排序方式： 共有78条查询结果，搜索用时 15 毫秒
31.
32.
The development of spelling skill is a very difficult task for students with dyslexia. Spelling in French involves the consideration of various types of knowledge, procedures and strategies. This study aims to describe the spelling strategies of 32 dyslexic students (DYS) aged from 8 to 12 years and to establish links between spelling strategies and spelling skill. Students had to spell 24 dictated words and provide comments on the strategy employed for each word. The performances of DYS were compared to 25 children of the same chronological age (CA) and of 24 children of the same reading age (RA). The results show that phonological strategies are the most commonly used by all groups of participants. If no particular strategy is related to the spelling skill of DYS, visuo-orthographic strategy generally accounts for the spelling skill results of CA and RA. 相似文献
33.
Shi Yu Beiwen Chen Chantal Levesque-Bristol Maarten Vansteenkiste 《Educational Psychology Review》2018,30(1):177-214
Chinese education is controversial: it is not only lauded for Chinese students’ high test achievements but also criticized for curbing students’ deep learning and development into well-rounded individuals. In the current paper, we propose that self-determination theory (SDT) serves as a useful framework for anatomizing Chinese educational ecology, especially understanding the fundamental developmental costs behind Chinese students’ high test scores. In the first part, we provide an up-to-date overview of SDT, which proposes that a growth-oriented motivation fueled by basic psychological needs underlies human development; hence, the role of education is to provide environmental support for these needs. After reviewing research evidence, we conclude that SDT serves as a valid theoretical framework for analyzing Chinese education. In the second part, we apply the lens of SDT to better understand the motivational dynamics that prevail in Chinese education. In doing so, we first primarily focus on the distal institutional level, thereby examining in detail how the high-stakes testing system headed by Gaokao fails to support—and may even thwart—basic psychological needs; we also address counterarguments favoring Gaokao, such as heightened involvement and alignment. We then scrutinize the pros and cons at the proximal level of the student environment—i.e., teachers and parents. Finally, we discuss existing reform attempts, which seemingly have very limited effectiveness. We propose that awareness of the problem and more holistic change are needed to realize more effective and sustainable change in Chinese education. 相似文献
34.
35.
Studies show that co-authorship of scholarly articles in criminology and criminal justice journals are stratified by gender: males are more likely to publish with males, females are more likely to publish with males. Increasing co-authorship has led some to claim that the intellectual contributions of females may be devalued, systematically putting them at a disadvantage for tenure and promotion decisions. Despite the importance of understanding gender inequality in knowledge production, no studies have examined the mechanisms that produce this outcome. Using data from 656 publications in five journals, we examine the structure of gender and co-authorship by testing two mechanisms that may generate a gendered distribution among scholarly articles. Although females exhibit a greater proclivity toward co-authorship with males, we show that this is a consequence of higher productivity among males. The tendency for males to have higher productivity than females in publications actually increases the likelihood of cross-gender collaboration. 相似文献
36.
Cothran DJ Hodges Kulinna P Banville D Choi E Amade-Escot C MacPhail A Macdonald D Richard JF Sarmento P Kirk D 《Research quarterly for exercise and sport》2005,76(2):193-201
Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles. 相似文献
37.
Hulse Taylyn Daigle Maria Manzo Daniel Braith Lindsay Harrison Avery Ottmar Erin 《Educational technology research and development : ETR & D》2019,67(2):423-441
Educational technology research and development - This paper examines whether using From Here to There! (FH2T:E), a dynamic game-based mathematics learning technology relates to improved early... 相似文献
38.
39.
To optimise school-based service delivery for students with disabilities, it is important to understand roles and needs of school staff. This study aimed to clarify ideal and actual roles of school staff (teachers, special educators, administrators) working with students with special needs, and to identify potential strategies to support actual roles. Ninety-five school personnel (64% teachers) from 3 different elementary schools and school boards in Quebec completed a 14-question survey. Open-ended responses were coded and analysed thematically. Common actual roles included task adaptation, offering individualized support, being available and teamwork. Respondents felt roles could improve through in-context professional support, continuing education, teamwork opportunities extending to partnerships with families and access to resources. Clarifying roles and expectations within a tiered-model to best support students also emerged, emphasizing the importance of sharing responsibilities across all service providers. Findings can guide implementation strategies and processes for providing effective services, enabling inclusion for students. 相似文献
40.
Child Care Quality and Cognitive Development: Trajectories Leading to Better Preacademic Skills 总被引：1，自引：0，他引：1
Sylvana M. Côté Chantal Mongeau Christa Japel Qian Xu Jean R. Séguin Richard E. Tremblay 《Child development》2013,84(2):752-766
The associations between trajectories of child care quality from ages 2 to 4 years and children's cognitive performance at 4 years (n = 250) were tested. Distinct quality trajectories were identified: low and high ascending Teaching and Interactions trajectory; low and high Provision for Learning trajectory. Membership in the high ascending Teaching and Interactions trajectory was associated with better numeracy (effect size [ES] = .39, confidence interval [CI] = .21–.66), receptive vocabulary (ES = .41, CI = .14–.68), and school readiness (ES = .32, CI = .06–.58). The results suggest that a pattern of increasing quality of teacher–child interactions during the preschool years, particularly with regard to supporting the development of language, has a moderate impact on children's cognitive development. 相似文献