排序方式： 共有37条查询结果，搜索用时 187 毫秒
1.
2.
Carolyn A. Denton Jack M. Fletcher W. Pat Taylor Amy E. Barth Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293
AbstractConsiderable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed. 相似文献
3.
Marcia A. Barnes Karla K. Stuebing Jack M. Fletcher Amy E. Barth David J. Francis 《Journal of research on educational effectiveness》2016,9(2):153-172
ABSTRACTDifficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These “extreme” group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects. Using data for students in Grades 6 through 12 (n = 766), regression techniques assessed the significance and size of the relation of suppression to reading comprehension across the distribution of comprehension skill. After accounting for decoding efficiency and nonverbal IQ, suppression, measured by performance on a verbal proactive interference task, accounted for a small amount of significant unique variance in comprehension (less than 1%). A comparison of suppression in less skilled comprehenders matched to more skilled comprehenders (48 per group) on age, word reading efficiency, and nonverbal IQ did not show significant group differences in suppression. The implications of the findings for theories of reading comprehension and for informing comprehension assessment and intervention are discussed. 相似文献
4.
Within the emerging field of research on education for sustainability (EfS), case studies are an important if not the predominant research approach, although often criticised for its lack of internal and external validity and a tendency to draw conclusions with insufficient rigour. While, basic concerns have been expressed and discussed in an early issue of this journal, main assumption still hold true after more than 10 years of research in the field. Only a few approaches so far have tackled the challenge to provide cross-case comparison and the synthesis of case-study results still remains a research desideratum. In this paper, we argue that developments in the field of qualitative and quantitative meta-analysis in educational science offer a framework, which can be used to overcome that shortcoming. After describing the idea of research synthesis, different types of such a meta-analysis are identified and their potential is discussed for existing case studies in higher EfS. This paper concludes with recommendations for further case-study research in the field. 相似文献
5.
In this article we extend recent work on exposure to campaign advertisements, comparing the effects of television ads, radio ads, and campaign-related e-mails using an unusual panel data set that provides information on multiple media sources. Our findings, which control for the endogeneity problem that has plagued much work in political communications, confirm that media exposure does affect citizen attitudes. We also find additional evidence that the medium matters, with exposure to television ads tending to undermine system-supporting attitudes, whereas exposure to radio ads has an overall positive effect; contrary to expectations, the “new medium” of campaign e-mails had no discernible effect. 相似文献
6.
Schools in Western cultures, including Israel, have been transformed from closed to open systems. This change is especially important to the principal’s role and leadership style. This article seeks to investigate the cultural-religious differences in Israeli Jewish principals’ leadership styles. Data were collected from 1,859 teachers, 34% from ultra-Orthodox schools, 50% state-religious schools, and 16% from state-secular schools. Regression results support the study's main hypotheses: cultural-religious orientation explains participative and transactional leadership styles but not transformational leadership. We discuss the implications of these findings for both theory and practice. 相似文献
7.
8.
Matthias Barth Daniel J. Lang Philip Luthardt Ulli Vilsmaier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(6):811-828
In 2015, the German Federal Ministry of Education and Research (BMBF) announced that the Science Year 2015 would focus on the “City of the Future”. It called for innovative projects from cities and communities in Germany dedicated to exploring future options and scenarios for sustainable development. Among the successful respondents was the city of Lüneburg, located in the north of Germany, which was awarded funding to establish a community learning project to envision a sustainable future (“City of the Future Lüneburg 2030+”). What made Lüneburg’s approach unique was that the city itself initiated the project and invited a broad range of stakeholders to participate in a community learning process for sustainable development. The authors of this article use the project as a blueprint for sustainable city development. Presenting a reflexive case study, they report on the process and outcomes of the project and investigate community learning processes amongst different stakeholders as an opportunity for transformative social learning. They discuss outputs and outcomes (intended as well as unintended) in relation to the specific starting points of the project to provide a context-sensitive yet rich narrative of the case and to overcome typical criticisms of case studies in the field. 相似文献
9.
Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainability-focussed-citizenship. The research described in this article explores the possibility that miscommunication or misunderstanding of basic concepts within these fields is contributing to slow progress towards their objectives. We used a philosophical hermeneutic analysis to explore how the terms ‘competence’ and ‘capability’ are used within selected ESD/HESD papers. We identify substantial internal contradictions and inconsistencies with respect to differences between learners’ abilities and their willingness to perform these abilities, and to the educational context in which these outcomes are sought. We emphasise the importance of linking educational objectives with pedagogical approaches to teaching and assessment. 相似文献
10.
The relative effects of group size on reading progress of older students with reading difficulties 总被引：1，自引：0，他引：1
Vaughn S Wanzek J Wexler J Barth A Cirino PT Fletcher J Romain M Denton CA Roberts G Francis D 《Reading and writing》2010,23(8):931-956
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group,
and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh-
and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant
gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes
for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings
indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more
time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis
based on specific students’ needs (e.g., increased focus on comprehension or word study). 相似文献