Adolescent word reading in English as a foreign language     

Anat Prior  Rita Zeltsman-Kulick  Tami Katzir 《Journal of Research in Reading》2020,43(1):116-139

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Arab Contributions to World Knowledge: A Contemporary Curriculum Imperative     

Tami Craft Al-Hazza  Robert Lucking 《Multicultural Perspectives》2015,17(1):33-38

American K-12 school curricula are often bereft of acknowledgements of the historical contributions of Arab societies to our present-day intellectual heritage, an oversight most apparent in the sciences. Teachers in a thriving democracy are obliged to introduce contemporary scholarship that reflects the contributions of Arab scientists between the period of 850 and 1200 in the larger area of the Middle East. This article illuminates significant Arab scientists in history and offers appropriate resources for the K-12 classroom.  相似文献   

The role of RAN and reading rate in predicting reading self-concept     

Ronen Kasperski  Michal Shany  Tami Katzir 《Reading and writing》2016,29(1):117-136

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The incorporation of hands-on tasks in an online course: an analysis of a blended learning environment     

Thomas Chandler  Yoon Soo Park  Karen L. Levin  Stephen S. Morse 《Interactive Learning Environments》2013,21(5):456-468

This article describes the design and evaluation of a blended online/face-to-face course completed by more than 6000 learners throughout the United States of America and internationally. The educational impact was monitored using a variety of evaluation strategies. The results, in terms of achieved knowledge and overall satisfaction, indicate that a focus on online instruction combined with face-to-face, hands-on activities showed statistically significant improvement in the learners' understanding of the course material, while also validating the impact of the curriculum in their workplace. As illustrated through the blended course design, this study further showed that online learners with greater improvement in their pre- and posttest scores also exhibited significantly greater likelihood in demonstrating competency in several areas during the hands-on portion of the course. In particular, participants working in the information systems field exhibited the highest mean difference score (21.49) on the pre- and the posttests, while those working in the laboratory had the lowest (12.17). Likewise, the odds that participants who reviewed the course contents sought to further understand their job roles was 58.2 times greater for those in information systems, while it was only 19.0 times greater for laboratory staff, than those who did not review their job roles.  相似文献   

Families and Success in School     

Beatrice Morse  James E. McLean 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):226-229

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Challenges to quality of English medium instruction degree programs in Taiwanese universities and the role of local accreditors: a perspective of non-English-speaking Asian country     

Angela Yung Chi Hou  Robert Morse  Chung-Lin Chiang  Hui-Jung Chen 《Asia Pacific Education Review》2013,14(3):359-370

As the numbers of international students have grown, higher education institutions in Asia have offered a growing range of English medium instruction (EMI) degree programs. But Asian governments and higher education institutions have not thought deeply about how to ensure quality of English medium instruction degree programs. At the same time, their accreditors have not been fully aware of how to establish an external quality assurance mechanism to measure the quality of these programs. This study’s main purpose is to put the quality of the EMI degree programs of Taiwan higher education institutions into the perspective of the Taiwan’s institutions and one local Taiwan accreditor. With both qualitative and quantitative approaches, a survey targeting Taiwan’s colleges and universities and interviews of Higher Education Evaluation & Accreditation Council of Taiwan international reviewers and Asian higher education experts are used to examine the challenges of EMI implementation in Taiwan universities and the role of local accreditors playing in reviewing the English medium instruction degree programs.  相似文献   

Interacting for learning: Digital portfolios for a learning community in a university course     

Ina Blau  Nili Mor  Tami Neuthal 《Learning, Media and Technology》2013,38(3):241-255

This study investigates student interactions in a blog-based learning community in a university course. In addition, this study explores the dynamics of group interactions in individual blog-based environments compared with collaborative wiki-based educational activities. A learning community of 56 graduate students wrote individual blogs and weekly group summaries using a wiki environment. The posts were analyzed by identifying a post content type and explicit feedback promotions, and by counting the number of the blogger's own comments and the number of others’ comments per post, received from peers studying in the same versus the other offline group. The results show that choosing the appropriate type of post content (i.e., sharing experiences rather than providing information, explicitly calling for feedback, and providing the blogger's own comments) augments peer interaction in a blog environment, thus explaining 51.4% of variance in peer comments. Group interactions through comments in individual blogs, without the possibility of changing one another's content, seem to be non-intrusive and prompt interactions with offline as well as with online peers. In contrast, actual editing of texts through multi-authored collaborative wikis remained affected by student offline former acquaintance. The results are discussed in terms of social interactions and pedagogical beliefs.  相似文献   

Relations between drawing cubes and copying line diagrams of cubes in 7- to 10-year-old children     

Bremner JG  Morse R  Hughes S  Andreasen G 《Child development》2000,71(3):621-634

Previous research has suggested both links and differences between children's copying of line diagrams and their drawings of solid objects. If the diagram represents a familiar object, children make more errors than when copying a diagram of a nonobject or unfamiliar object, as if they are drawing from their representation of the object rather than copying the surface features of the diagram. However, copying a diagram yields fewer and different types of errors than drawing the equivalent solid, which suggests a different process. In Experiment 1 (n = 72), possible relations between copying and drawing are investigated by asking children to draw a solid cube, then to copy or trace a line diagram of the cube in oblique projection, and finally to draw the solid again. Copying was better than drawing, and there was positive transfer to a subsequent drawing. Tracing was very accurate, but transfer to drawing did not occur, possibly because of the automatic nature of tracing. In Experiment 2 (n = 120) different groups received versions of the copying task that differed in the extent to which temporal order of line copying was structured. Asking children to copy the lines in a systematic order led to improved copies, but this performance did not carry over to a subsequent drawing of the solid. In contrast, when temporal ordering of line copying was not manipulated, there was positive transfer from copying to the subsequent drawing. In Experiment 3 (n = 80), provision of structure that emphasized faces by color-groupings of lines or coloring faces led to improved copies and did not hinder transfer to drawing the solid. Experiment 4 (n = 90) showed that in a solid drawing task emphasis on faces but not edges produced a positive effect, both on the immediate drawing and on a subsequent drawing of a plain cube. We conclude that emphasis on order of line copying improves performance in a copying task because in that case line-to-line matching is an important element of the skill, whereas this does not aid drawing of the solid object, in which the focus is primarily on representation of faces and their interrelations.  相似文献   

Family Child Care Learning Environments: Caregiver Knowledge and Practices Related to Early Literacy and Mathematics     

Beth M. Phillips  Erika E. Morse 《Early Childhood Education Journal》2011,39(3):213-222

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Infant speech recognition in multisyllabic contexts     

J V Goodsitt  P A Morse  J N Ver Hoeve  N Cowan 《Child development》1984,55(3):903-910

In 2 infant speech recognition experiments using trisyllabic sequences, the amount of redundancy within nontarget, context syllables was manipulated. Infants 6 1/2 months old were trained to discriminate the syllables [ba] versus [du] in contexts that were either redundant (e.g., [ko ba ko] or [ti ba ti]) or mixed (e.g., [ko ba ti] or [ti ba ko]) A visually reinforced head-turning procedure was employed. In Experiment 1, context was manipulated between subjects, but in Experiment 2 each subject received all 4 contexts (2 redundant, 2 mixed). Infants consistently recognized the familiar target in all contexts, but did so more successfully in redundant than in mixed trisyllablic contexts. These results suggest that amount of speech redundancy may be an important factor in infants' perceptual capabilities.  相似文献