首页 > 最新文献

Elementary School Journal最新文献

英文 中文
Science Talk in Elementary Classrooms 小学课堂的科学讲座
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-02 DOI: 10.1086/719410
A. Gotwals, Tanya S. Wright, Lisa M. Domke, Blythe E. Anderson
In this systematic literature review, we synthesize 48 research studies about science talk in elementary classrooms to inform the development of supports for teachers. Our findings suggest that characteristics of high-quality elementary science talk include that it (1) supports equitable student participation and engagement, (2) supports deepening of science understandings within and across activities, and (3) develops disciplinary literacy for science. Within each of these characteristics, we found patterns in instructional practices that promoted high-quality science talk, including discipline-neutral practices, such as ensuring that students feel valued as members of the classroom community, as well as science-specific strategies, such as providing students purposeful opportunities to engage in science practices like argumentation. Although these studies provide evidence that teachers can support high-quality science talk in elementary classrooms, we discuss that without a system of supports based on these findings, this type of science talk is unlikely to occur.
在这篇系统的文献综述中,我们综合了48项关于小学课堂科学讲座的研究,为教师支持的发展提供信息。我们的研究结果表明,高质量的基础科学讲座的特点包括:(1)支持学生公平参与,(2)支持在活动内部和活动之间加深对科学的理解,(3)培养科学的学科素养。在每一个特征中,我们都发现了促进高质量科学演讲的教学实践模式,包括与学科无关的实践,例如确保学生作为课堂社区的一员感到受到重视,以及特定于科学的策略,例如为学生提供有目的的机会参与论证等科学实践。尽管这些研究提供了证据,证明教师可以在小学课堂上支持高质量的科学讲座,但我们讨论说,如果没有基于这些发现的支持系统,这种类型的科学讲座就不太可能发生。
{"title":"Science Talk in Elementary Classrooms","authors":"A. Gotwals, Tanya S. Wright, Lisa M. Domke, Blythe E. Anderson","doi":"10.1086/719410","DOIUrl":"https://doi.org/10.1086/719410","url":null,"abstract":"In this systematic literature review, we synthesize 48 research studies about science talk in elementary classrooms to inform the development of supports for teachers. Our findings suggest that characteristics of high-quality elementary science talk include that it (1) supports equitable student participation and engagement, (2) supports deepening of science understandings within and across activities, and (3) develops disciplinary literacy for science. Within each of these characteristics, we found patterns in instructional practices that promoted high-quality science talk, including discipline-neutral practices, such as ensuring that students feel valued as members of the classroom community, as well as science-specific strategies, such as providing students purposeful opportunities to engage in science practices like argumentation. Although these studies provide evidence that teachers can support high-quality science talk in elementary classrooms, we discuss that without a system of supports based on these findings, this type of science talk is unlikely to occur.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"642 - 673"},"PeriodicalIF":1.7,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47624065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Social ties in the Congo Basin: insights into tropical forest adaptation from BaYaka and their neighbours. 刚果盆地的社会联系:巴雅卡人及其邻居对热带森林适应性的见解。
IF 5.4 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-25 Epub Date: 2022-03-07 DOI: 10.1098/rstb.2020.0490
Adam H Boyette, Sheina Lew-Levy, Haneul Jang, Vidrige Kandza

Investigating past and present human adaptation to the Congo Basin tropical forest can shed light on how climate and ecosystem variability have shaped human evolution. Here, we first review and synthesize genetic, palaeoclimatological, linguistic and historical data on the peopling of the Congo Basin. While forest fragmentation led to the increased genetic and geographical divergence of forest foragers, these groups maintained long-distance connectivity. The eventual expansion of Bantu speakers into the Congo Basin provided new opportunities for forging inter-group links, as evidenced by linguistic shifts and historical accounts. Building from our ethnographic work in the northern Republic of the Congo, we show how these inter-group links between forest forager communities as well as trade relationships with neighbouring farmers facilitate adaptation to ecoregions through knowledge exchange. While researchers tend to emphasize forager-farmer interactions that began in the Iron Age, we argue that foragers' cultivation of relational wealth with groups across the region played a major role in the initial occupation of the Congo Basin and, consequently, in cultural evolution among the ancestors of contemporary peoples. This article is part of the theme issue 'Tropical forests in the deep human past'.

