What makes a skilled writer? Working memory and audience awareness during text composition     

Denis Alamargot  Gilles Caporossi  David Chesnet  Christine Ros 《Learning and individual differences》2011,21(5):505-516

This study investigated the role of working memory capacity as a factor for individual differences in the ability to compose a text with communicative efficiency based on audience awareness. We analyzed its differential effects on the dynamics of the writing processes, as well as on the content of the finished product. Twenty-five graduate students composed a procedural text explaining how to assemble a model turbine. They were free to consult a documentary source, featuring captioned pictures of turbine parts and assembly steps, at any time. Graphomotor and eye movements were recorded using ‘Eye and Pen’ software with an eye-tracker and digitizing tablet. Results showed that high WM capacity writers used a different strategy to explore the visual source, making longer writing pauses and producing more detailed procedures, and achieved the communicative goal more efficiently, by introducing more reader supports. In conclusion, we discuss the feasibility of audience awareness training.  相似文献   

Explanatory learner models: Why machine learning (alone) is not the answer     

Carolyn P. Rosé  Elizabeth A. McLaughlin  Ran Liu  Kenneth R. Koedinger 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2943-2958

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Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science     

Rosária S. Justi  John K. Gilbert 《International Journal of Science Education》2013,35(12):1273-1292

A semi-structured interview was used to enquire into the knowledge of models and modelling held by a total sample of 39 Brazilian science teachers working in 'fundamental' (ages 6-14 years) and 'medium' (ages 15-17 years) schools, student teachers, and university teachers. This paper focuses on their perceptions of the role of models in science teaching. The teachers' ideas are organized in three groups: the status and value of models; the influences that inform the translation of these general ideas into classroom practice; and how they respond to the outcomes of students' modelling activities. The teachers interviewed generally showed an awareness of the value of models in the learning of science but not of their value in learning about science. They were also uncertain of the relationship that could exist in the classroom between various types of models. Modelling, as an activity by students, whilst praised in theory, would not seem to be widely practised. Where practised, the outcomes are by no means always treated with that integrity that learning about science would call for.  相似文献   

Writing like a reader     

Ros Fisher  Heather Sommerwill 《English in Education》1990,24(3):36-43

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Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique,Chile, Portugal,and Spain     

Pedro Rosário  José Carlos Núñez  Luisa Trigo  Carina Guimarães  Estrella Fernández  Rebeca Cerezo 《高等教育研究与发展》2015,34(1):173-187

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.  相似文献   

The development of student teachers’ research knowledge,beliefs and attitude     

Wietse van der Linden  Anouke Bakx  Anje Ros  Douwe Beijaard  Linda van den Bergh 《师资教育杂志》2015,41(1):4-18

This study reports on the development of second-year student teachers’ knowledge of research, and the changes in their beliefs and attitude regarding research during an introductory course at an institute for primary teacher education. Questionnaires and concept maps were administered before and after the course. The results showed that student teachers’ knowledge about research grew during the introductory course and that their positive beliefs about research became more positive, while their negative beliefs about research decreased. A positive change was found concerning the attractiveness of research to student teachers. Furthermore, student teachers’ self-efficacy regarding research appeared related to their beliefs and attitude: the more the student teachers were convinced of their abilities to conduct and use the results of research after the course, the more positive their beliefs and their attitude regarding research were. This study provides guidelines for institutes for teacher education on integrating research activities into their curricula, so that their student teachers develop research knowledge and positive beliefs and attitudes towards research.  相似文献   

Writing week-journals to improve the writing quality of fourth-graders’ compositions     

Pedro Rosário  Julia Högemann  José Carlos Núñez  Guillermo Vallejo  Jennifer Cunha  Vera Oliveira  Sonia Fuentes  Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032

Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing.  相似文献   

Informed choice and deaf children: underpinning concepts and enduring challenges   总被引：3，自引：0，他引：3  

Young A  Carr G  Hunt R  McCracken W  Skipp A  Tattersall H 《Journal of deaf studies and deaf education》2006,11(3):322-336

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The dimensional structure of reading assessment tasks in the IEA reading literacy study 1991 and the Progress in International Reading Literacy Study 2001     

Jan-Eric Gustafsson  Monica Rosén 《Educational Research and Evaluation》2013,19(5):445-468

The study investigates measurement properties of the reading assessment tasks used in the IEA 1991 Reading Literacy (RL) study and the Progress in International Readings Study (PIRLS) 2001 study. The analysis is based on data from the Swedish PIRLS study, comprising 16,676 students in grades 3 and 4. As an extension to the basic design, not only the PIRLS tasks were administered, but each student also completed 1 of the 2 booklets from the 1991 study. Using missing-data modeling techniques, confirmatory factor analysis models were estimated and tested for the complete set of reading tasks. Results show that both sets of tasks measure comprehension of reading continuous text, but that each of them also represents unique sources of variance. In the RL instrument, reading speed is one such component, and performance on tasks from the documents domain is another. The PIRLS tasks are influenced by the requirement to produce constructed responses. It is also demonstrated that the shared context among items referring to a particular text is a source of systematic variance.  相似文献   

Analysing the Role of the Teacher in Early Reading: A lesson for researchers     

Ros Fisher 《Teachers and Teaching》2013,19(3):297-313

This paper describes two parts of a research study that examined the role of the teacher of reading in the child's first year of school. Traditional research into reading has tended to examine the child's reading behaviour or the methods used by teachers. Research into teacher effectiveness tends to be large scale and uses standardised measures of performance and analysis of task design. This paper argues that teaching, particularly with younger children, is a complex process that cannot be easily defined. The design adopted by researchers will influence findings and, above all, if research into teaching does not involve the teachers themselves, then it is unlikely that new definitions of teaching will arise. The author discusses how the inclusion in the research project of teachers' own perceptions of their role revealed different and contradictory findings to those of more established studies .  相似文献