Documenting English syntactic development in face-to-face signed communication     

Akamatsu CT  Stewart DA  Becker BJ 《American annals of the deaf》2000,145(5):452-463

The authors explored the face-to-face English competence of five students who were participating in a larger study of teachers' use of English-based signing. Using case studies, the authors report on the students' development of English-based signing at the beginning and end of their involvement in this 4-year study. Grammatical forms similar in English and American Sign Language (ASL) were initially more readily produced when tested for in English, and showed consistently higher attainment levels across all the students, than grammatical forms that are different in English and ASL. The authors found emerging English forms that could be documented (a) between prompted and imitated utterances and (b) within blocks of test items examining the same grammatical constructions. The authors conclude that teachers' concerted efforts to use English-based signing as a language of instruction enhance deaf students' English acquisition. Such signing helps build a bridge between native sign language and the development of English skills necessary for literacy.  相似文献   

The effect of self-regulated learning strategies on performance in learner controlled computer-based instruction   总被引：6，自引：0，他引：6  

James D. Young 《Educational technology research and development : ETR & D》1996,44(2):17-27

The purpose of this study was to examine the effect of self-regulated learning strategies (SRLS) on performance in a learner-controlled and a program-controlled computer-based instruction (CBI). SRLS was measured using a self-regulated learning strategies questionnaire. Seventh-grade subjects were divided into high and low levels of SRLS and then randomly assigned to one of two versions of a CBI lesson: one allowing learner control over the sequence and content of the instruction and the other having the learners follow a linear instructional sequence. Results revealed that the performance differences between learners with high SRLS and those with low SRLS were greater under learner control than under program control (p<.05). Poor performance by subjects with low SRLS under learner control indicates a strong need for learners to possess self-regulatory learning strategies to achieve success under learner control. Program control, however, seems to minimize the performance differences between low and high levels of SRLS.  相似文献   

Using geometrical models in a process of reflective thinking in learning and teaching mathematics     

A. Gagatsis  T. Patronis 《Educational Studies in Mathematics》1990,21(1):29-54

In this paper we investigate how geometrical models can be used in learning and teaching mathematics, in connection with the development of a process of reflective thinking, which we study first in general. Some more specific questions — arising from the use of geometrical models in the classroom — have led us to an experimental study, the results of which are presented and discussed in the paper.  相似文献   

Preface     

Richard S. Johnson  Dennis P. Jones  Wayne R. Kirschling  G. Ben Lawrence  Sidney S. Micek  Allan L. Service  James R. Topping  Robert A. Wallhaus 《ASHE Higher Education Report》1977,6(4):ii-iii

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Relational Variables and Life Satisfaction in African American and Asian American College Women     

LaVerne A. Berkel  Madonna G. Constantine 《Journal of College Counseling》2005,8(1):5-13

The authors explored associations among relationship harmony, perceived family conflicts, relational self‐concept, and life satisfaction in a sample of 169 African American and Asian American college women. As hypothesized, higher relational self‐concept, or the extent to which individuals include close relationships in their self‐concepts, and relationship harmony scores were predictive of greater life satisfaction, whereas perceived family conflict was associated with lower life satisfaction. Implications for counseling African American and Asian American college women are discussed.  相似文献   

Peer Assessment Training in Teacher Education: Effects on performance and perceptions     

Dominique M. A. Sluijsmans  Saskia Brand-Gruwel  Jeroen J. G. van Merriënboer 《Assessment & Evaluation in Higher Education》2002,27(5):443-454

The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that were embedded in a redesigned course. Analyses of data derived from peer assessment reports written by the students showed that the experimental groups surpassed the control groups in the quality of the assessment skill. As a result of the training, students from the experimental groups also scored significantly higher grades for the end products of the course than students from the control groups. The results of the questionnaire showed that all students were significantly more satisfied with the redesigned course.  相似文献   

Environmental satisfiers in academe     

Della A. Pearson  Robert E. Seiler 《Higher Education》1983,12(1):35-47

Utilizing a nationwide sample of university professors in the United States, this study explored job satisfaction levels of academicians and the differences between perceived satisfaction of faculty in professional schools and that of faculty in other disciplines. The results were based upon responses from 336 faculty representing 24 universities selected on a stratified basis which included large, small, public and private universities. Teaching dimensions and research requirements were the most satisfying elements of the academic work environment; support and compensation aspects were the most dissatisfying. Faculty from professional schools reported higher levels of satisfaction for almost all of the 22 separate environmental dimensions, and these faculty also reported higher salaries and less stringent requirements for tenure and promotion. The demographic variables which explained the greatest amount of variance in work satisfaction scores were tenure, teaching load, sex, institution (public-private), and age. Salary and academic rank, which a priori are considered to be significant in an academician's satisfaction with work, appeared to have a lesser impact.  相似文献   

Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course     

C. T. C. W. Mettes  A. Pilot  H. J. Roossink 《Instructional Science》1981,10(4):333-361

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Effects of reinforcer delay and variability in a successive-encounters procedure     

Mazur JE 《Learning & behavior》2008,36(4):301-310

Pigeons responded in a successive-encounters procedure that consisted of a search period, a choice period, and a handling period. The search period was either a fixed-interval or a mixed-interval schedule presented on the center key of a three-key chamber. Upon completion of the search period, the center key was turned off and the two side keys were lit. A pigeon could either accept a delay followed by food (by pecking the right key) or reject this option and return to the search period (by pecking the left key). During the choice period, a red right key represented the long alternative (a long handling delay followed by food), and a green right key represented the short alternative (a short handling delay followed by food). The experiment consisted of a series of comparisons for which optimal diet theory predicted no changes in preference for the long alternative (because the overall rates of reinforcement were unchanged), whereas the hyperbolic-decay model predicted changes in preference (because the delays to the next possible reinforcer were varied). In all comparisons, the results supported the predictions of the hyperbolic-decay model, which states that the value of a reinforcer is inversely related to the delay between a choice response and reinforcer delivery.  相似文献   

Teaching evolutionary biology: Pressures,stress, and coping     

Joyce A. Griffith  Sarah K. Brem 《科学教学研究杂志》2004,41(8):791-809

Understanding what teachers need to be more comfortable and confident in their profession is crucial to the future of effective teachers and scientific literacy in public schools. This study focuses on the experiences of Arizona biology teachers in teaching evolution, using a clinical model of stress to identify sources of pressure, the resulting stresses, and coping strategies they employ to alleviate these stresses. We conducted focus groups, one‐on‐one interviews, and written surveys with 15 biology teachers from the Phoenix area. On the basis of their responses, teachers were clustered into three categories: “Conflicted,” who struggle with their own beliefs and the possible impact of their teaching, “Selective,” who carefully avoid difficult topics and situations, and “Scientists,” who see no place for controversial social issues in their science classroom. Teachers from each group felt that they could be more effective in teaching evolution if they possessed the most up‐to‐date information about evolution and genomics, a safe space in which to reflect on the possible social and personal implications with their peers, and access to richer lesson plans for teaching evolution that include not only science but personal stories regarding how the lessons arose, and what problems and opportunities they created. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 791–809, 2004  相似文献