研究过去和现在人类对刚果盆地热带森林的适应情况,可以揭示气候和生态系统的变异是如何影响人类进化的。在此,我们首先回顾并综合了刚果盆地人口迁移的遗传学、古气候学、语言学和历史数据。虽然森林破碎化导致森林觅食者的遗传和地理分化加剧,但这些群体仍保持着长距离的联系。班图人最终扩展到刚果盆地,为建立族群间的联系提供了新的机会,这一点可以从语言变迁和历史记载中得到证明。根据我们在刚果共和国北部开展的人种学研究,我们展示了森林狩猎者群体之间的这些群体间联系以及与邻近农民的贸易关系如何通过知识交流促进对生态区的适应。虽然研究人员倾向于强调始于铁器时代的狩猎者与农民之间的互动,但我们认为,狩猎者与整个地区的群体培养关系财富在刚果盆地的最初占领中发挥了重要作用,因此也在当代民族祖先的文化演变中发挥了重要作用。本文是 "人类历史深处的热带森林 "专题的一部分。
{"title":"Social ties in the Congo Basin: insights into tropical forest adaptation from BaYaka and their neighbours.","authors":"Adam H Boyette, Sheina Lew-Levy, Haneul Jang, Vidrige Kandza","doi":"10.1098/rstb.2020.0490","DOIUrl":"10.1098/rstb.2020.0490","url":null,"abstract":"<p><p>Investigating past and present human adaptation to the Congo Basin tropical forest can shed light on how climate and ecosystem variability have shaped human evolution. Here, we first review and synthesize genetic, palaeoclimatological, linguistic and historical data on the peopling of the Congo Basin. While forest fragmentation led to the increased genetic and geographical divergence of forest foragers, these groups maintained long-distance connectivity. The eventual expansion of Bantu speakers into the Congo Basin provided new opportunities for forging inter-group links, as evidenced by linguistic shifts and historical accounts. Building from our ethnographic work in the northern Republic of the Congo, we show how these inter-group links between forest forager communities as well as trade relationships with neighbouring farmers facilitate adaptation to ecoregions through knowledge exchange. While researchers tend to emphasize forager-farmer interactions that began in the Iron Age, we argue that foragers' cultivation of relational wealth with groups across the region played a major role in the initial occupation of the Congo Basin and, consequently, in cultural evolution among the ancestors of contemporary peoples. This article is part of the theme issue 'Tropical forests in the deep human past'.</p>","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"35 1","pages":"20200490"},"PeriodicalIF":5.4,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8899623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82154328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts 单词、句子和文本水平变量在预测幼儿园和一年级课文引导阅读水平中的作用
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-21 DOI: 10.1086/719658
E. Hiebert, Laura S. Tortorelli
Texts classified according to guided reading levels (GRL) are ubiquitous in US beginning reading classrooms. This study examined features of texts across three grade bands (kindergarten, early first grade, final first grade) and the 10 GRLs within these bands. The 510 texts came from three programs with different functions in beginning reading instruction: core, intervention, and content areas. Text features were decoding, semantics, structure, and syntax from the Early Literacy Indicators system, mean sentence length (MSL) and mean log word frequency (MLWF) from the Lexile Framework, and word count. Five variables predicted GRLs of texts: semantics, structure, syntax, MSL, and word count. Differences in decoding and MLWF across grade bands were few and neither variable predicted levels of texts. Intervention texts had lower decoding and MLWF demands than core or content-area texts. Implications of a lack of discernible progressions in decoding and MLWF are discussed.
根据引导阅读水平(GRL)分类的文本在美国初级阅读课堂中无处不在。本研究考察了三个年级(幼儿园、一年级早期、一年级期末)的文本特征以及这些年级中的10个grl。这510篇文章来自三个项目,在初级阅读教学中具有不同的功能:核心、干预和内容领域。文本特征包括来自早期读写能力指标系统的解码、语义、结构和语法,来自Lexile框架的平均句子长度(MSL)和平均对数词频(MLWF),以及单词计数。五个变量预测文本的grl:语义、结构、语法、MSL和字数。解码和MLWF在年级间的差异很小,而且两个变量都不能预测文本的水平。干预文本的解码和MLWF需求低于核心或内容区域文本。讨论了解码和MLWF中缺乏可识别进展的含义。
{"title":"The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts","authors":"E. Hiebert, Laura S. Tortorelli","doi":"10.1086/719658","DOIUrl":"https://doi.org/10.1086/719658","url":null,"abstract":"Texts classified according to guided reading levels (GRL) are ubiquitous in US beginning reading classrooms. This study examined features of texts across three grade bands (kindergarten, early first grade, final first grade) and the 10 GRLs within these bands. The 510 texts came from three programs with different functions in beginning reading instruction: core, intervention, and content areas. Text features were decoding, semantics, structure, and syntax from the Early Literacy Indicators system, mean sentence length (MSL) and mean log word frequency (MLWF) from the Lexile Framework, and word count. Five variables predicted GRLs of texts: semantics, structure, syntax, MSL, and word count. Differences in decoding and MLWF across grade bands were few and neither variable predicted levels of texts. Intervention texts had lower decoding and MLWF demands than core or content-area texts. Implications of a lack of discernible progressions in decoding and MLWF are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"557 - 590"},"PeriodicalIF":1.7,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60725763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading 影响熟练和不熟练理解者阅读过程和阅读后推理处理的因素
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-20 DOI: 10.1086/719477
Sarah E. Carlson, P. Broek, Kristen L. McMaster
This study examines factors that influence readers’ cognitive processing (i.e., inference generation) and the development of a mental representation of text: comprehension skill and working memory (WM). Elementary students (N = 61) participated in causal questioning conditions with narrative texts to examine text- and knowledge-based inferences generated when probed during versus after reading. Recalls were examined to assess readers’ mental representations of texts after-reading and answering questions. Skilled comprehenders generated more goal- and subgoal-related text-based inferences during and after reading and included more original text information and less background knowledge in their recalls of texts than did less-skilled comprehenders. Skilled comprehenders with high WM also generated more goal-related text-based inferences than did those with low WM. Findings support and extend previous research regarding how readers struggle with inference generation and may further inform the development of causal questioning interventions to help improve struggling readers’ comprehension of narrative texts.
