Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words     

Matthew K. Burns  Lisa N. Aguilar  Kristy Warmbold‐Brann  June L. Preast  Crystal N. Taylor 《Psychology in the schools》2021,58(1):5-17

Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed.  相似文献   

The Impact of Coordination Methods on the Enhancement of Business Writing     

Edmund Prater  Hyeun-Suk Rhee 《Decision Sciences Journal of Innovative Education》2003,1(1):57-71

Universities with limited resources are being pressured to cover more material within their degree programs. Because of this, schools are looking to integrate material from different classes. This paper sets out to determine if students can learn business writing within the context of another class, specifically, an information systems class. The goal is to eliminate the need for a separate business‐writing course. However, the students will have to learn the material with limited support in order not to place an additional load on the instructor. This study investigates whether individuals can develop their business‐writing skills during the course of repeated group work and whether there are differences in the level of their learning, based on collaborative media. The results show that individuals can learn business‐writing skills with a minimum of support through direct instruction. In addition, there is no difference between individuals working in face‐to‐face (F2F) groups and those working in groups using electronic collaborative work (ECW) systems.  相似文献   

Beyond magical thinking: Doing the real work of diversifying our institutions     

Mitchell J. Chang  June C. Chang  María C. Ledesma 《About Campus》2005,10(2):9-16

U.S. Supreme Court opinions have left some doors open for institutions to build the kinds of diverse student populations that are known to enrich the learning of all students. But simply inviting diverse students through those doors is not doing nearly enough.  相似文献   

Differences in College Access and Choice Among Racial/Ethnic Groups: Identifying Continuing Barriers     

Hurtado  Sylvia  Inkelas  Karen Kurotsuchi  Briggs  Charlotte  Rhee  Byung-Shik 《Research in higher education》1997,38(1):43-75

This study focuses on the college application behaviors of students from various racial/ethnic groups in order to understand differences in access and college choice. Student characteristics, predispositions, academic abilities, and income levels were taken into account in our analyses. We analyzed data from the National Education Longitudinal Study (NELS) and the Beginning Postsecondary Student Longitudinal Study (BPS) and found significant group differences in preparation behaviors, college application behavior (number of colleges to which students applied), and attendance at their first choice of institution. The results of this study call attention to the need for campuses to evaluate the potential effects of policy decisions that may impact student choice for different populations of students.  相似文献   

Introduction to special issue on violence in educational settings     

June D. Gorski  Laura Pilotto Ph.D. Candidate 《Educational Psychology Review》1995,7(1):1-6

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Using the newspaper to support children's emerging literacy     

June Rose Richie  Janet E. Foster  John M. Johnston 《Early Childhood Education Journal》1991,19(2):28-31

Young children's literacy development involves emerging knowledge, skills, and attitudes about both written and oral language. However, until relatively recent years, children's oral language development has received the lion's share of attention in most early childhood programs. What young children know about written language and their natural ability to learn about writing and reading have been underestimated and misinterpreted and so have received little developmentally appropriate support from early childhood program administrators, teachers, parents, and the public.June Rose Richie is Associate Professor of curriculum and instruction, while Janet E. Foster is Assistant Professor and John M. Johnston is Professor of early childhood education, at Memphis State University, Memphis, TN.  相似文献   

AN EXAMPLE OF THE APPLICATION OF A BALANCED INCOMPLETE BLOCK DESIGN     

June Yang 《Assessment & Evaluation in Higher Education》1985,10(3):250-253

A study was conducted to estimate the reliability of oral examinations at the College of Medicine, The University of Iowa. In this paper, a part of the study is presented to provide the reader with an example of the applicability of a Balanced Incomplete Block Design (BIBD). This type of design is used when only fewer than all participating examiners can rate each examinee. Such a design was proposed originally by Yates in 1936.(1 Yates, F. 1936. “Incomplete randomised blocks”. Annals of Eugenics, 7: 121–140. [Crossref] , [Google Scholar]) The methods for analysing data obtained by BIBD were presented by Fleiss.(2 Fleiss, J. L. 1981. “Balanced incomplete block designs for inter‐rater reliability studies”. Applied Psychological Measurement, 5(1): 105–112. [Crossref], [Web of Science ®] , [Google Scholar]) The reliability coefficient of the oral examination was .71, higher than some experts would anticipate in a similar situation. When some of the sources of error were eliminated by evaluating students' performances on audio‐tape, the reliability coefficient increased to .88.  相似文献   

The Quadrupedal,Graminivorous Child     

June Pitcher 《Cambridge Journal of Education》1975,5(3):148-149

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Melvyl联合目录的记录合并机制     

张俊娥 《大学图书馆学报》2005,23(2):65-67

联合目录中重复记录的判定和合并是至关重要的。本文介绍美国加利福尼亚大学Melvyl联合目录的系统自动合并记录的机制。  相似文献   

Using the TV Show Numbers in a Statistics Course*     

Bo van der Rhee 《Decision Sciences Journal of Innovative Education》2010,8(2):385-389

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