Self-Determination to Increase Oral Reading Fluency Performance: Pilot and Replication Single-Case Design Studies     

Lisa Didion  Jessica R. Toste  Sarah A. Benz 《Learning disabilities research & practice》2020,35(4):218-231

We report findings from multiple baseline design studies examining the effects of a program (“Data Mountain”) to improve the oral reading fluency (ORF) performance of 12 third-grade students with significant reading difficulties. The Data Mountain program guided students through self-monitoring, goal setting, and motivation training related to their reading performance. In the pilot study, these components were introduced across two experimental phases (self-monitoring and goal setting, followed by motivation training) to observe potential additive effects. In the replication study, the full Data Mountain program was introduced in one experimental phase. Between-case standardized mean difference effect sizes yielded moderate effects across studies (ES = 0.53, 0.63). Visual analyses of data revealed that students demonstrated increased levels of words read correctly per minute (wpm). In the pilot study, students’ fluency increased to an average of 22 wpm in the self-monitoring and goal-setting phase, and to a further 9 wpm in the motivation training phase. In the replication study, students increased an average of 18 wpm with the Data Mountain program. These results provide evidence to suggest that self-determination and motivation training have the potential to support the ORF performance of students with significant reading difficulties in the elementary grades.  相似文献   

PCARE epilogue: “the pistol of hope”; or,imprisoned workshop participants respond     

Patrycja Humienik  Sarah Sunderlin 《传播与批判/文化研究》2017,14(3):311-315

Our incarcerated students in the Democratic Communication Workshop at Colorado Correctional Center respond to the PCARE essay. Through these contributions regarding their lived experiences in prison, the men in our workshop pose questions for Communication and Critical/Cultural Studies scholars concerned with confronting the problem of the prison–industrial complex—among these the largely unexamined issues facing families of people who are incarcerated. Amidst the dehumanization of daily life in prison, in the face of a system that treats them as disposable, our students are generous with readers in sharing their reflections, struggles, and hopes.  相似文献   

The Digital Humanities Summer Scholarship: A model for library-led undergraduate digital scholarship     

Sarah Morris 《College & Undergraduate Libraries》2017,24(2-4):532-544

ABSTRACT

The article offers a model for library-centered undergraduate engagement with digital scholarship based on two years of successful implementation at Lafayette College. Librarians designed a competitive six-week summer internship where undergraduate students built their own digital research projects. Through their original projects, students practiced traditional research methods and simultaneously explored subfields of digital scholarship. The article's topics include the relationship between digital scholarship and information literacy, the library's role in facilitating digital scholarship, and the internship's design and execution. The article also includes reflections and recommendations for sustainable implementation.  相似文献   

The Impact of Viewer Perceptions of Media Personae and Viewer Characteristics on the Strength,Enjoyment, and Satisfaction of Parasocial Relationships     

Sarah F. Rosaen  Jayson L. Dibble 《Communication Studies》2017,68(1):1-21

Using a cross-sectional survey design (N = 338), we measured the impact of viewer perceptions of media personae and viewer characteristics on the strength, enjoyment, and satisfaction of parasocial relationships. Strength, enjoyment, and satisfaction of parasocial relationships were strongest with characters that viewers like that are perceived to be similar to the viewer or someone they know in real life. However, the strength and enjoyment of parasocial relationships decreased when the persona was perceived to be similar to either the viewer or someone they know in real life and the viewer was high on attachment anxiety, attachment avoidance, or loneliness. Limitations and implications are discussed.  相似文献   

The “Wicked Problem” of Neutral Description: Toward a Documentation Approach to Metadata Standards     

Kara Long  Santi Thompson  Sarah Potvin  Monica Rivero 《Cataloging & classification quarterly》2017,55(3):107-128

Increasingly, metadata standards have been recognized as constructed rather than neutral. In this article, we argue for the importance of a documentation approach to metadata standards creation as a codification of this growing recognition. By making design decisions explicit, the documentation approach dispels presumptions of neutrality and, drawing on the “wicked problems” theoretical framework, acknowledges the constructed nature of standards as “clumsy solutions.”  相似文献   

