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Central to argument are evidence-based claims, requiring coordination of a claim with evidence bearing on it. We advocate a dialogic approach to developing argument skills and in the work reported here examine the further scaffold of prompts that exemplify functions of evidence in relation to a claim. This scaffold was successful in accelerating the prevalence of evidence-based claims in essays of low-performing middle schoolers compared to participants in the same year-long dialog-based intervention who received no or a limited form of evidence prompts and compared to previous samples engaged in a nondialogic curriculum. An experimental group achieved a proportion of evidence-based claims above 50% by the end of the year, transferring their newly developing skill from one topic to another. The use of different types of evidence emerged in a sequence corresponding to the cognitive demands they posed. Students first used support-own evidence. They used weaken-other evidence increasingly over time, but the two evidence types inconsistent with their position (support-other and weaken-own) showed lesser and later gains. Supporting a dialogic approach, qualitative data showed that evidence use occurred most readily in dialogs; then in individual writing on the same topic; and to a more limited extent in essays on a new, unstudied topic. 相似文献
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郭俊克 《天津大学学报(英文版)》2009,15(2):79-94
Bridge pressure flow scour at clear water threshold condition is studied theoretically and experimentally. The flume experiments reveal that the measured scour profiles under a bridge are more or less 2-dimensional; all the measured scour profiles can be described by two similarity equations, where the horizontal distance is scaled by the deck width while the local scour by the maximum scour depth; the maximum scour position is located just under the bridge about 15% deck width from the downstream deck edge; the scour begins at about one deck width upstream the bridge while the deposition occurs at about 2.5 deck widths downstream the bridge; and the maximum scour depth decreases with increas-ing sediment size, but increases with deck inundation. The theoretical analysis shows that: bridge scour can be divided into three cases, i.e. downstream unsubmerged, partially submerged, and totally submerged. For downstream unsubmerged flows, the maximum bridge scour depth is an open-channel problem where the conventional methods in terms of critical velocity or bed shear stress can be applied; for partially and totally submerged flows, the equilibrium maximum scour depth can be described by a scour and an inundation similarity number, which has been confirmed by experiments with two decks and two sediment sizes. For application, a design and field evaluation procedure with examples is presented, including the maximum scour depth and scour profile. 相似文献
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This study investigated whether competitive and noncompetitive educational mathematics computer games influence four‐ to seven‐year‐old boys’ and girls’ recall of game‐playing experience. A qualitative analysis was performed to investigate what preschool children may have learned through their selective recall of game‐playing experience. A difference emerged in six‐ to seven‐year‐old boys’ and girls’ recall after playing a competitive computer mathematics game, such that boys tended to first recall the consequence of ‘winning and losing’ whereas girls of the same age focused on ‘friendship among animated characters’ in the game. Thus, the qualitative results suggest the possibility that selective attention or selective recall might be partially influenced by gender schemas. Based on the recall sequences, educational noncompetitive computer mathematics games may lead to a better learning outcome for older boys. 相似文献
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Contrasting concepts of learning and contrasting research methodologies: Affinities and bias 总被引：1，自引：0，他引：1
This paper analyses the conceptual significance of different methods of researching learning. Based largely upon our own experiences, we briefly compare the use of mini‐ethnography, life history, cross‐sectional surveys and existing panel survey data. We argue that there are strong affinities between each of these methods and significantly different ways of understanding the nature of learning: mini‐ethnographies with learning as participation, life history with learning as construction and both types of survey with learning as acquisition. Three things follow. The first is that decisions about how to research learning are related to decisions about how to conceptualise and theorise learning. The second is that there is no foolproof empirical way to adjudicate between different conceptualisations of learning, though empirical evidence can and should play a significant part in informing such decisions. The third is that though mixing methods (including mixing more than one different qualitative approach) can bring advantages, the integration of the findings of mixed methods in relation to learning requires careful and sometimes difficult conceptual work. 相似文献
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Fang-Yi Flora Wei 《Qualitative Research Reports in Communication》2016,17(1):102-111
When African American professionals become the majority (e.g., historically Black colleges and universities—HBCUs), whether they and White professors would perceive different challenges in class is unknown. Qualitative findings revealed that White professors considered their professional image as “well-learned” and “intelligent” in the HBCU, whereas African American professors perceived their credibility as dependent on their work experience. In addition, the “call response” communication strategy and classroom tardiness were two cultural shocks encountered by White professors. However, unlike PWIs, the HBCU culture facilitated students’ use of professional titles when addressing White and African American female participants. 相似文献
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Stephen M Croucher Stephanie Kelly Cheng Zeng Mark Burkey Flora Galy-Badenas 《Journal of Intercultural Communication Research》2020,49(2):107-118
ABSTRACTThis study examines the extent to which the Organizational Dissent Scale (ODS) maintains validity and temporal stability over time in a French sample. A longitudinal panel study was conducted. The results do not support that the ODS maintains validity nor temporal stability over time. These results are not indicative of problems with the original measure; it could be that conceptually dissent is a different process with different understandings in French culture. Cultural differences may render measures unusable between cultural groups. 相似文献