Matching Cloze as an Evaluation Procedure for Slow Learning Children     

Richard B. Baldauf Jr.  Robert Morley 《International Journal of Disability, Development & Education》1979,26(1):23-26

The matching cloze procedure, which does not require language production skills and which is simple enough for the classroom teacher to construct unaided, was originally developed to measure reading skills of elementary English‐second‐language pupils. The results of this pilot study with opportunity school children indicate the validity of the procedure as an evaluation technique for slow learning children.  相似文献   

Student,home, and school socio-demographic factors: links to school,home, and community arts participation     

Marianne?Mansour  Andrew?J.?MartinEmail authorView author&#;s OrcID profile  Michael?Anderson  Robyn?Gibson  Gregory?Arief?D.?Liem  David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed.  相似文献   

Contemporary Scientists and their Interactions with Non-Scientists: Alternative Companion Stories for School Curricula     

Smith  Dorothy V.  Mulhall  Pamela J.  Hart  Christina E.  Gunstone  Richard F. 《Research in Science Education》2020,50(5):2111-2130

Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)...  相似文献   

Gregory Florant. Inteviewed by Laura L. Mays Hoopes          下载免费PDF全文

Florant G 《CBE life sciences education》2008,7(3):292-293

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Exploring Division-I Student-Athletes’ Memorable Messages From Their Anticipatory Socialization     

Gregory A. Cranmer  Scott A. Myers 《Communication quarterly》2017,65(2):125-143

This study explored the socialization of 118 Division-I student-athletes via the topics of memorable messages that they received prior to their arrival on campus. Ten topics were identified (i.e., desirable attitudes, hard work, physical skill or ability, opportunities, pride, inclusion, challenges, athletes as symbols, the importance of education, and the duration of college athletics) using first cycle coding and were subsequently categorized as either addressing the characteristics or experiences of collegiate student-athletes using second cycle coding. These findings continue to demonstrate that characteristics and experiences associated with roles are prevalent within athletes’ memorable messages but also highlight the inherent ambiguity and the contradictions regarding how to use these messages and balance the dual roles of being a student-athlete. This study provides a novel communicative lens for understanding athlete socialization but underscores the need to recognize receivers’ processing and application of memorable messages.  相似文献   

Effect of postsecondary education on the economic status of persons who are deaf or hard of hearing     

Schley S  Walter GG  Weathers RR  Hemmeter J  Hennessey JC  Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536

This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college.  相似文献   

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective     

Gregory A. Cheatham  Yeonsun Ellie Ro 《Early Childhood Education Journal》2011,39(4):249-256

In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents were speaking English as a second language will illustrate potential difficulties to listening comprehension and communication. Additionally, semantics and pragmatics will be used as a framework for recommending strategies to facilitate these parents?? ability to comprehend and communicate during discussions with early educators.  相似文献   

Teaching and Learning about Language Change (Part One)     

Gerry Gregory 《Changing English: An International Journal of English Teaching》2011,18(1):3-15

With particular reference to recent developments (including some in communication‐technology), this first of two papers explores the nature of ‘language change’ – its kinds, mechanisms and effects – and some attitudes towards it. It then suggests a case for teaching and learning about language change (bearing in mind, particularly, students in the 11–16 age range). The second paper, which will appear in Changing English 18:2, suggests approaches of two broad kinds and contexts: (1) as opportunities arise in undertaking other work; and (2) within planned, ‘set‐piece’ activities. Extensive notes/references are offered as support to teachers.  相似文献   

The Relationship Between Undergraduate Attendance and Performance Revisited: Alignment of Student and Instructor Goals     

James W. Westerman  Luis A. Perez‐Batres  Betty S. Coffey  Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67

We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning.  相似文献   

Interactions of numerical and temporal stimulus characteristics on the control of response location by brief flashes of light     

Fetterman JG  Killeen PR 《Learning & behavior》2011,39(3):191-201

Pigeons pecked on three keys, responses to one of which could be reinforced after 3 flashes of the houselight, to a second key after 6, and to a third key after 12. The flashes were arranged according to variable-interval schedules. Response allocation among the keys was a function of the number of flashes. When flashes were omitted, transitions occurred very late. Increasing flash duration produced a leftward shift in the transitions along a number axis. Increasing reinforcement probability produced a leftward shift, and decreasing reinforcement probability produced a rightward shift. Intermixing different flash rates within sessions separated allocations: Faster flash rates shifted the functions sooner in real time, but later in terms of flash count, and conversely for slower flash rates. A model of control by fading memories of number and time was proposed.  相似文献