The role of feedback from phonology to orthography in orthographic learning: an extension of item‐based accounts     

Meredith McKague  Chris Davis  Chris Pratt  Michael B. Johnston 《Journal of Research in Reading》2008,31(1):55-76

Skilled readers were trained to recognise either the oral (n=44) or visual form (n=40) of a set of 32 novel words (oral and visual instantiation, respectively). Training involved learning the ‘meanings’ for the instantiated words and was followed by a visual lexical decision task in which the instantiated words were mixed with real English words and untrained pseudowords, and the instantiated words were to be considered as words. The phonology‐to‐orthography consistency (feedback consistency) of the instantiated words was manipulated to investigate the role of feedback from phonology in orthographic learning. Masked consonant and vowel‐preserving form primes were used in the lexical decision task as probes of orthographic learning. Feedback‐consistent instantiated words were recognised significantly faster in lexical decision than feedback‐inconsistent instantiated words, and facilitation was significantly greater from consonant‐preserving than vowel‐preserving primes for orally but not visually instantiated words. The results support the hypothesis that orthographic representations based on a consonant frame can be generated from the speech signal before encountering the printed forms, and that feedback from phonology is involved in the early stages of orthographic learning.  相似文献   

Intersecting communities of practice in distance education: the program team and the online course community     

Ana‐Paula Correia  Niki Davis 《Distance Education》2008,29(3):289-306

This article is a case study that aimed at understanding the dynamics of two complementary communities involved in a distance education graduate program: one community of practice formed by the instructors and instructional developers, who designed and developed the program, and another created by the students and instructor in one of the online courses. The relationship between both communities and the evolution that occurred within the online course are analyzed. Emergent themes are discussed and recommendations are made for similar contexts and communities.  相似文献   

The persistence of error: a study of retracted articles on the Internet and in personal libraries     

PM Davis 《Journal of the Medical Library Association : JMLA》2012,100(3):184-189

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Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates     

Jennifer Esposito  Corrie L. Davis  Ayanna N. Swain 《Journal of Educational Change》2012,13(2):235-258

In this article, we examine urban teachers’ perceptions of school reform models (SRMs) and culturally relevant pedagogy (CRP). In particular, we examined how urban educators altered mandated reform models in the best interests of their culturally and linguistically diverse students. We discuss data from a phenomenological study, which included in-depth interviews and a focus group with seven urban African-American educators. We explore three facets of the intersection of culturally relevant pedagogy and mandated school reforms: (1) Teachers’ use of CRP to empower urban students; (2) Teachers’ beliefs that SRMs hurt African American students more than help them; (3) Teachers’ adaptations of SRMs with culturally relevant practices. Finally, this article explores the implications for practice and policy when culturally relevant teachers struggle to utilize CRP in the implementation of SRMs.  相似文献   

Development of a neuroscience-oriented "methods" course for graduate students of pharmacology and toxicology     

Surratt CK  Witt-Enderby PA  Johnson DA  Anderson CA  Bricker JD  Davis VL  Firestine SM  Meng WS 《CBE life sciences education》2006,5(2):188-196

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Issues in Implementing a New Teacher Assessment System in a Large Urban School District: Results of a Qualitative Field Study     

Douglas R. Davis  Jonelle E. Pool  Michele Mits-Cash 《Journal of Personnel Evaluation in Education》2000,14(4):285-306

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Basic Irony: Examining the Foundations of School Mathematics With Preservice Teachers     

Brent Davis 《Journal of Mathematics Teacher Education》1999,2(1):25-48

This article reports on an inquiry into what tends to be taken for granted with regard to the teaching and learning of mathematics. The inquiry, undertaken in the context of a course on methods for mathematics teaching, was developed around an examination of the mathematical notions that infuse conventional theories of cognition and that permeate the structures and practices of school mathematics. In particular, concepts drawn from or aligned with Euclidean geometry were examined. Specifically, alternatives drawn from fractal geometry were explored. The importance of interrogating the often-transparent figurative underpinnings of our thinking about thinking is highlighted.  相似文献   

A computer adaptive measure of reading motivation     

Marcia H. Davis  Wenhao Wang  Neal M. Kingston  Michael Hock  Stephen M. Tonks  Gail Tiemann 《Journal of Research in Reading》2020,43(4):434-453

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Addressing violence against teachers: A social-ecological analysis of teachers' perspectives     

Susan D. McMahon  Eric Peist  Jacqueline O. Davis  Elizabeth McConnell  Samantha Reaves  Linda A. Reddy  Eric M. Anderman  Dorothy L. Espelage 《Psychology in the schools》2020,57(7):1040-1056

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.  相似文献   

Correction to: What do upper‑elementary and middle school teachers know about the processes of text comprehension?     

Davis  Dennis S.  Tenore  F. Blake  McElhone  Dot  DeIaco  Robyn 《Reading and writing》2022,35(9):2285-2285

Reading and Writing -  相似文献