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31.
Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635
A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article. 相似文献
32.
Judith Hodgson Sheila Mattison Ellie Phillips Gloria Pollack 《Educational Psychology in Practice》2001,17(3):263-272
This paper describes a study undertaken with a group of parents whose children had been referred to the Knowsley Child Guidance Service. A qualitative methodology was used to analyse in-depth interviews with parents. The results led to practical recommendations for the improvement of service delivery. These recommendations had implications for schools and other services involved with parents/carers and children. The survey also provided a base from which to develop a questionnaire for the continuing evaluation of good practice within the child guidance service. 相似文献
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Pierluigi Zoccolotti Maria De Luca Gloria Di Filippo Anna Judica Marialuisa Martelli 《Reading and writing》2009,22(9):1053-1079
The acquisition of reading skill was studied in 503 Italian children in first to eighth grade using a task that required reading
of lists of words and non-words. Analysis of the metric characteristics of the measures indicated that reading speed but not
accuracy was normally distributed across all ages considered. The role of specific effects (length, word frequency, and lexicality)
versus global factors in reading speed was examined using the Rate–Amount Model (RAM). A global processing factor accounted
for a large portion of the variance. Specific influences of length, frequency, and lexicality were detected in different periods
of development over and above the global processing factor. Length modulated performance at early stages of learning and progressively
less later on; in the case of non-words, the effect of length was large but did not change as a function of grade. The lexicality effect, present at all ages for high frequency words and by third grade for low frequency words increased with reading practice
indicating a progressive differentiation in the ability to read words and non-words. Finally, the effect of word frequency
was highest in third grade and then decreased. These findings are discussed in terms of their relevance for reading acquisition
in a language with transparent orthography and their implications for evaluating developmental reading deficits. Overall,
it is proposed that RAM is a useful tool for disentangling the role of specific versus global factors in reading development. 相似文献
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This study investigated within and cross-language effects of morphological awareness on word reading among Spanish-speaking children who were English Language Learners. Participants were 97 Spanish-speaking children in grade 4 and grade 7. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading after controlling for other reading related variables. English morphological awareness also explained unique variance in English word reading. Cross-linguistic transfer of morphological awareness was observed from Spanish to English, but not from English to Spanish. These results suggest that morphological awareness is important for word reading in Spanish, a shallow orthography with a complex morphological system. They also suggest that morphological awareness developed in children’s L1 is associated with word reading in English, their L2. 相似文献
38.
Gloria E. Napper E. William Vogler Joseph Donnelly Charlotte F. Sanborn 《Research quarterly for exercise and sport》2013,84(2):173-175
Abstract The influence of perceptions of the motivational climate and perceived ability on situational motivation and the physical activity behavior of 213 male and 229 female adolescent physical education students (M age= 12.56 years; SD = 0.96) was examined over a 3-day period. A significant age by gender interaction emerged, with physical activity declining from the sixth to eighth grade. The decline was more pronounced among female than male students. Perceptions of a mastery climate were strongly related to more self-determined forms of situational motivation. In contrast, perceptions of a performance climate were strongly related to less self-determined forms of situational motivation. Results of a hierarchical regression analysis revealed gender, perceived ability, and perceptions of a mastery climate to explain a significant amount of variance in physical activity. These findings suggest that promoting a mastery oriented motivational climate in physical education will foster self-determined situational motivation and physical activity. 相似文献
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Private higher education is growing, especially in developing and transitioning countries. Rapid growth frequently comes with concerns about quality. This article explores challenges and opportunities for higher education quality among private universities in Bangladesh. By presenting a vertical case study that explores interactions among actors at the institutional, national and global spheres, the authors argue for the need of developing quality standards that respond to the local realities of developing and transitioning countries. It is also argued that self-regulation among private universities is likely the most effective pathway for improvement. Bangladesh presents an ideal case for analysis given the rapid growth that higher education has experienced in the last 20 years in that country and given the current policy junction as Bangladesh begins to implement a newly developed quality assurance system. Other countries in the region in early stages of developing quality assurance and accountability systems may benefit from the findings of this study. 相似文献