Reading – a personal and professional view     

Roger Beard 《Education 3-13》2021,49(1):1-9

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Face-to-face contact in blended learning for intercultural education: the role of teachers     

Roger Austin  Angela Rickard  Jacqueline Reilly 《Irish Educational Studies》2017,36(3):323-340

In societies experiencing or emerging from conflict, teachers often deliver educational programmes designed to build community cohesion. We report on research which examined teachers’ views of the implementation of a programme involving both face-to-face and online contact between pupils. Findings suggest that this blended approach is highly motivational, enhancing online work and relationship building. The research underlines the importance of the political, educational and historical context for work of this sort and the impact this has on the particular blend of online and face-to-face interaction. Implications for policymakers and teachers include value for money and sustainability of blended intercultural education in similar contexts.  相似文献   

Effects of ABRACADABRA Instruction on Spelling in Children With Autism Spectrum Disorder     

Benjamin Bailey  Roger J. Stancliffe 《Scientific Studies of Reading》2017,21(2):146-164

This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5–11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based instruction using ABRACADABRA over a 13-week period. Results showed no change in children’s conventional spelling accuracy skills following ABRACADABRA instruction. However, an analysis of spelling attempts using the Computerized Spelling Sensitivity System (Masterson & Hrbec, 2011) revealed statistically significant gains in linguistic spelling accuracy for children in the instruction group relative to the waitlist control group, with large effect sizes. These findings suggest that ABRACADABRA improves aspects of spelling ability in children with ASD and that the Computerized Spelling Sensitivity System is a useful tool for detecting changes in the spelling abilities of children with ASD following literacy instruction.  相似文献   

Revitalizing a career course: The gender roles infusion     

Dumont Gerken M.S.  Robert Reardon  Roger Bash 《Journal of Career Development》1988,14(4):269-278

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Book reviews     

Herbert I. Schiller  Charles F. Hoban  Robert Steele  Wendell Shackelford  Roger W. Wescott  Richard J. Stonesifer  Bernard Rubin  Sol Worth  Glenn Hanson  Glenn White  Taher A. Razik  Gene Gilmore 《Educational technology research and development : ETR & D》1965,13(2):205-223

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WeAre amused     

Roger A. Fischer 《Academic Questions》1992,6(1):8-9

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Qualitative differences in the exploration of upright and upside-down faces in four-month-old infants: an eye-movement study     

Gallay M  Baudouin JY  Durand K  Lemoine C  Lécuyer R 《Child development》2006,77(4):984-996

Four-month-old infants were habituated with an upright or an upside-down face. Eye-movement recordings showed that the upright and upside-down faces were not explored the same way. Infants spent more time exploring internal features, mainly in the region of the nose and mouth, when the face was upright. They also alternated as frequently between the face's internal features (eyes vs. nose/mouth) as between external and internal features. When the face was upside down, the infants spent half of their time exploring external features, and preferentially alternated between external features and internal features. The main effect of inversion was a decrease of the looking time to the nose/mouth region and of the number of shifts between the eye region and the nose/mouth region.  相似文献   

Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia   总被引：1，自引：0，他引：1  

Daniel C. Moos  Roger Azevedo 《Instructional Science》2008,36(3):203-231

We collected think-aloud, pre-test, post-test, and motivation data from 43 undergraduates to examine the impact of conceptual scaffolds on the fluctuation of certain motivation constructs and use of self-regulatory processes during learning with hypermedia. Participants were randomly assigned to either the No Scaffolding (NS) or Conceptual Scaffolding (CS) condition. During the experimental session, each participant individually completed a pre-test on the circulatory system, a pre-task motivation questionnaire, one 30-min hypermedia learning task during which they learned about the circulatory system, a motivation questionnaire at three regular intervals during this learning task, a post-test on the circulatory system, and a post-task motivation questionnaire. Results indicated that while participants in both conditions gained declarative knowledge, participants who received conceptual scaffolds during learning demonstrated deeper understanding of the circulatory system on the post-test. In terms of self-regulatory processes, the results indicated that participants in the CS condition used significantly more planning processes during learning than participants in the NS condition. Additionally, participants in both conditions significantly decreased their use of strategies as they progressed through the learning task. Regarding motivation while learning with hypermedia, results indicated that participants in both conditions reported significantly increased levels of interest as they progressed through the learning task. Furthermore, participants in the CS condition reported the task as being easier and putting forth less effort than participants in the NS condition.

Daniel C. MoosEmail:

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Revue des revues Pédagogiques de langue Française     

Roger Gal 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1956,2(1):119-123

Sans résumé  相似文献   

Sameness-difference judgments inSaimiri sciureus based on volumetric cues     

Paul Czerny  Roger K. Thomas 《Learning & behavior》1975,3(4):375-379

The rationale was to apply Piaget’s theory and methods to the study of the phylogenetic development of cognitive abilities. It was asked whether squirrel monkeys have the prerequisite skills for conservation of quantity, and, specifically, whether they might respond differentially to equivalent and unequivalent volumetric cues. All monkeys responded significantly and differentially to pairs of identical objects or pairs of objects similar only in volume vs. pairs of objects which differed in volume. It was concluded that squirrel monkeys have the prerequisite skills for the conservation of quantity. Discussion included methodological problems associated with demonstrating conservation in nonhumans as well as the potential usefulness of Piaget’s theory for phylogenetic studies of intelligence.  相似文献