Reciprocal teaching of social studies in inclusive elementary classrooms   总被引：2，自引：0，他引：2  

Lederer JM 《Journal of learning disabilities》2000,33(1):91-106

Reading comprehension relies on the use of metacognitive strategies. Reciprocal teaching has been found to be an effective comprehension technique to use with students with learning disabilities. This study examined the effectiveness of reciprocal teaching during social studies instruction with several students with learning disabilities in fourth-, fifth-, and sixth-grade inclusive classrooms. One hundred and twenty-eight students in Grades 4, 5, and 6 participated. Four comprehension assessments were administered, as well as an external measure and 30-day maintenance assessment. A mixed-design MANOVA was used to determine interaction on three reading comprehension measures. Results indicated that all students improved their performance on comprehension measures compared with students in the control groups. Improvement continued to be displayed after 30 days in both the sixth and the fourth grades. Students with learning disabilities significantly improved their ability to compose summaries compared to the control students.  相似文献   

Bilingual education for majority english-speaking children     

Wallace E. Lambert  Fred Genesee  Naomi Holobow  Louise Chartrand 《European Journal of Psychology of Education - EJPE》1993,8(1):3-22

A variety of second-language program options are available to anglophone children in Montreal’s public schools: French-as-a second-language (FSL), delayed and early French immersion, and full French-medium schooling. In this research, the achievement in French, English, and mathematics of two cohorts of anglophone students in each of these program options was evaluated longitudinally through grade 6 (12 years of age). The performance of these students was compared to that of comparable anglophone and francophone control groups who were attending conventional all-English and all-French schools, respectively. In terms of approximations to native-like command of French, the French-medium option was the most effective followed by the early immersion option: students in these programs were generally indistinguishable from the French Controls on all written French language tests and in mathematics. On tests of French oral skills, however, they scored below the French Controls, the extent of disparity depending on the opportunities available for social interaction with francophones. As well, no retardation in English language development was found for any of the options, even those that provided little instruction time in English. To the contrary, anglophone students scored significantly higher than English Controls on tests of English and mathematics, and in general the more concentrated the second language component, the better they performed relative to the controls on first language skills and mathematics. The apparent transfer of competence from second language to first and the bilingual advantages involved in these results are discussed in terms of time spent on the target language, the mode of instruction, and the opportunities provided for interaction with native-speaking peers.  相似文献   

Three- to Four-Year-Old Children Rapidly Adapt Their Predictions and Use Them to Learn Novel Word Meanings     

Naomi Havron  Alex de Carvalho  Anne-Caroline Fiévet  Anne Christophe 《Child development》2019,90(1):82-90

Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition.  相似文献   

A review of handwriting research: Progress and prospects from 1980 to 1994     

Steve Graham  Naomi Weintraub 《Educational Psychology Review》1996,8(1):7-87

Contemporary handwriting research has focused on skilled performance, the developing capabilities of children, atypical development, the effectiveness of various letter forms, instructional techniques, and the construction and evaluation of assessment instruments. This paper critically reviews and synthesizes research conducted between 1980 and 1994 in each of these areas, providing suggestions for future research. Considerable progress was made during this time period in understanding the processes involved in handwriting control and development as well as in teaching students with handwriting difficulties. In addition, advances in theory, experimental procedures, on-line recording devices, and computerized instructional programs resulted in an increased level of sophistication. Thus, the prospects for future research in this area are promising.  相似文献   

Comparing first- and third-person perspectives in early elementary learning of honeybee systems     

Peppler  Kylie  Thompson  Naomi  Danish  Joshua  Moczek  Armin  Corrigan  Seth 《Instructional Science》2020,48(3):291-312

Prior literature has begun to demonstrate that even young children can learn about complex systems using participatory simulations. This study disentangles the impacts of third-person perspectives (offered by traditional simulations) and first-person perspectives (offered by participatory simulations) on children’s development of such systems thinking in the context of the emergent complexity of honeybee nectar foraging. Specifically, we worked with three first-grade classrooms assigned to one of three conditions—instruction through use of a first-person perspective only, third-person perspective only, and integrated instruction—to engage ideas of complex systems thinking. In each condition, systems concepts were targeted through instruction and assessment. The integrated and third-person classrooms demonstrated significant gains while the first-person classroom showed gains that were not statistically significant, suggesting that third-person perspectives play a critical role in how children learn systems thinking. This work also puts forth a novel assessment design for young children using multiple-choice questions.

