The myth of the foolproof script: can paraprofessionals effectively improve kindergarten student achievement using a scripted phonics program?     

Renarta Hutchinson Tompkins  Nancy Ratcliff  Cathy Jones  Samuel Russell Vaden  Gilbert Hunt  Heather Chase Sheehan 《Early Years: An International Journal of Research and Development》2012,32(3):313-323

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A Method for Investigating Concept Understanding in Science     

R. J. Osborne  J. K. Gilbert 《International Journal of Science Education》2013,35(3):311-321

Summaries

English

The authors report on an ‘Interview about instances’ technique for the investigation of students’ concept understanding in science. The potential and limitations of this technique has been explored in relation to the concepts ‘work’ and ‘electric current’ in 50 trial interviews involving students over the age range seven to 18 years. Some of the findings are reported here and suggestions made for further studies using the ‘Interview about instances’ technique.  相似文献   

Creating Scientific Concepts     

John K. Gilbert 《International Journal of Science Education》2013,35(17):2407-2409

This article presents and discusses outcomes arising from a recently completed National Primary Science Survey (England) intended, in part, to elicit how teachers and others perceive the effectiveness of colleagues and the schools in which they work to implement and deliver primary science within the National Curriculum. While the majority view among respondents was found to be generally positive and encouraging, particularly so in terms of school ethos and regard for science as a curriculum area, certain personal or ‘intrinsic’ and environmental or ‘extrinsic’ elements were nevertheless identified as more inhibiting than others and for certain subgroups within the sample of participants itself. The majority of findings reported here were obtained using a seven-scale, 49-item diagnostic research instrument originally developed for use in New Zealand and subsequently transported to other locations around the world. In its first fully documented use within the UK, the validity, reliability and potential of this instrument to provide teachers and others with a means of evaluating science education provision together with providing an evidence-base for professional dialogue, strategic planning and decision-making for overall school improvement are considered.  相似文献   

Achievement as a Function of Test Item Complexity and Difficulty     

Gilbert Sax  Enid G. Eilenberg  Alan J. Klockars 《Journal of Experimental Education》2013,81(4):90-93

The effects of training tests on subsequent achievement were studied using 2-test item characteristics: item difficulty and item complexity. Ninety Ss were randomly assigned to treatment conditions having easy or difficult items and calling for rote or complex skills. Each S was administered two training tests during the quarter containing only items defined by his treatment condition. The dependent measure was a sixty item final examination with fifteen items reflecting each of the four treatment condition item types. The results showed greater achievement for those trained with difficult items and with rote items. In addition, two interaction of treatment conditions with type of test items were found. The results are discussed as supporting a hierarchical model rather than a “similarity” transfer model of learning.  相似文献   

This Just Makes Sense: Yearlong Experiences in a High School Professional Development School     

John Fischetti  Lisa Garrett  Jim Gilbert  Steve Johnson  Phil Johnston  Ann Larson 《Peabody Journal of Education》2013,88(3-4):310-318

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Inhibitory Control During Emotional Distraction Across Adolescence and Early Adulthood     

Julia E. Cohen‐Gilbert  Kathleen M. Thomas 《Child development》2013,84(6):1954-1966

This study investigated the changing relation between emotion and inhibitory control during adolescence. One hundred participants between 11 and 25 years of age performed a go‐nogo task in which task‐relevant stimuli (letters) were presented at the center of large task‐irrelevant images depicting negative, positive, or neutral scenes selected from the International Affective Picture System. Longer reaction times for negative trials were found across all age groups, suggesting that negative but not positive emotional images captured attention across this age range. However, age differences in accuracy on inhibitory trials suggest that response inhibition is more readily disrupted by negative emotional distraction in early adolescence relative to late childhood, late adolescence, or early adulthood.  相似文献   

Recommendation File on Books     

Marguerite Gilbert 《Clearing house (Menasha, Wis.)》2013,86(1)

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Moments     

Gilbert Thomas 《The Educational forum》2013,77(3)

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No Answer     

Gilbert Thomas 《The Educational forum》2013,77(4)

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UNDERSTANDING THE EDUCATIONAL NEEDS OF OLDER ADULTS: A NEW APPROACH     

Gilbert J. Leclerc 《Educational gerontology》2013,39(2-3):137-144

The educational needs of 103 adults aged 55‐75 were investigated. Using an approach that focused on existential needs prior to assessing their educational needs, and adopting a procedure that helped the group to identify their most basic needs, the inquiry found out that the educational needs expressed through this method considerably differed from those found through traditional checklist methods and are closely related with the major problems of older people at and after the retirement period.  相似文献