Does exposure to orthography affect children's spelling accuracy?     

Maureen Dixon  Zofia Kaminska 《Journal of Research in Reading》2007,30(2):184-197

It has previously been reported that exposure to visually presented correctly and incorrectly spelled words has a significant effect on subsequent spelling accuracy. Previous research investigating this process in skilled adult readers has shown very robust effects that encountering a misspelling has a detrimental effect on spelling accuracy whereas encountering a correct spelling has a beneficial effect. This effect is considered to be mediated via an implicit priming mechanism. In the current study, children with a mean age of 10 years were tested using a similar procedure to the experiments with adults but the results revealed a qualitatively different pattern. Children showed a significant beneficial effect following presentation of a correct spelling but no measurable effect of encountering a misspelling on subsequent spelling accuracy. The fact that children's spelling output was also found to be affected by depth of encoding at the point of presentation points towards an explanation of children using explicit rather than implicit processing of prior information.  相似文献   

Student perceptions of the situational,institutional, dispositional and epistemological barriers to persistence     

Maureen R. Garland 《Distance Education》1993,14(2):181-198

Ethnography was used to elucidate barriers to completion in natural resource sciences distance education. The aim was to increase understanding of those variables associated with persistence and withdrawal, particularly to discern better the role of disciplinary content in these phenomena. The courses provide exemplars of epistemological stances that are broadly relevant. Both withdrawal and persisting students experienced situational, institutional, dispositional and epistemological problems that posed barriers to completion. Elucidation of the epistemological problems makes it evident that course content itself cannot be ignored in any theoretical or practical consideration of distance education attrition.  相似文献   

Research Supervision: the value of collegiality     

Lewis Elton∗  Maureen Pope 《Cambridge Journal of Education》1989,19(3):267-276

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Responding to Traumatic Events on College Campuses: A Case Study and Assessment of Student Postdisaster Anxiety     

Maureen A. McCarthy  LuAnnette Butler 《Journal of College Counseling》2003,6(1):90-96

Campus communities can be severely affected by a disaster. It is, therefore, important for counselors to establish contingencies for these unexpected events. The authors present a case study outlining specific outcomes of a natural disaster. Results showed that levels of anxiety and irritability declined significantly over the course of an academic year following the event. The Conservation Resources model is used as a framework for addressing the effects of a disaster.  相似文献   

The Medical Information Working Party,Annual Report 1990     

Maureen Forrest 《Health information and libraries journal》1991,8(3):158-158

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Incompletely shown objects in children's books: one child's response     

Maureen Crago 《Children‘s Literature in Education》1979,10(3):151-157

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The peer influence process     

Maureen T. Hallinan 《Studies in Educational Evaluation》1981,7(3):285-306

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The untrained eye? A preschool child explores Felix Hoffmann'sRapunzel     

Hugh  Maureen Crago 《Children‘s Literature in Education》1976,7(3):135-151

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Observation and comparison tasks using ordinary and novel objects     

Maureen A. Dietz  James P. Barufaldi 《科学教学研究杂志》1975,12(2):193-198

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Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship     

Maureen Ebben  Julien S. Murphy 《Learning, Media and Technology》2014,39(3):328-345

The rapid rise of MOOCs (Massive Open Online Courses) signals a shift in the ways in which digital teaching and learning are engaged in and understood. Drawing upon a comprehensive search of nine leading academic databases, this paper examines the initial phase of MOOC scholarship (2009–2013), and offers an analysis of these empirical studies that conceptualizes themes in MOOC scholarship and locates them within a chronological framework. Two key phases of scholarship about MOOCs are identified, each with associated research imperatives and themes. Phase One: Connectivist MOOCs, Engagement and Creativity 2009–2011/2012. Themes of Phase One include: development of Connectivism as a learning theory, and technological experimentation and innovation in early cMOOCs. Phase Two: xMOOCs, Learning Analytics, Assessment, and Critical Discourses about MOOCs 2012–2013. Themes of Phase Two include: the rise of xMOOCs, further development of MOOC pedagogy and platforms, growth of learning analytics and assessment, and the emergence of a critical discourse about MOOCs.  相似文献