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Analyzing Instructionally Focused Education Systems: Exploring the Coordinated Use of Complementary Frameworks     

Donald J. Peurach  Maxwell M. Yurkofsky  Naomi Blaushild  Daniella Hall Sutherland  James P. Spillane 《Peabody Journal of Education》2020,95(4):336-355

ABSTRACT

Public school districts have been operating under a decade’s long press to move beyond functioning as engines of access-oriented mass public schooling to functioning as instructionally focused education systems pursuing educational excellence and equity. This press has researchers developing analytic frameworks useful for examining different ways that districts are responding. Even so, limitations in individual frameworks suggest a need to explore the coordinate use of complementary frameworks to support more comprehensive examinations of districts. This analysis explores the coordinated use of a “coupling framework” and a “systems framework” to analyze efforts in two districts to improve educational quality and to reduce disparities. Findings suggests that the coordinated use of the coupling and systems frameworks supports deeper analyses of instructional organization and management than either framework would on its own, and that further incorporating quality and equity frameworks would support still-deeper analyses. From the perspective of this issue of the Peabody Journal of Education (PJE), the implication is that elaborating new institutional theory to capture micro-level variation in response to macro-level dynamics is but one challenge faced by organizational researchers in education, and that the deeper challenge lies in considering alternative world views—paradigmatic assumptions—underlying the use of singular and complementary analytic frameworks.  相似文献   

Frailty in transition? Troubling the norms,boundaries and limitations of transition theory and practice     

Karen Gravett  Ian M. Kinchin  Naomi E. Winstone 《高等教育研究与发展》2020,39(6):1169-1185

ABSTRACT

This article focuses on ‘transition’ and how it is understood within higher education. Drawing on data from concept map-mediated interviews at two institutions, we examine the conceptions of transition held by academic and professional staff, who work to support students’ learning into and through higher education. We suggest that normative understandings of transition often draw upon a grand-narrative that orchestrates and reiterates a stereotypic understanding of students’ experiences. Often this narrative involves students’ interpellation into a field of discourse where the subject is constructed as both homogeneous and in deficit: ill-prepared, lacking in independence, as vulnerable and in need of support. However, this study suggests that beneath this discourse lies a more nuanced picture: one where students’ experiences can be conceptualised as diverse and fluid. Moreover, we employ the concept of pedagogic ‘frailty’ to expose the significance of the environments and wider contexts in which students ‘transition’, and to explore the impact of systemic tensions upon students’ experiences. This article further argues that future research should shift discussions away from the deficits of students, and examine how we can make underlying environmental and systemic challenges more explicit, in order to widen our understanding and discussions of these constraints.  相似文献   

Analysis of Readex's Serial Set MARC records: Improving the data for the library catalog     

Daniel Draper  Naomi Lederer 《Government Information Quarterly》2013

Colorado State University Libraries (CSUL) purchased the digitized United States Congressional Serial Set, 1817–1994 and American State Papers (1789–1838) from the Readex Division of NewsBank, Inc. and, once funds and records were available, the accompanying MARC records. The breadth of information found in the Serial Set is described, along with the difficulties in using the print version (incorporated in the literature review, which includes citations of announcements of the digital collections and reviews of the software). The digital version of the Serial Set has its advantages, but there are additional rewards (much greater discovery opportunities) when items in the digital collection are directly accessible from the library catalog. The purchased MARC records, while overall excellent, had problems that needed to be corrected before they were loaded into CSUL's Innovative Interfaces library catalog. Patron access impact was used as a criterion when determining which of the records would be fixed before loading. High impact problems were identified and solutions derived for: multiple 245 (title) fields; 245 s indicator zero with titles beginning with a, an, or the; dollar sign used in text; fixed field date; languages; subject headings; creating proxy URLs; classification numbers; and author authority control (e.g. corporate entries and presidential entry errors).  相似文献   

A Review of “Metadata for Digital Resources: Implementation,Systems Design and Interoperability”     

Naomi Eichenlaub 《Cataloging & classification quarterly》2013,51(4):348-351

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The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings   总被引：1，自引：0，他引：1  

Coral Kemp  Yuriko Kishida  Mark Carter  Naomi Sweller 《Early childhood research quarterly》2013

The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in free-play and meal-routine activities than group activities. Free-play and meal-routine activities provided better opportunities for active engagement than did group activities, but children were more actively engaged during meal-routine activities than during free play. Passive engagement was more commonly observed during group activities. Children interacted more with their peers during free play. When children with a diagnosis of autism spectrum disorder were compared with children with other disabilities, they were found to be significantly less engaged during free play and interacted less with their peers. The implications of these findings for inclusive practice in childcare settings are discussed.  相似文献