The generation effect in reading and proofreading     

Meredyth Daneman  Murray Stainton 《Reading and writing》1993,5(3):297-313

Using a naturalistic text generation and proofreading task, we investigated two questions concerning the effect of text familiarity on proofreading performance. Can experimental evidence be provided for the intuition that it is harder to proofread one's own writing than someone else's? Will the effect of text familiarity on proofreading differ as a function of whether the familiarity is self-generated or experimentally-induced? Subjects spent 30 minutes composing an essay on student life; after a 20 minute interval (Experiment 1) or a two week interval (Experiment 2) they proofread their own essay, another subject's essay after being familiarized on an error-free version of it, or another subject's essay without the benefit of a preview. Experiment 1 showed that subjects wereless able to detect errors (e.g.,The best part of student like is socializing.) in self-generated essays than in unfamiliar other-generated essays; on the other hand, they werebetter able to detect errors in familiar other-generated essays that in unfamiliar ones. Experiment 2 showed that the disadvantage for proofreading self-generated text is likely a by-product of extreme familiarity rather than any special quality of self-generated knowledgeper se. The results have implications for models of skilled reading.  相似文献   

Community of practice versus community of readers: the literacy tutors’ dilemma     

Frank Sligo  Elspeth Tilley  Niki Murray  Margie Comrie 《Journal of Vocational Education & Training》2019,71(1):108-125

This paper describes a journey undertaken by literacy tutors who were caught between incompatible values and needs in building apprentices’ literacy. The highly literate tutors were committed to teaching critical literacy. They believed that improved literacy could support learners’ aspirations to advance their prospects at work, build their connections within their community and improve their health. Hence, the tutors aimed to guide their learners into membership of an imagined community of fluent readers. They found, however, that the apprentices, along with their managers and training coordinators, saw literacy as instrumental rather than a desired outcome in its own right. Essentially, achieving a sufficient level of literacy was needed for the apprentices to become members of workplace communities of practice. Tutors then questioned their prior assumptions about the intrinsic importance of literacy, slowly accepting a dichotomous way of thinking where industrial ways of learning and knowing were predominant. Tutors’ realisation that apprentices already possessed embodied and oral literacies helped them to support the apprentices in escaping (though not leaving) workplace contexts that were becoming increasingly document-driven in character and featuring rising expectations of improved print literacy.  相似文献   

Beattie,Nicholas. 2002. The Freinet Movements of France,Italy, and Germany, 1920–2000. NY: Edwin Mellen Press,Oxford: Symposium Books. 418 pp. ISBN 0-7734-7020-4.     

Thomas  R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(6):637-638

International Review of Education -  相似文献   

Professional Conversations and Professional Growth   总被引：1，自引：0，他引：1  

Murray S. Britt  Kathryn C. Irwin  Garth Ritchie 《Journal of Mathematics Teacher Education》2001,4(1):29-53

A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results, as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers. We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics; these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without recourse to a specialist's advice. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Inhibitory Control as a Contributor to Conscience in Childhood: From Toddler to Early School Age   总被引：10，自引：2，他引：10  

Grazyna Kochanska  Kathleen Murray  Katherinc C. Coy 《Child development》1997,68(2):263-277

In this article we report a longitudinal extension of previous findings about the critical role of temperamental inhibitory or effortful control as the contributor to developing conscience in young children. A comprehensive observational battery, highly internally consistent, was developed to measure inhibitory control in 83 children at early school age who had been followed since toddlerhood and had been assessed using similar batteries at toddler and preschool age. We again confirmed the findings of robust longitudinal stability of inhibitory or effortful control, now from toddler to early school age, the increase with age, and gender differences, with girls outperforming boys. We also reaffirmed strong links, both contemporaneous and in the longitudinal sense, between in hibitory control and multiple, diverse measures of children's conscience at early school age, including observations of moral conduct, moral cognition, and moral self. The findings are discussed in view of the increasingly appreciated importance of temperament for critical aspects of socialization.  相似文献   

Capital whisperers and POMOs     

Georgina Murray 《Educational Philosophy and Theory》2018,50(14):1382-1383

  相似文献   

New Technology and Educational Television     

J. F. Murray 《Learning, Media and Technology》1988,14(1):5-25

The first part of the article provides a historical account of the broad phases of development that educational television has passed through as a result of social and technological influences:

• its beginnings in broadcasting in the fifties and sixties;

• its development through the video age in the seventies and eighties, with widening scope and opportunity as a result of developments in production and reception/recording equipment and an expansion of communication channels;

• its present potential, at the dawn of the interactive age, as a result of the influences of new technology.

The article then examines the problems of integrating new television‐related technologies into the educational system and draws attention to:

• the frequent past failures of the educational system to fully exploit new technologies, resulting in superficial integration and ineffectual use;

• the current tensions between the traditional educational technology approach and the drives behind much new technology;

• the need for appropriate systems and structures to ensure that the evaluation of such new technologies is properly resourced and effectively carried out.

  相似文献   

Positive and negative successive contrast effects following multiple shifts in reward magnitude under high drive and immediate reinforcement     

Frederick R. Maxwell  Richard S. Calef  D. W. Murray  J. C. Shepard  R. A. Norville 《Learning & behavior》1976,4(4):480-484

Multiple shifts in reward amount were given to rats in a straight runway. Both positive and negative contrast effects were observed. A positive contrast effect was observed, however, only if the shift from small to large reward occurred while the subject was evidencing a negative contrast effect. Implications for current conceptions of reinforcement contrast are discussed.  相似文献   

Reviews: 1     

Linda Murray  Director 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):529-530

Riding, Richard & Rayner, Steven (1998) Cognitive styles and learning strategies David Fulton (London) ISBN 1-85346-480-5 213 pp £19
http://www.fultonpublishers.co.uk orders@fultonpublishers.co.uk  相似文献   

Netskills and the current state of beliefs and practices in student learning: an assessment and recommendations     

Liam Murray  Triona Hourigan  Catherine Jeanneau  Dominic Chappell 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(3):425-438

This article analyses data from over 1000 student questionnaires dealing with how students currently use the web to support their learning. It discusses student understanding, needs, and expectations of the web and the overwhelming perception that the web now forms an integral part of their study and research practices. However, these practices require greater definition and refinement for and by the student. Evidence from some teaching staff is compared with that from students for validation purposes and has also revealed striking differences in perception and attitudes between the two groups. We identify specific needs on the part of most students in our survey who require greater guidance and study skills when using the web. These “Netskills” are described and recommendations are made concerning their acquisition and future development by students who are demanding that such skills become part of their own learning strategies.  相似文献