience     

John W. Davies  Ursula Rutherford 《European Journal of Engineering Education》2012,37(4):354-365

This paper presents an investigation of how experience-led content in an engineering degree can be strengthened by creating opportunities for engineering students to benefit from the knowledge, skills and resources of students with current professional experience. Students who study civil engineering part-time at Coventry University (while also working in the industry) are being used as mentors for full-time students, and careful attention is being paid to the input they can make to group project work. This paper reviews the results of evaluations of these two initiatives. The clearest enhancement to learning provided by the part-time students in these settings is the access they provide for the full-time students to real examples and the provision of actual physical artefacts such as drawings, photos, example documents and templates. Full-time students also gain an awareness of the value of the professional skills. The study confirms the value of these initiatives and points to future improvements.  相似文献