Teaching basic academic skills to learning disabled students: a model of the teaching-learning process     

S Graham 《Journal of learning disabilities》1985,18(9):528-534

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Pressurizing the STEM Pipeline: an Expectancy-Value Theory Analysis of Youths’ STEM Attitudes     

Christopher Ball  Kuo-Ting Huang  Shelia R. Cotten  R.V. Rikard 《Journal of Science Education and Technology》2017,26(4):372-382

Over the past decade, there has been a strong national push to increase minority students’ positive attitudes towards STEM-related careers. However, despite this focus, minority students have remained underrepresented in these fields. Some researchers have directed their attention towards improving the STEM pipeline which carries students through our educational system and into STEM careers. Previous research has shown that expectancy-value theory (EVT) is useful for examining the short-term as well as long-term academic motivations and intentions of elementary age minority students. These findings provide insights into ways we may be able to potentially “patch” particular STEM pipeline leaks. In the current study, we advance this research by using EVT as a framework to examine the STEM attitudes of young students directly. We hypothesize that students’ academic-related expectancies for success and subjective task values will be associated with an increase in STEM attitudes. Data for this study was gathered over the course of a large-scale computing intervention which sought to increase students’ STEM interest. This computing intervention took place in an urban elementary school district located within the southeastern USA. Results from this study indicate that both intrinsic values and utility values predict students’ STEM attitudes but they influence attitudes related to the various dimensions of STEM differently. These findings demonstrate that EVT provides a useful framework, which can be integrated into future computing interventions, to help encourage positive STEM attitudes in young children, thus increasing the internal pressure (or flow) within the STEM pipeline.  相似文献   

Two-year-olds use the generic/nongeneric distinction to guide their inferences about novel kinds     

Graham SA  Nayer SL  Gelman SA 《Child development》2011,82(2):493-507

These studies investigated two hundred and forty-four 24- and 30-month-olds' sensitivity to generic versus nongeneric language when acquiring knowledge about novel kinds. Toddlers were administered an inductive inference task, during which they heard a generic noun phrase (e.g., "Blicks drink milk") or a nongeneric noun phrase (e.g., "This blick drinks milk") paired with an action (e.g., drinking) modeled on an object. They were then provided with the model and a nonmodel exemplar and asked to imitate the action. After hearing nongeneric phrases, 30-month-olds, but not 24-month-olds, imitated more often with the model than with the nonmodel exemplar. In contrast, after hearing generic phrases, 30-month-olds imitated equally often with both exemplars. These results suggest that 30-month-olds use the generic/nongeneric distinction to guide their inferences about novel kinds.  相似文献   

Response‐to‐intervention in high‐risk preschools: Critical issues for implementation     

Carrie R. Ball  Beth A. Trammell 《Psychology in the schools》2011,48(5):502-512

This article summarizes the current knowledge of response‐to‐intervention (RTI) models in preschool settings, with an emphasis on evaluating the strengths and weaknesses of our current research base. Particular attention is given to the unique challenges of high‐risk preschool settings. Presently, sufficient empirical support exists to begin establishing tiered intervention systems and building teacher capacity. Lacking, however, are valid and reliable assessment tools and insufficiently trained personnel to support a data‐based decision‐model within high‐risk preschools. We conclude that organizational development should focus on building teacher capacity, establishing high‐quality classroom instruction, and planning for sustainable programs, with adoption of a full RTI service delivery model serving as a long‐range aspirational goal. © 2011 Wiley Periodicals, Inc.  相似文献   

The development of reading interest and its relation to reading ability     

John R. Kirby  Angela Ball  B. Kelly Geier  Rauno Parrila  Lesly Wade‐Woolley 《Journal of Research in Reading》2011,34(3):263-280

The development of interest in reading and its relationship to reading ability was examined longitudinally in 117 children in Grades 1–3. Interest in reading was measured by eight items from the Elementary Reading Attitude Survey. Less able readers had lower interest in reading, but their development was parallel to that of more able readers. Interest in reading in Grade 1 was weakly correlated with Grade 3 reading ability, but correlations were lower for interest measured in Grades 2 and 3. Hierarchical regression analyses indicated weak and inconsistent effects of reading interest on reading ability after controlling general cognitive ability, SES, phonological awareness and naming speed. It is concluded that interest in reading has only a weak relationship to reading ability in the early elementary years, and that much of that relationship overlaps with the effects of other more powerful predictors.  相似文献   

Golf styles and centre of pressure patterns when using different golf clubs     

Ball KA  Best R 《Journal of sports sciences》2011,29(6):587-590

When using a driver, the centre of pressure of a golfer shows a pattern that is characteristic of one of two distinct swing styles: the "front foot" style or the "reverse" style. The aim of this study was to establish whether these two swing styles are also evident when using other clubs, and if so, to determine whether golfers use the same swing style when using different clubs. Forty-six professional, amateur, and recreational golfers performed swings to hit a ball into a net placed 3 m away. Ten swings were performed for each of the driver, 3-iron, and 7-iron while standing on two force plates. The position of the golfer's centre of pressure parallel with the line of shot and relative to the feet was quantified at eight swing events that were identified from 200-Hz video. Cluster analysis confirmed that the front foot and reverse styles were evident in all three clubs, and most of the golfers (96%) used the same swing style for all three clubs. Golfers that used the reverse swing positioned their centre of pressure nearer to their toes at ball contact compared with golfers that used the front foot swing.  相似文献   

Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills     

Anna H. Hall  Michael D. Toland  Jennifer Grisham-Brown  Steve Graham 《Early Childhood Education Journal》2014,42(6):423-430

The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy.  相似文献   

Library and information services to support the education and development of nurses: the management of co-operation and change—a clash of two cultures?     

Sue Capel  Linda Banwell  Graham Walton 《Health information and libraries journal》1997,14(4):233-245

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Open Software Library     

Graham Wright 《Health information and libraries journal》1986,3(4):269-269

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Letters to the Editor     

James Graham  Peter T. Farrell  Tony Best  Gerda Hanko  Helen Robinson 《British Journal of Special Education》1993,20(2):70-71

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