Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models     

Marcia A. Barnes  Karla K. Stuebing  Jack M. Fletcher  Amy E. Barth  David J. Francis 《Journal of research on educational effectiveness》2016,9(2):153-172

ABSTRACT

Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These “extreme” group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects. Using data for students in Grades 6 through 12 (n = 766), regression techniques assessed the significance and size of the relation of suppression to reading comprehension across the distribution of comprehension skill. After accounting for decoding efficiency and nonverbal IQ, suppression, measured by performance on a verbal proactive interference task, accounted for a small amount of significant unique variance in comprehension (less than 1%). A comparison of suppression in less skilled comprehenders matched to more skilled comprehenders (48 per group) on age, word reading efficiency, and nonverbal IQ did not show significant group differences in suppression. The implications of the findings for theories of reading comprehension and for informing comprehension assessment and intervention are discussed.  相似文献   

School Science Achievement in Japan and Singapore: A Tale of Two Cities     

Toh Kok Aun  Joseph P. Riley II  Lourdusamy Atputhasamy  R. Subramaniam 《Educational Research for Policy and Practice》2006,5(1):1-13

This paper compares and contrasts school science achievement between two top scoring nations, Japan and Singapore, on the Third International Mathematics and Science Study (TIMSS) assessments. The first part of the study is devoted to examining cross-national comparisons on selected background questions administered in the TIMSS survey, while the second part examines selected educational attributes and practices that might help explain their consistently high achievement in science. Attention to TIMSS data has chiefly focused on the achievement gap between US and other nations. This report moves beyond US deficit comparisons to examine results and programs of high achieving nations to better inform efforts to close the gaps.  相似文献   

The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools   总被引：1，自引：0，他引：1  

Barbara R. Foorman  Christopher Schatschneider  Michelle N. Eakin  Jack M. Fletcher  Louisa C. Moats  David J. Francis 《Contemporary educational psychology》2006

The objective of this investigation was to examine how instructional practices in 107 first- and second-grade classrooms in 17 high poverty schools moderate the impact on literacy outcomes of literacy-related skills students bring to the classroom. Ratings of teaching effectiveness and time allocation to literacy activities were obtained. Twenty time allocation variables were reduced into seven patterns of literacy activities that were examined as predictors of reading and spelling outcomes. Students’ initial reading ability and interactions of teaching effectiveness ratings by time allocation components predicted reading and spelling outcomes. Discussion centers on immutable versus flexible views of reading development and analytic approaches to examining instructional practices.  相似文献   

“Blips of Meaning”: The Transformation of Reader and History Text     

Grace Loh  C.T. Patrick Diamond 《Asia Pacific Journal of Education》1989,10(1):35-42

The study focused on the interpretations of eight “good” or effective Secondary One teachers. It suggests that the teachers interpreted the “text” (consisting of 12 elements) on the basis of their practical knowledge. The teachers tended to describe the literal meaning of the content. This, however, is a rather restricted form of interpretation which ignores the role of both the reader and the plurality of meanings in the message(s) of the text. To be receptive to the text, the teachers need to reflect on their often taken-for-granted knowledge and practices. The repertory grid was used to elicit such tacit knowledge. Like a mirror, the grid reflected to the teacher his or her own frame of reference for his or her consideration. This is a vital first step in the transformation of both the teacher and his or her interpretation of the text.  相似文献   

Voices of donors: Case reports of body donation in Hong Kong     

Chiu HY  Ng KS  Ma SK  Chan CH  Ng SW  Tipoe GL  Chan LK 《Anatomical sciences education》2012,5(5):295-300

Body donation is important for medical education and academic research. However, it is relatively rare in Hong Kong when compared with many Western countries. Comprehensive research has been performed on the motivation for body donation in Western countries; however, there is still insufficient research on body donation in Hong Kong to provide information on how to increase the body‐donation rate. To understand the factors involved in the decision to donate one's body, the authors interviewed a registered donor and the daughter of another donor in Hong Kong. The authors interpreted the information collected in light of the available published reports, which mostly focus on body donation in Western countries. Despite the consistency of some demographic factors and motivations between the participants in our study and those investigated in the published reports from Western countries, there are differences in education level and socioeconomic status between the donors in our study and those from Western studies. The authors also suggest that Confucianism and Buddhism in Chinese culture may motivate potential body donors in Hong Kong. Other important factors that influence the body‐donation decision may include family members' body donation, registration as organ donors, and good doctor–patient relationships. Although case report studies have their limitations, this study allows us to explore the complexity of events and establish the interconnectivity of factors involved in body donation, which could not be achieved in previous survey‐based studies. © 2012 American Association of Anatomists.  相似文献   

Boffin and geek identities: abject or privileged?     

Heather Mendick  Becky Francis 《Gender and education》2012,24(1):15-24

High achievement, and in particular, the role of the academically diligent and successful ‘boffin’ or ‘geek’, are notably under-researched areas in the sociology of education. Issues around gender and other aspects of identity in relation to such pupils are particularly under-researched. In this Viewpoint article we draw on evidence from our recent research projects including young people interpolated to, or identifying with, the subject position of ‘boffin/geek’ and media representations of such positions. We debate some tensions between our work, drawing out shared findings. The article considers issues around capital, experience, and the extent of exclusion/inclusion for boffins/geeks, discussing to what extent such young people can be considered marginalised and abjected or agentic and privileged. We argue that structural factors such as gender, social class, ‘race’, age, and institutional location impact on these constructions and outcomes.  相似文献   

The redistributive equity of affirmative action: Exploring the role of race,socioeconomic status,and gender in college admissions     

Andrew M. Francis  Maria Tannuri-Pianto 《Economics of Education Review》2012

This paper contributes to research on affirmative action by examining issues of equity in the context of racial quotas in Brazil. We study the experience of the University of Brasilia, which established racial quotas in 2004 reserving 20% of available admissions slots for students who self-identified as black. Based on university admissions data and a student survey conducted by the authors, we find evidence that race, socioeconomic status, and gender were considerable barriers to college attendance and achievement. For example, first-difference regressions involving pairs of siblings indicate that black identity and gender had a negative effect on entrance exam scores. Moreover, we compare displaced and displacing applicants and find that racial quotas helped promote equity to some extent. Nevertheless, the scale and scope of redistribution were highly limited, and the vast majority of Brazilians had little chance of attending college, suggesting that more still needs to be done.  相似文献   

Debates in religious education     

Dave Francis 《British Journal of Religious Education》2012,34(3):349-351

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The submergence and re-emergence of gender in undergraduate accounts of university experience     

Becky Francis  Penny Burke  Barbara Read 《Gender and education》2014,26(1):1-17

Gender distinction has been shown to characterise both undergraduate experiences and outcomes. Yet research recounted in this article supports work that shows that young people are often unaware of such trends, subscribing instead to individualist perspectives that foreground equality of opportunity and agency. This article examines the gender continuities and divergences in 64 undergraduate students' accounts of their experiences, and constructions of peers and lecturers, in higher education. Concepts of heteroglossia and monoglossia are applied to gender to explain how students submerged ‘structure’ and inequality in their accounts, but how discourses that presented the genders as distinct (and in which the masculine is elevated over the feminine) nevertheless ‘bubbled up’ in their articulations. The students tended to reject the notion that gender and other structural differences impact their experiences and outcomes; yet their broader discussions frequently reflected (often stereotypical) monoglossic constructions of gender difference. The article concludes with a discussion of the implications of these findings for the sociology of education and for higher-education pedagogy.  相似文献   

TV on a Shoestring     

Francis D. Haines Jr. 《College Teaching》2013,61(2):82-83

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