The effect of language specific factors on early written composition: the role of spelling,oral language and text generation skills in a shallow orthography     

Barbara Arfé  Julie E. Dockrell  Bianca De Bernardi 《Reading and writing》2016,29(3):501-527

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined.  相似文献   

Bakhtin's theory of dialogue: A construct for pedagogy, methodology and analysis     

Julie Hamston 《The Australian Educational Researcher》2006,33(1):55-74

This article describes the application of Bakhtin's (1981, 1986a,b) theorisation of language as dialogue to the study of young students' struggle with discourses of ethnicity within the context of a Studies of Asia curriculum project (Hamston 2003). Bakhtin's rich conceptualisation of the productive and ethical nature of dialogue has operated at all levels in this study as a theoretical, pedagogical, methodological and analytic research construct.  相似文献   

Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge     

Kristie J. Newton  Karin Lange  Julie L. Booth 《Journal of Experimental Education》2020,88(4):503-515

Abstract

Psychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed.  相似文献   

Orthographic knowledge: clarifications,challenges, and future directions     

Apel  Kenn  Henbest  Victoria S.  Masterson  Julie 《Reading and writing》2019,32(4):873-889

Orthographic knowledge is the understanding of how spoken language is represented in print. However, the terms used to describe the two levels of orthographic knowledge, lexical and sublexical orthographic knowledge, have been variably defined and inconsistently measured, potentially contributing to discrepancies in research findings. Dissimilarities in how orthographic knowledge has been operationally defined and measured and the associated differences in tasks used to assess that construct are discussed. As part of that discussion, we relate how some measures assess either implicit or more explicit levels of orthographic knowledge. Using current theories and the existing research, we next provide an argument for how initial development of sublexical orthographic knowledge occurs before lexical orthographic knowledge. Suggestions are provided for what researchers might do in the future to help move the field toward a better understanding of orthographic knowledge. Strategies for assessing orthographic knowledge in literacy research are offered.

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Conditioned inhibition in feature negative discrimination learning with pigeons     

Daniel S. Gokey  Robert L. Collins 《Learning & behavior》1980,8(2):231-236

Discrimination performance was investigated with pigeons using feature negative (FN) discrimination procedures which differed in the temporal arrangement of the stimuli on S? trials. In both procedures, a single common element was presented on reinforced (S+) trials. In thesimultaneous FN procedure, a distinguishing element was presented simultaneously with the common element of S? trials. In thesequential FN procedure, the distinguishing element preceded onset of the common element on S? trials. In two experiments, the sequential FN procedure yielded better discrimination performance. In Experiment 1, a summation test designed to separate learning and performance variables indicated that sequential FN subjects had learned the negative relationship between the distinguishing element and reinforcement while simultaneous FN subjects had not. In Experiment 2, summation and acquisition tests indicated that the distinguishing element developed inhibitory properties in the sequential FN procedure but not in the simultaneous FN procedure.  相似文献   

Letter from the Editors     

Michael J. Weiss  Julie Edmunds  Stephanie Jones  Fatih Unlu  Beth Boulay  Luke Miratrix 《Journal of research on educational effectiveness》2020,13(1):1-2

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Audiogenic seizures in mice: Asymmetries of the preconvulsive running pattern and subsequent seizure     

Howard M. Reid  Robert L. Collins 《Learning & behavior》1982,10(3):321-324

Asymmetries in the progression of unilaterally and bilaterally induced audiogenic seizures were examined in DBA/2J and SJL/J mice. Both strains were found to exhibit consistent asymmetries in direction(s) of running as well as in the side of fall during a convulsion. This correspondence suggests that the bursts of running are an integral part of an audiogenic seizure. The incorporation of information on asymmetries of the locomotor prelude in future studies should prove valuable for understanding the physiological mechanisms of audiogenic seizure.  相似文献   

Parent Surveys for Teacher Evaluation     

Kenneth D. Peterson  Christine Wahlquist  Julie Esparza Brown  Swapna Mukhopadhyay 《Journal of Personnel Evaluation in Education》2003,17(4):317-330

Parent or guardian perceptions play a specialized role in the evaluation of school teachers. Parents are important stakeholders in teacher success, they are in some instances partners in the teachers' work, parents have unique personal information about student learning, and they can report on the teacher duties to inform parents about the classroom and child progress. This study analyzed the responses of parents to 12 survey items concerning teacher performance in 201 classrooms. The surveys were used as part of an innovative teacher evaluation program in which teachers elected to include parent feedback as one objective data source for annual review. In this study three factors emerged as important concerns for parents: humane treatment of students, support for pupil learning, and effective communication and collaboration with parents. Recommendations for use of specific survey items can be based on the empirical results of this sampling. The data gathered by parent surveys define one dimension of quality which may vary in importance from one teacher to another.  相似文献   

Distributed leadership for personalized learning     

Julie M. Kallio  Richard Halverson 《Journal of Research on Technology in Education》2020,52(3):371-390

Abstract

Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that leaders enact to create the conditions for personalized learning practices. Drawing on a five-year, qualitative study of 11 personalized learning programs in the Midwest, we identify three macrotasks supporting personalized learning: reorganizing learning environments to support student voice and choice, assembling idiosyncratic technology ecosystems to distribute teaching and learning tasks, and redesigning instructional time to prioritize student’s interests, agency, and learning relationships. After we describe a number of microtasks associated with each macrotask, we discuss how a consideration of these kinds of leadership tasks can open the contemporary discussion of personalized learning from a narrow focus on learning technologies to an expansive vision of student-centered school reform.  相似文献   

Letting the village be the teacher: a look at community-based learning in Northern Thailand     

Lauren Collins 《Teaching in Higher Education》2019,24(5):694-708

ABSTRACT

Higher education in the U.S. sees global learning as critical to student development. Over the last seventy years, study abroad has emerged as the method of choice for teaching global knowledge and intercultural competence. In this context, community-based global learning programs are a type of program where students live in communities to learn directly from people and place. Looking at a field studies program in Northern Thailand, this paper explores the educational mobility of study abroad and impact on host communities. It shares findings on the experiences of two communities who have hosted study abroad students for almost twenty years. Best practices and recommendations for faculty and institutions running community-based global learning programs are shared, including the centrality of community voice in curriculum, benefits of applying a range of pedagogical methods on course, the critical nature of adequately preparing students for cultural immersion, and compensating communities justly for their work.  相似文献