Contributions of morphological skill to children’s essay writing     

Mary?Northey  Deborah?McCutchenEmail author  Elizabeth?A.?Sanders 《Reading and writing》2016,29(1):47-68

Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U.S. students (N = 233), after controlling for grade level, comprehension, and writing fluency. Multilevel analyses indicated that morphological skill and writing fluency were each uniquely predictive of essay quality, and this finding was consistent regardless of whether accurate spelling was required in the morphological task. Our results suggest that morphological skills play an important role in writing, as has been previously documented in reading and spelling.  相似文献   

Contextual Counseling With Clients of Color: A “Sista” Intervention for African American Female College Students     

Carla Bradley  Jo Ann Lipford Sanders 《Journal of College Counseling》2003,6(2):187-191

The authors argue that college counselors need to consider culturally appropriate adaptations of traditional counseling. They describe a counseling intervention for African American female college students and present a case study to illustrate the effectiveness of this counseling strategy.  相似文献   

Queering Art Teacher Education     

Kimberly Cosier  James H. Sanders 《The International Journal of Art & Design Education》2007,26(1):21-30

This article sounds a call to action and addresses the challenges of creating inclusive, queer‐affrming art teacher education curricula. We examine such challenges through case study vignettes of our varied US university settings and explore the perils of teaching in an increasingly queer‐hostile culture. Strategies are given for avoiding attacks against LGBT‐supportive pedagogy and championing the cause of social justice for queer students, parents, artists, teachers and faculty.  相似文献   

Intertrial interval and passive avoidance learning inOctopus vulgaris     

J. J. Barlow  G. D. Sanders 《Learning & behavior》1974,2(2):86-88

WhenOctopus vulgaris were trained on a passive avoidance task at various intertrial intervals from 0.05 to 10 min, acquisition rate was maximal at the intermediate intervals, a finding similar to those obtained with rats. Explanations involving fear are thought to be inadequate and the phenomenon is interpreted in terms of short-term memory.  相似文献   

美国杜克大学与新加坡国立大学在医学教育领域的国际合作     

R.Sanders Williams  刘瑞梓 《复旦教育论坛》2008,6(4):94-96

美国杜克大学和新加坡国立大学合作创办了一所新的医学院校——杜克-新加坡国立大学医学院。本学院办学宗旨主要是通过该院校向亚洲引进美国本科学士后医学教育的模式,教育方向更加侧重于培养学生不仅成为临床医生而且同时成为临床科学家或临床研究工作者,更加有利于学生今后学术生涯的发展。本文根据刊登在国际医学教育杂志上的文章编译(Acad Med.2008;83:122-127),详细介绍了合作双方相互作用和关系、这所新医学院的管理组织结构、培养目标以及课程设置等。  相似文献   

Perspectives on the aetiology of ODD and CD: a grounded theory approach     

Patrick McFarland  James Sanders  Bradley Hagen 《Emotional and Behavioural Difficulties》2016,21(2):241-256

Antisocial disorders, such as oppositional defiant disorder (ODD) and conduct disorder (CD), are common reasons for youth to be seen for clinical intervention. The intent of this constructivist grounded theory study was to evaluate clinicians’ perspectives on the aetiology of antisocial disorders. Six professionals from various professional backgrounds were interviewed in order to gain insight into how theoretical orientations influence the understanding of antisocial disorders and subsequent clinical approaches. The findings from the research interviews suggest a range of perspectives on aetiology, such as a variety of predisposing, precipitating, perpetuating and differentiating factors. The results illustrate relative consistency in the understanding of aetiology among practitioners from varying theoretical orientations. Further, a biopsychosocial approach to aetiology and clinical decision-making was emphasised, despite differing theoretical orientations.  相似文献   

Improving educational outcomes for at‐risk students          下载免费PDF全文

Jackie Sanders  Robyn Munford  Joseph Boden 《British Educational Research Journal》2018,44(5):763-780

Drawing on data from a longitudinal study of at‐risk youth (n = 593), this article reports on the analysis of factors that enabled these youth to succeed at school. It considers the impact of three baseline factors (age, gender, ethnicity) and a number of time‐dynamic factors [positive school environment, additional educational support, positive peer and parent relationships, exclusion/expulsion from school, depression and externalising individual risk, as well as the involvement of a range of services (mental health, justice, welfare)] upon educational progress. Over time, the educational status of this group of youth deteriorated. Differences were observed for indigenous, older and male youth who had poorer outcomes on average. Positive peer groups and a positive school environment predicted better outcomes, while the use of harsh disciplinary practices such as expulsion was the strongest predictor of poorer educational outcomes and had a pervasive negative impact on all three educational progress measures. Formal services did not make an appreciable difference to educational outcomes, while the provision of additional educational support only contributed to keeping youth enrolled in educational programmes but did not appreciably improve their educational outcomes. Improving educational outcomes for at‐risk youth requires a pan‐system response, whereby schools reduce the use of expulsion and create a positive school climate, other professionals support schools to retain challenging students at school and the positive resources generated by pro‐social peer groups are harnessed.  相似文献   

Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest     

Philip D. Parker  Taren Sanders  Jake Anders  Rhiannon B. Parker  Jasper J. Duineveld 《Child development》2021,92(5):2020-2034

In a representative longitudinal sample of 2,602 Australian children (52% boys; 2% Indigenous; 13% language other than English background; 22% of Mothers born overseas; and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgments were more positive for children from non-English speaking backgrounds. Maternal judgments predicted gains in children’s achievement (consistently) and academic interest (generally) including during the transition to high school.  相似文献   

Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills     

Vadasy  Patricia F.  Sanders  Elizabeth A. 《Reading and writing》2021,34(1):109-138

Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over 5 weeks. In Study 1, children grades K-1 were assigned to instruction in a set of either 10 (Slow rate, n?=?33) or 15 (Fast rate, n?=?32) single- and two-letter GPCs. Study 1 findings indicated that children who learned five added GPCs did not reduce learning of the common set of 10 learned GPCs for any measure (including letter names, sounds, letter sound writing, word reading, and spelling), and learning favored Fast items over Slow for letter sounds, letter sound writing, and word reading (median d?=?0.30). In Study 2, kindergarteners were assigned to instruction in either single letters only (Single, n?=?30) or mixed-size GPCs (Mixed, n?=?31). Instruction included application of GPCs to decoding and spelling. Results showed that kindergarteners in the Mixed condition made significantly greater gains learning the four two-letter GPCs across measures (median d?=?0.86), and no significant differences between groups on measures of the 11 one-letter GPCs common to both conditions. Findings add precision to understanding how rate and order of introducing GPCs influence children’s initial alphabet learning. Further study of empirically validated methods of alphabet instruction may benefit in particular those children most at risk for acquiring this foundational knowledge.

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Employment-related differences between male and female school psychologists     

Edward M. Levinson  Mary Ann Rafoth  Peg Sanders 《Psychology in the schools》1994,31(3):201-207

A total of 636 full-time school psychologist practitioners in Pennsylvania were surveyed and asked to complete a demographic data form and to estimate the actual percentage of time they spent in assessment, counseling, consultation, research, clerical tasks, and administrative tasks, and the amount of time they desired to spend in each of these roles. No statistically significant differences were found between male and female school psychologists in actual time spent in various roles or the time desired to be spent in various roles. Male school psychologists were found to work longer contract lengths and to make more money than their female counterparts. When monthly salaries were compared (adjusted for differences in contract length), statistically significant salary differences between male and female school psychologists were found.  相似文献