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21.
Jeong Soojeong Elliott Jennifer B. Feng Zhang Feldon David F. 《Journal of Science Education and Technology》2022,31(5):691-705
Journal of Science Education and Technology - The properties and functions of complex systems apply across a variety of domains of science and are at the heart of the solutions to many global... 相似文献
22.
Automated essay scoring programs are becoming more common and more technically advanced. They provoke strong reactions from both their advocates and their detractors. Arguments tend to fall into two categories: technical and principled. This paper argues that since technical difficulties will be overcome with time, the debate ought to be held in terms of the principles. A thought experiment, based on a technically perfect Automated Essay Scorer, is proposed in order to explore the moral questions related to this topic, such as whether students deserve to have their work read by a human. It concludes that affect is an important component both of writing and of the debate, but that if the move to automated scoring stops being an ‘all or nothing’ debate, then many of the objections on principle will be obviated. 相似文献
23.
The specificity of practice hypothesis was examined using a tracking task. In Experiment 1, visual or auditory feedback about performance was provided. Vision was more useful than audition early in acquisition. Performance gains found in acquisition were maintained during retention, but learning was specific only if the acquisition modality was visual. Specificity did not increase with the amount of practice. In Experiment 2, visual and auditory information were combined. Again, the specificity of practice hypothesis was supported. Also, instructing participants to attend to one information source allowed us to demonstrate that information can be explicitly or implicitly processed. Further, specificity effects may occur because of different rates of development for error detection and correction processes. 相似文献
24.
Susan M. Wilczynski Iantha Fusilier Melanie Dubard Amy Elliott 《Psychology in the schools》2005,42(2):189-196
Experimental analysis of social stimuli has typically been restricted to the presence or absence of verbal attention. In the present study, an ABAB design was used to assess the influence of proximity as a social stimulus. Close and distant proximity of a familiar adult was systematically manipulated to evaluate the effect of proximity on the on‐task behavior of a 15‐year‐old male with autism. Baseline, experimental analysis, and intervention phases were conducted within a self‐contained classroom. Pronounced effects of distant educator proximity to the participant were evident during both the experimental analysis and intervention, with increased on‐task behavior occurring in the distant condition. Future recommendations for the investigation of proximity as a relevant social stimulus are forwarded. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 189–196, 2005. 相似文献
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Laura M. Steacy Lesly Wade-Woolley Jay G. Rueckl Kenneth R. Pugh James D. Elliott Donald L. Compton 《Scientific Studies of Reading》2013,17(6):523-532
ABSTRACTIn a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading. 相似文献
28.
Paul Elliott Johnson 《Critical Studies in Media Communication》2017,34(1):14-28
This essay situates the television show Breaking Bad (BB) and its critical reception in the context of American politics following the economic and political events of 2008. Reading the show as an allegory, I demonstrate that it offered a pathway for viewers to maintain investments and commitments to a toxic, white masculinity threatened by 2008’s economic and political dislocations. Taking the show up for its capacity to allegorize the human experience, Breaking Bad’s critically acclaimed status among viewers from widely divergent political positions suggests that the investment in raced and gendered ideas of individual freedom crosses partisan lines, indicating that American national identity and white masculinity share a mutually sustaining incoherence. Understanding the cultural roots of American victimage evident in post-2008 America helps explain how BB distinguished itself from similar masculine “anti-hero” dramas. 相似文献
29.
Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model 总被引:1,自引:1,他引:0
Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the
age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement
of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study
focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate
instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest
that mindfully adapting activities to children’s needs advances children’s emergent literacy development. 相似文献
30.
Ceri Elliott Karola Dillenburger 《Journal of Research in Special Educational Needs》2016,16(3):187-198
Self‐determination and decision‐making are acknowledged internationally as key rights of persons with disabilities and should play an important role in the development of educational plans and procedures. Not only is the chance for individuals with developmental disabilities to select their own tasks, leisure activities or reinforcers a valuable way of enhancing rights‐based education and personal dignity, but choice‐making opportunities may also function as a useful clinical or educational tool if they actually improve the efficacy of programmes aimed at the acquisition of socially relevant behaviours and life skills or the reduction of challenging behaviours. The study reported here assessed whether or not choice affected effectiveness of an educational procedure for three children on the autism spectrum. Following a preference assessment, a number of discrete teaching trials were conducted with each child and, contingent upon targeted responses, either the child or the therapist selected one of three preferred reinforcer items. Reinforcer choice did not affect intervention effectiveness for two of the children; however, performance and motivation improved for the third child. Results re‐affirmed the importance of thorough preference assessments prior to intervention and showed that additional stimulus choice contingent on the target response may improve motivation and outcomes for some children. 相似文献