Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1     

Ecalle  Jean  Magnan  Annie  Auphan  Pauline  Gomes  Christophe  Cros  Laurent  Suchaut  Bruno 《European Journal of Psychology of Education - EJPE》2022,37(3):605-625

European Journal of Psychology of Education - The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time...  相似文献   

Strands of Science Teaching     

Portugal  Khalil Oliveira  Arruda  Sergio de Mello  Passos  Marinez Meneghello 《Science & Education》2022,31(1):149-171

Science & Education - The paper introduces a tool for analyzing the teaching venue (where and how the teaching happens) of science teachers, called Strands of Science Teaching (SST)....  相似文献   

Effects of Population Heterogeneity on Accuracy of DIF Detection     

María Elena Oliveri  Kadriye Ercikan  Bruno D. Zumbo 《教育实用测度》2014,27(4):286-300

Heterogeneity within English language learners (ELLs) groups has been documented. Previous research on differential item functioning (DIF) analyses suggests that accurate DIF detection rates are reduced greatly when groups are heterogeneous. In this simulation study, we investigated the effects of heterogeneity within linguistic (ELL) groups on the accuracy of DIF detection. Heterogeneity within such groups may occur for a myriad of reasons including differential lengths of time residing in English-speaking countries, degrees of exposure to English-speaking environments, and amounts of English instruction. Our findings revealed that at high levels of within-group heterogeneity, DIF detection is at the level of chance, implying that a large proportion of DIF items might remain undetected when assessing heterogeneous populations potentially leading to developing biased tests. Based on our findings, we urge test development organizations to consider heterogeneity within ELL and other heterogeneous focus groups in their routine DIF analyses.  相似文献   

A Critique of the external product evaluation of the brazilian system of undergraduate education     

da Rocha Bastos  Lilia  Michael  William Burton  de Oliveira  Denize Torres 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(1-2):151-158

International Review of Education -  相似文献   

Test–retest reliability of the 30–15 Intermittent Fitness Test: A systematic review     

Jozo Grgic  Bruno Lazinica  Zeljko Pedisic 《运动与健康科学(英文)》2021,10(4):413

PurposeThis review aimed to synthesize previous findings on the test–retest reliability of the 30–15 Intermittent Fitness Test (IFT).MethodsThe literature searches were performed in 8 databases. Studies that examined the test–retest reliability of the 30–15 IFT and presented the intraclass correlation coefficient (ICC) and/or the coefficient of variation (CV) for maximal velocity and/or peak heart rate were included. The consensus-based standards for the selection of health measurement instruments (COSMIN) checklist was used for the assessment of the methodological quality of the included studies.ResultsSeven studies, with a total of 10 study groups, explored reliability of maximal velocity assessed by the 30–15 IFT. ICCs ranged from 0.80 to 0.99, where 70% of ICCs were ≥0.90. CVs for maximal velocity ranged from 1.5% to 6.0%. Six studies, with a total of 7 study groups, explored reliability of peak heart rate as assessed by the 30–15 IFT. ICCs ranged from 0.90 to 0.97 (i.e., all ICCs were ≥0.90). CVs ranged from 0.6% to 4.8%. All included studies were of excellent methodological quality.ConclusionFrom the results of this systematic review, it can be concluded that the 30–15 IFT has excellent test–retest reliability for both maximal velocity and peak heart rate. The test may, therefore, be used as a reliable measure of fitness in research and sports practice.  相似文献   

Teaching Science Through Pictorial Models During Read-Alouds     

Alandeom W. Oliveira  Seema Rivera  Rory Glass  Michael Mastroianni  Francine Wizner  Vincent Amodeo 《Journal of Science Teacher Education》2013,24(2):367-389

This study examines how three elementary teachers refer to pictorial models (photographs, drawings, and cartoons) during science read-alouds. While one teacher used realistic photographs for the purpose of visually verifying facts about crystals, another employed analytical diagrams as heuristic tools to help students visualize complex target systems (rainbow formation and human eye functioning). Another teacher used fictional cartoons to engage students in analogical storytelling, communicating animal camouflage as analogous to human “blending in.” However, teachers did not always explicitly convey the representational nature of pictorial models (analog and target as separate entities). It is argued that teachers need to become more aware of how they refer to pictorial models in children’s science books and how to promote student visual literacy.  相似文献   

Best Practice in Middle-School Science     

Alandeom W. Oliveira  Kristen C. Wilcox  Janet Angelis  Arthur N. Applebee  Vincent Amodeo  Michele A. Snyder 《Journal of Science Teacher Education》2013,24(2):297-322

Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance.  相似文献   

Social Pedagogy: Presence,Commitment, Identification and Availability     

Walter de Oliveira  Carmen Montecinos 《Teaching Education》2013,24(2)

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Educating to Build Bridges     

Andrea Paula Goldin  Cecilia Inés Calero  Marcela Peña  Sidarta Ribeiro  Mariano Sigman 《Mind, Brain, and Education》2013,7(2):101-103

In March 2012, 30 faculty and 49 students from all over the world met in El Calafate, Argentina, during two intense weeks. It was the second Latin American School for Education, Cognitive, and Neural Sciences (LASchool), sponsored by the James S. McDonnell Foundation. The LA School seeks to critically examine research findings potentially relevant to the development, design, and implementation of effective educational practices, and to foster a new generation of researchers able to operate at the interface between education and science. Here we introduce a special issue which brings together theory, experiments, and educational interventions which emerged from ideas presented and discussed during the 2012 LASchool.  相似文献   

Consequences of Vertical Separation and Monopoly: Evidence From the Telecom Privatizations     

Bruno E. Viani 《Journal of Media Economics》2013,26(2):70-97

Policy variation across countries on the use of mandatory vertical separation and statutory monopoly allows the assessment of their impact on basic telephone services (local, long distance, and international service). Panel data analysis from 56 countries during the 7-year period following the privatization of the main telephone provider indicates that vertical separation and monopoly harm the consumers that were supposed to benefit: the downstream users of international telephony and the upstream users of residential local telephony. Mandatory vertical separation reduces the usage of international telephone service and the number of fixed lines in service, whereas statutory monopoly reduces the amount of fixed lines in service and increases the price of local residential telephony.  相似文献