A longitudinal study of two groups of children with early reading problems     

Elizabeth R. Forell  Joyce Hood 《Annals of dyslexia》1985,35(1):97-116

The word lists of the Standard Reading Inventory were administered to five successive classes of beginning third graders in a single school. Those students scoring at the two lowest levels, preprimer and primer, all of whom had received consistent individualized reading instruction, were interviewed and tested individually when they were in junior or senior high school. The preprimer group continued to show serious disability at follow-up, with a mean retardation of 4.5 years in reading and 5.9 years in spelling, and continued to require help from learning-disabilities teachers. The primer group, only 1–2 years retarded in reading and spelling, were coping academically with little special help.  相似文献   

TPACK design scaffolds for supporting teacher pedagogical change     

Koh  Joyce Hwee Ling 《Educational technology research and development : ETR & D》2019,67(3):577-595

Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers’ conceptions of pedagogical change can be supported through the use of different kinds of TPACK design scaffolds—a meaningful learning rubric, lesson design heuristics and TPACK Activity Types. The impact of these design scaffolds on the TPACK confidence and lesson design confidence of 47 teachers and instructors who were attending a graduate course in educational technology were assessed through pre and post course surveys. Expert ratings of technology-integrated lesson plans designed at the beginning and end of the course were also used to determine the extent of pedagogical change enacted. It was found that these design scaffolds had positive effects on teachers’ TPACK confidence and were useful for helping the teachers to articulate pedagogical change in their lesson designs. Participants’ feedback for improving the TPACK design scaffolds as well as guidelines for using these to support pedagogical change through TPACK professional development programmes are discussed.

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Conceptualising global competence: situating cosmopolitan student identities within internationalising South Korean Universities     

Joyce J. Kim 《Globalisation, Societies & Education》2019,17(5):622-637

ABSTRACT

Universities have increasingly pursued ‘world-class status’ and have prioritized internationalisation efforts. South Korean universities have accordingly invested billions of dollars in attracting foreign students and faculty, increasing English-medium instruction courses, and teaching curriculum related to global competence. This article applies a theory of cosmopolitanism to understand the relationship between global competence and student identity within internationalising South Korean universities. I argue that cosmopolitanism manifests in student identities at such universities in articulations that are contested and variegated. My findings suggest that cosmopolitanism demonstrates theoretical potential to conceptualise global competence in ways that overcome its critiques as Western-centric and elitist.  相似文献   

Learning science in an alternative context: The effects on a selected group of young science educators     

Joyce Nyhof-Young 《Journal of Science Education and Technology》1996,5(1):69-75

The Ontario Science Centre is a popular alternative learning environment for science and technology. Using semi-structured interviews, the research underpinning this paper investigates the experiences and effects of working as a Host or exhibit interpreter at the Science Centre. It examines how the Hosts benefit from the program in terms of their knowledge about and attitudes toward science and technology. What is distinctive about learning in this context, and its implications for science and technology education in schools, are discussed. The dominant aspects of learning for the respondents tended to be inspirational and attitudinal, as well as cognitive. The comments of the respondents indicate that in order to encourage learning in science and technology, science education needs to focus on more than a narrow concern with curriculum content.  相似文献   

Developing Reading,Spelling and Phonemic Awareness Skills in Primary School Children     

Rhona S. Johnston  Joyce Watson 《Literacy》1997,31(2):38-41

Phonemic awareness is beginning to become rather a buzz term in discussions about methods of teaching reading and there is widespread agreement that children need to develop this awareness in order to read effectively. It is not yet clear exactly how they should be taught this awareness and Rhona Johnston and Joyce Watson here describe their research into this issue.  相似文献   

Examining the complex roles of motivation and text medium in the persuasion process     

P. Karen Murphy  Theresa A. Holleran  Joyce F. Long  Jill A. Zeruth 《Contemporary educational psychology》2005,30(4):418-438

Models of persuasion (e.g., Petty & Cacioppo, 1986) and conceptual change (Dole & Sinatra, 1998) acknowledge that reader elaboration of and engagement with a given text increases the potential for belief change and that the process of elaboration or engagement is fueled by reader motivation. However, little is known about the predictive powers of various motivational constructs on belief change after reading compelling texts in both traditional paper and computer-based formats. As such, the present study examined how belief change is differentially influenced by three motivational constructs (i.e., need for cognition, topic interest, and topic interestingness), as well as the mediating role played by mode of delivery. Utilizing stratified, random sampling, college students responded to two persuasive articles presented through two distinct media—paper and computer. The results revealed that mode of delivery did not significantly influence belief change. In addition, of the three motivational constructs only need for cognition emerged as a statistically significant predictor of belief change, regardless of the mode of delivery. Implications for research and practice are forwarded.  相似文献   

How augmented reality,textual, and collaborative scaffolds work synergistically to improve learning in a science museum     

Susan A. Yoon  Emma Anderson  Miyoung Park  Karen Elinich  Joyce Lin 《Research in Science & Technological Education》2018,36(3):261-281

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Accelerating the development of reading,spelling and phonemic awareness skills in initial readers   总被引：1，自引：0，他引：1  

Johnston  Rhona S.  Watson  Joyce E. 《Reading and writing》2004,17(4):327-357

In Experiment 1, it was found that 5-year-oldnew school entrants taught by a syntheticphonics method had better reading, spelling andphonemic awareness than two groups taughtanalytic phonics. The synthetic phonicschildren were the only ones that could read byanalogy, and they also showed better reading ofirregular words and nonwords. For one analyticphonics group the programme was supplemented byphonological awareness training; this led togains in phonemic awareness but not reading orspelling compared with the other analyticphonics group. The synthetic phonics programmewas taught to the analytic phonics groups aftertheir initial programmes had been completed andpost-tested. The group that had hadphonological awareness training did not performbetter than the other two groups when tested 15months later; this was also the case when thesame comparison was made for the the subset ofchildren that had started school with weakphonological awareness skill. Speed of letterlearning was controlled for in Experiment 2; itwas found that the synthetic phonics groupstill read and spelt better than the analyticphonics group. It was concluded that syntheticphonics was more effective than analyticphonics, and that with the former approach itwas not necessary to carry out supplementarytraining in phonological awareness.  相似文献   

Childshock: The effects of apartheid on the mental health of South Africa's children     

Joyce Hickson  Susan Kriegler 《International journal for the advancement of counseling》1991,14(2):141-154

Apartheid has negatively affected the lives of all South African children but its effects have been particularly devastating for black children. The consequences of poverty, racism and violence have resulted in psychological disorders, and a generation of maladjusted children may be the result. This article describes the trauma associated with growing up in a divided society and the childshock caused by political unrest and a society in the throes of major social transition. Although the present mental health system is grossly inadequate, hopefully the dismantling of apartheid, social reconstruction and innovative counseling approaches will in time promote the psychological well-being of all South Africa's children.  相似文献   

Childbirth Education Prior to Pregnancy? Survey Findings of Childbirth Preferences and Attitudes Among Young Women     

Joyce K. Edmonds  Taylor Cwiertniewicz  Kathrin Stoll 《The Journal of perinatal education》2015,24(2):93-101

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