Centering Indigenous Knowledge: Three Southwestern Tribal College and University Library Collections     

Sarah R. Kostelecky  David A. Hurley  Jolene Manus 《资料收集管理》2017,42(3-4):180-195

ABSTRACT

At tribal colleges and universities, libraries are challenged to serve Indigenous communities while supporting Western formal education. In this article, we examine three tribal higher education institutions in the southwestern United States: Diné College, the Institute of American Indian Arts, and Southwestern Indian Polytechnic Institute. In examining the collections and their use at these libraries, we find multiple strategies to “center” Indigenous knowledge despite most materials being written by and for non-Natives. We hope the strategies present here can inspire people at libraries of all types to consider ways to include the diverse perspectives of their own communities.  相似文献   

Compassion in the face of terror: a case study of recognizing suffering,co-creating hope,and developing trust in a would-be school shooting     

Sarah J. Tracy  Timothy P. Huffman 《Communication monographs》2017,84(1):30-53

Current theoretical conceptualizations of compassion say little about communicating compassion to people whose suffering is wrapped in a cloak of anger, threat, resistance, and fear. This article attends directly to this issue by examining the conversational particulars of compassion communicated by school bookkeeper Antoinette Tuff to would-be school shooter Michael Hill. The case serves as the basis for advancing propositions about communicating compassion to unwilling recipients and suggests the importance of careful conversational timing, face-enhancement strategies, convergence/mirroring techniques, co-creating hope, physical presence, and vulnerable self-disclosure. The case extends current conceptualizations of compassion and provides a vivid picture for enacting compassion when sufferers are angry, threatening, or resisting help.  相似文献   

Teaching and Learning Physics in a 1:1 Laptop School   总被引：1，自引：1，他引：0  

Andrew A. Zucker  Sarah T. Hug 《Journal of Science Education and Technology》2008,17(6):586-594

1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This article describes the school’s use of laptops, the Internet, and related digital tools, especially for teaching and learning physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner); word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators; probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry, and to identify strengths and weaknesses of students’ understanding of physics. Technology provides students at DSST with high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of digital technology for high school physics.  相似文献   

What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream secondary schools?     

Neil Humphrey  Sarah Lewis 《Journal of Research in Special Educational Needs》2008,8(3):132-140

The last decade has seen a groundswell of developments in educational policy in the UK relating to inclusive education for students with special educational needs (SEN). However, whether government policy has been fully implemented in schools remains a concern. The experience of students with autistic spectrum disorders (ASDs) provides an excellent case in point. An increasing number of such students are now educated in mainstream schools, but the limited research in this area has indicated that their experience of school is often marked by bullying, social isolation and anxiety. In light of this, the aim of the current study was to examine the extent to which inclusive educational policy was actually reflected in the practices of four mainstream secondary schools. An exploratory case study approach was adopted, utilising interviews with pupils, teachers, other school staff (e.g., senior managers, learning support assistants) and parents, observations of lessons and other contexts (e.g., lunch time), and document analysis. Our findings highlighted a number of school practices which acted as facilitators or barriers to students’ learning and participation, some of which were generic to SEN provision, and some of which appeared to be specific to those on the autistic spectrum. A discussion of these is presented to enable further understanding of, and inform practice relating to, the inclusion process for students with ASDs.  相似文献   

“We were slow; it was challenging” and “It was hard not to make knots”: Crocheting as a Literacy Event in a Second Grade Classroom Community     

Sarah A. Kneller  Maureen P. Boyd 《Early Childhood Education Journal》2008,36(2):135-147

This paper describes a “crazy about crocheting class” and shows how crocheting became a literacy event that promoted student empowerment and classroom community while engaging second grade students in authentic literacy practices. We document how crocheting evolved from a classroom management activity that also encouraged fine motor skills to a stimulus that drove individual and shared reading and writing. We show how this teacher planned instruction by building on student interest and enthusiasm and how these students experienced literacy as an every day social practice.  相似文献