Perception and practice of writing for publication by faculty at a doctoral-granting university     

Robert Boice  Karin Johnson 《Research in higher education》1984,21(1):33-43

Of a faculty of 685 at a doctoral-granting university, 400 completed a questionnaire (the Writing Habits Survey) indicating the patterns and conditions under which they write for publication, the techniques they employ to facilitate their writing, and the factors that inhibit their writing. Overall, faculty seemed to devote substantial efforts to writing, they reported using rather unsystematic methods of writing, and they cited a lack of time as the chief constraint on their writing. The most productive writers seemed to work at writing in a regular (as opposed to sporadic) fashion, to have little anxiety about writing, and to minimize negative attitudes about the editorial process.  相似文献   

A review of research on teachers’ use of student data: from the perspective of school leadership     

Jingping Sun  Robert Przybylski  Bob J. Johnson 《Educational Assessment, Evaluation and Accountability》2016,28(1):5-33

Despite the increased worldwide acknowledgment of the importance of teachers’ use of formative and/or summative assessment data to improve teaching and learning, empirical research on its impacts on student learning is sparse. Even more so is the lack of studies on the best ways for school leaders to develop teachers’ capacity. Teachers generally have low efficacy in using student data to inform their day-to-day instructions. Teachers lack the basic skills to understand, interpret, and analyze data, develop instructional strategies based on data, and implement research-based instructional strategies in classrooms to address the weaknesses reflected from data analysis results. Any gap in this chain of instructional actions would lead to ineffective teaching and learning in classrooms. This study synthesizes research located from on-line databases on teachers’ data use conducted in the last 14 years and examines the nature, impacts, and shapers of teachers’ use of student formative and/or summative assessment data to improve teaching and learning. This review provides a much-needed guide to school leaders and policy makers in the USA, as well to other jurisdictions that want to make evidence-based decisions in the hopes of improving student learning and teachers’ capacity in data use.  相似文献   

DEVELOPMENT OF A PEER ASSESSMENT TECHNIQUE FOR OBTAINING INDIVIDUAL MARKS ON A GROUP PROJECT     

Judy Goldfinch  Robert Raeside 《Assessment & Evaluation in Higher Education》1990,15(3):210-231

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The salish consortium for the improvement of science teaching preparation and development     

Dr. Herbert K. Brunkhorst  Robert E. Yager  Bonnie J. Brunkhorst  Martin A. Apple  David M. Andrews 《Journal of Science Teacher Education》1993,4(2):51-53

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A review of recent research in the area of initial fraction concepts     

Anne Pitkethly  Robert Hunting 《Educational Studies in Mathematics》1996,30(1):5-38

This paper reviews recent research in the area of initial fraction concepts. The common goal of the empirical studies which are represented in this analysis was to assist children develop a meaningful understanding of the rational number construct, founded on durable fraction concepts. Two interpretations of findings were derived from the research. One group of researchers identified initial fraction concepts emerging from the application of intuitive mechanisms, in particular partitioning in either continuous or discrete contexts, and leading to unit identification and iteration of the unit. The other group of researchers identified ideas of ratio and proportion present in young children's early thoughts about fractions.By generating links between studies, integrated research is created and consensus regarding critical problems and future directions is reached. Concluding remarks pose questions for further investigation.  相似文献   

Text-signaling devices and their effects on reading and memory processes   总被引：6，自引：0，他引：6  

Robert F. Lorch Jr. 《Educational Psychology Review》1989,1(3):209-234

Signals are writing devices that emphasize aspects of a text's content or structure without adding to the content of the the text. Findings are reviewed for studies of several different types of signaling devices, including: titles, headings, previews, overviews, summaries, typographical cues, recall sentences, number signals, importance indicators, and summary indicators. Most investigations have examined how the presence of signals in a text affects subsequent memory for the text. Virtually all types of signals produce better memory for information they cue in a text, whereas memory for unsignaled information often is unaffected. Less attention has been directed to signaling effects on other cognitive processes, such as attention, basic reading processes, and comprehension. It is argued that an understanding of how signals influence these processes will contribute to the application of signaling research to reading and writing instruction and to our general understanding of reading.  相似文献   

Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners     

Robert Savage  George Georgiou  Rauno Parrila  Kristina Maiorino 《Scientific Studies of Reading》2018,22(3):225-247

We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or Best-Practices small-group reading programs, typically for 10–11 hr over 10 weeks. Students were matched on baseline reading and language abilities, parent demographic measures, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the DMSfV program (p < .05 for word reading and spelling at posttest and word reading and sentence comprehension at 5-month delayed posttest), with discernible valued added for the DMSfV condition across all follow-up measures. Results support the use of small-group preventative literacy intervention models that teach both direct mapping of grapheme–phoneme correspondences in text and set-for-variability.  相似文献   

Adult-Child Relationship Processes and Early Schooling   总被引：5，自引：0，他引：5  

Robert C. Pianta 《Early education and development》1997,8(1):11-26

This paper highlights the importance of social processes in early school outcomes. Child-adult relationships are a social context with particular salience for the development of a number of social and academic outcomes in early childhood. Research on both child-parent and child-teacher relationships is reviewed. Measurement technologies are described and conceptual perspectives based on dyadic systems models are advanced as heuristics for future research. Practice implications are drawn with respect to assessment of relationships and implications for conceptualization of early childhood outcomes.  相似文献   

Antecedents of college students' study deficiencies: the relationship between course features and students' study activities     

John W. Thomas  Linda Bol  Robert W. Warkentin 《Higher Education》1991,22(3):275-296

Students entering institutions of higher learning have been observed to be deficient in the skills and dispositions necessary for engaging in sustained autonomous study. Evidence from investigations comparing instructional features and students' study activities across different courses and grade levels suggests that (a) particular features of courses may act to prompt or inhibit the development of proficiency at academic studying; and (b) the difficulties experienced by postsecondary students may be traced to certain discontinuties between characteristics of courses at the secondary versus post-secondary levels. These discontinuities can be described in terms of three dimensions: (a) differences in the demands made on particular study activities associated with different coursework requirements; (b) the degree to which instructors provide supportive practices designed to facilitate or sustain students' productive study activities; and (c) the prevalance of teaching strategies designed to compensate students for their study deficiencies. Using evidence from extant research on studying and results from recent investigation of secondary-level courses, the claim is made that particular patterns of instructor-implemented demands (workload, test difficulty, and latitude for self-direction) and compensations (test review practices, overlap between test items and instructor handouts, and the presence of safety nets) might account for deficiencies in the study activities of postsecondary graduates. Further, improving the level of preparedness of secondary-level graduates for the demands associated with higher education courses is discussed in terms of the need for the provision of particular support practices (e.g., feedback, clear performance expectations, and guided practice) in secondary-level courses.  相似文献   

Acknowledgement     

Robert S. Ruskin 《ASHE Higher Education Report》1974,3(5):i-i

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