1,720,983 research outputs found
Self-Regulated Learning Process Model Used As A Framework For Learning and Work In An English III American Literature Classroom Setting
No full textThis qualitative case study was conducted in a rural high school classroom setting. The study sought to determine data that reflected how participants’ learning and work were impacted by a teacher-facilitated implementation of Zimmerman’s Self-Regulated Learning Process Model through a Social Cognitive Lens used as a framework for the compilation of an eleventh grade English research project. The research project was assigned to all Standard English III eleventh grade students. Seventeen participants with consent submitted data that was analyzed based on Self-Regulated Questionnaires and Post Interviews. Participants' data were shuffled and randomly organized, with their names removed to ensure objectivity. The study provides evidence that the Phases and subprocesses of the SRL model (Forethought, Performance, and Self-Reflection) impacted learning and work. Subprocesses of Forethought, planning, and organizing, and subprocesses of Performance, environment, and attention focusing were impacted. Qualitative data show that participants responded that the SRL process model impacted intrinsically and extrinsically.Ed.D
THE EFFECT OF PERFORMANCE FEEDBACK ON ORAL READING FLUENCY
Full text linkThis is a mixed methods study of the effect of feedback on oral reading fluency. Focus groups, observations, and weekly assessments are used to compare and contrast growth patterns, perceptions, and explore if there is a triangulation between feedback and oral reading fluency. Eighteen 3rd graders in a suburban elementary school participated and were informed the number of words correct, number of words incorrect or told no feedback on a weekly oral reading fluency assessment. There were 6 students in the group that received correct, incorrect, and the group that did not receive feedback. Student growth patterns were analyzed to determine if one type of feedback had a particular positive or negative effect. Students were randomly assigned to one of three focus groups: Spanish-speaking English language learners, struggling readers, and highly performing readers. The study provided evidence that incorrect a word per minute had the greatest effect on oral reading fluency growth patterns. There was also evidence of a triangulation and a positive relationship between correct words per minute, student emotions, and growth in oral reading fluency.Ed.D
From the Voices of Kindergarten Teachers: Factors That Impact Decisions about When to Engage the Natural Curiosities of Their Students in Science
Full text linkStudents enter kindergarten as natural-born scientists, curious about the world around them. They enter middle school disliking science. Although implementing science in kindergarten has the potential to improve learning in other subjects in addition to science, it is not taught much in kindergarten. There are many reasons for this according to the literature. The purpose of the study is to gain insight into teachers’ thinking as they decide when and how to engage their students in science, to better understand why student enjoyment of science fades in early grades; to contribute teachers’ voices to the existing literature on teaching science in the early grades; and to investigate how teachers’ science teaching methods align with current research regarding how students learn best.The key research question is “What are the factors that impact teachers’ decisions about when to engage the natural curiosities of their students?” Broken down, the supporting research questions include: 1. What factors impact teacher decisions about when to teach science? 2. Under what conditions do teachers engage students’ natural curiosities in science? 3. How do teachers describe engagement in their classrooms? This was a participatory action research study that used autoethnography, case studies, and grounded theory methods. Five co-researchers took part in the process. Purposeful sampling was used to select a range of kindergarten teachers in Tennessee and Alabama with different perspectives on teaching sciencesome from county systems and some from city systems; some using Alabama Math, Science, and Technology Initiative (AMSTI) kits and some not using kits. Co-researchers were selected during initial meetings, interviewed, collected journal entry data, and interviewed again at the culmination of the study. Interviews were transcribed and coded. Analysis included individual cases, each co-researcher, as well as across-case analysis. Results indicated that co-researchers did not have time to teach science many days due to requirements for teaching reading and math, and because of benchmark testing. Recommendations include integrating science concepts including hands-on explorations with reading and math. Ideas for future study include collecting data for a full year, as opposed to eight weeks, to see how factors change from beginning to end in one school year. The idea of learning during spontaneous interactions emerged from interviews with two co-researchers. Exploring spontaneous interactions is another area for future study.Ed.D
THE RELATIONSHIP BETWEEN EARLY INTERVENTION SERVICE DOSAGE AND CHILD OUTCOME GROWTH PATTERNS
Full text linkThe current study examines the relationships between early intervention service dosage, as measured by actual hours of developmental therapy received, and child outcome ratings on (a) positive social-emotional skills, (b) acquisition of knowledge and skills, and (c) the use of appropriate actions to meet his/her needs. States are required to report data on these three child outcomes to the Office of Special Education Programs with the United States Department of Education (U.S. Office of Special Education Programs, 2016). Spearman’s rho correlations were used to explore these relationships to gather some preliminary findings. Results indicated that service dosage has positive and nonsignificant relationships with positive social-emotional skills and acquisition of knowledge and skills and a positive and significant relationships with the use of appropriate actions to meet his/her needs. A secondary analysis explored the relationships between age at entry and each child outcome rating and found positive and nonsignificant relationships. Findings from this study support previous research in that dosage should take into account the informal interventions that are happening between early intervention service visits. Additionally, eligibility category should be investigated when considering the impact of the age at entry into early intervention services and its relationship with child outcomes.M.A
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Developmentally appropriate practice (DAP): An examination of preservice teachers
Full text linkAbstractThe purpose of this investigation was to assess pre-service early-childhood teachers’ beliefs and intended future use of developmentally appropriate practices (DAPs) in early childhood environments and their views on how practices impact children’s outcomes. Fifty-three pre-service teaching majors completed assessments regarding perceptions of teaching practices and expectations of child development from vignettes. Results indicated that TBS and IAS were significantly positively correlated with one another, but not with the vignette child outcomes. Significantly more positive child outcomes were indicated by those considering the DAP scenario compared to those evaluating the developmentally inappropriate practices scenario. Those with and without applied teaching experience did not differ in their perspectives or child outcome expectations. Implications of these findings and methods are discussed.M.A
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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