1,720,961 research outputs found
An Investigation into Factors that Differentiate Reading Comprehension Skill Profiles of Young Adolescent Students
No full textProvincial literacy scores in Ontario provide results of academic achievement but little is known about achievement gaps between groups of students. This study focused on better understanding studentsâ reading comprehension skill profiles based on whether they met the provincial standard or not using data from a provincial reading achievement assessment. The study examined the differences in reading skill mastery among Grade 6 students, using Cognitive Diagnostic Modeling (CDM) that provided a much finer grained representation of studentsâ reading comprehension skills than traditional aggregated-test scoring (Jang, 2009). The responses of 122,269 Grade 6 Ontario students who wrote the 2012 English version of the provincially mandated reading achievement test developed by EQAO in 2012 were considered. This study examined differences in reading profiles among struggling adolescent readers based on their status of either Learning Disability (LD), participation within an English as a Second Language/English Literacy Development (ESL/ELD) program, as well as having both an LD and participation in a ESL/ELD program. Based on the findings, this study discusses how achievement groups show different patterns of mastery. Students who met or exceeded the provincial standard showed a strength in implicit understanding of text whereas struggling readers, that is, those who did not meet the provincial standard, most often mastered vocabulary, explicit understanding, and inference making over implicit understanding and making inferences. Overall, students most often mastered the skills of understanding vocabulary, explicit understanding, and making inferences over implicit understanding and textual organization. However, when studentsâ skill mastery profiles were considered according to LD, ESL/ELD, and a combined LD-ESL/ELD status, distinctive patterns of mastery were not evident as had been hypothesized. Put together, students achieving a Level 1 and Level 2 and students achieving a Level 3 and Level 4 showed similar skill master profiles, regardless of their status. The study further discusses how intervention focusing on building implicit understanding of text may help struggling readers increase their reading comprehension.Ph.D
An Investigation into Factors that Differentiate Reading Comprehension Skill Profiles of Young Adolescent Students
Full text linkProvincial literacy scores in Ontario provide results of academic achievement but little is known about achievement gaps between groups of students. This study focused on better understanding studentsâ reading comprehension skill profiles based on whether they met the provincial standard or not using data from a provincial reading achievement assessment. The study examined the differences in reading skill mastery among Grade 6 students, using Cognitive Diagnostic Modeling (CDM) that provided a much finer grained representation of studentsâ reading comprehension skills than traditional aggregated-test scoring (Jang, 2009). The responses of 122,269 Grade 6 Ontario students who wrote the 2012 English version of the provincially mandated reading achievement test developed by EQAO in 2012 were considered. This study examined differences in reading profiles among struggling adolescent readers based on their status of either Learning Disability (LD), participation within an English as a Second Language/English Literacy Development (ESL/ELD) program, as well as having both an LD and participation in a ESL/ELD program. Based on the findings, this study discusses how achievement groups show different patterns of mastery. Students who met or exceeded the provincial standard showed a strength in implicit understanding of text whereas struggling readers, that is, those who did not meet the provincial standard, most often mastered vocabulary, explicit understanding, and inference making over implicit understanding and making inferences. Overall, students most often mastered the skills of understanding vocabulary, explicit understanding, and making inferences over implicit understanding and textual organization. However, when studentsâ skill mastery profiles were considered according to LD, ESL/ELD, and a combined LD-ESL/ELD status, distinctive patterns of mastery were not evident as had been hypothesized. Put together, students achieving a Level 1 and Level 2 and students achieving a Level 3 and Level 4 showed similar skill master profiles, regardless of their status. The study further discusses how intervention focusing on building implicit understanding of text may help struggling readers increase their reading comprehension.Ph.D
Inclusive education: exploring teachers' perspectives /
No full textThis study explores 5 teachers' perspectives on inclusive education. The literature
reviewed gives a historical background of special education as well as discusses a
number of current methods and techniques that have been implemented as a means to
include exceptional students in regular classroom settings.
This is a qualitative study that collected and interpreted data in narrative form.
Common themes emerged from the accounts that were shared by the participants. This
study found that the understanding of mUltiple intelligences and differentiated instruction
might assist a teacher to better meet the needs of exceptional students within inclusive
classrooms.
Based on this study, it is determined that a range of considerations needs to be
weighed when choosing an educational placement for a student with an exceptionality.
Each decision needs to be based on the individual student and the options open to
himlher. When a decision about class placement is to be made, not only are the student's
strengths and needs to be considered, but also the school and community, the teacher, and
the parents' desire for their child must be taken into account. More work still needs to be
done around inclusive education that is at the practical level, so that the needs of both the
student and the teacher can be met.
Inclusive education did not mean the same thing to each person. It was
individualized, just as each student is an individual and what works best for himlher is
individual. In learning about inclusive education, settings and strategies need to be
considered to allow for each individual student to achieve hislher personal best
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
The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills
No full textThe present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students’ current skills of reading comprehension can support students’ learning. Intervention that moves between teacher and student allows for the adjustment of students’ cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn. 
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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