本研究考察了影响读者认知加工(即推理生成)和文本心理表征发展的因素:理解技能和工作记忆。小学生(N=61)用叙述性文本参与因果提问条件,以检查在阅读过程中与阅读后探究时产生的文本和基于知识的推理。对回忆进行了检查,以评估读者在阅读和回答问题后对文本的心理表征。熟练的理解者在阅读过程中和阅读后产生了更多与目标和子目标相关的基于文本的推断,并且在对文本的回忆中包含了更多的原始文本信息和更少的背景知识。与低WM的理解者相比,高WM的熟练理解者也产生了更多与目标相关的基于文本的推断。研究结果支持并扩展了先前关于读者如何在推理生成中挣扎的研究,并可能进一步为因果提问干预的发展提供信息,以帮助提高挣扎的读者对叙事文本的理解。
{"title":"Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading","authors":"Sarah E. Carlson, P. Broek, Kristen L. McMaster","doi":"10.1086/719477","DOIUrl":"https://doi.org/10.1086/719477","url":null,"abstract":"This study examines factors that influence readers’ cognitive processing (i.e., inference generation) and the development of a mental representation of text: comprehension skill and working memory (WM). Elementary students (N = 61) participated in causal questioning conditions with narrative texts to examine text- and knowledge-based inferences generated when probed during versus after reading. Recalls were examined to assess readers’ mental representations of texts after-reading and answering questions. Skilled comprehenders generated more goal- and subgoal-related text-based inferences during and after reading and included more original text information and less background knowledge in their recalls of texts than did less-skilled comprehenders. Skilled comprehenders with high WM also generated more goal-related text-based inferences than did those with low WM. Findings support and extend previous research regarding how readers struggle with inference generation and may further inform the development of causal questioning interventions to help improve struggling readers’ comprehension of narrative texts.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"475 - 501"},"PeriodicalIF":1.7,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49324089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
“This Is the Piece of the Pie We Can Control” “这是我们可以控制的一块蛋糕”
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-18 DOI: 10.1086/719411
L. Mayger
Since US state policy makers reformed their teacher evaluation systems in the mid-2010s, the scholarly literature has paid little attention to the classroom-level measures of student learning growth that many states repurposed as teacher performance measures. This study addresses the gap by documenting teachers’ and principals’ experiences with the measures commonly known as student learning objectives (SLOs). After conducting a qualitative examination of survey and interview data from principals and teachers in 17 states, the author echoes critics’ concerns that SLOs are a flawed means for determining teachers’ effectiveness. Although proponents presented SLOs as a flexible and empowering evaluation alternative, districts’ attempts to standardize the often-manipulated performance measures alienated teachers. Many principals believed SLOs took time away from more valued efforts to improve their schools. The article concludes with a discussion about managing the difficult balance between holding teachers accountable and supporting their growth.
自2010年代中期美国各州政策制定者改革其教师评估体系以来,学术文献很少关注学生学习增长的课堂水平指标,而许多州将其重新用作教师绩效指标。本研究通过记录教师和校长使用通常称为学生学习目标(slo)的措施的经验来解决这一差距。在对来自17个州的校长和教师的调查和访谈数据进行了定性检查之后,作者回应了批评者的担忧,即在确定教师绩效方面,slo是一种有缺陷的手段。尽管支持者将slo描述为一种灵活的、授权的评估替代方案,但学区试图将这种经常被操纵的绩效衡量标准标准化的做法疏远了教师。许多校长认为,slo占用了他们改善学校的更有价值的努力的时间。文章最后讨论了如何在教师问责和支持他们成长之间取得平衡。
{"title":"“This Is the Piece of the Pie We Can Control”","authors":"L. Mayger","doi":"10.1086/719411","DOIUrl":"https://doi.org/10.1086/719411","url":null,"abstract":"Since US state policy makers reformed their teacher evaluation systems in the mid-2010s, the scholarly literature has paid little attention to the classroom-level measures of student learning growth that many states repurposed as teacher performance measures. This study addresses the gap by documenting teachers’ and principals’ experiences with the measures commonly known as student learning objectives (SLOs). After conducting a qualitative examination of survey and interview data from principals and teachers in 17 states, the author echoes critics’ concerns that SLOs are a flawed means for determining teachers’ effectiveness. Although proponents presented SLOs as a flexible and empowering evaluation alternative, districts’ attempts to standardize the often-manipulated performance measures alienated teachers. Many principals believed SLOs took time away from more valued efforts to improve their schools. The article concludes with a discussion about managing the difficult balance between holding teachers accountable and supporting their growth.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"591 - 615"},"PeriodicalIF":1.7,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45070233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Progress of Statin Therapy in the Treatment of Idiopathic Pulmonary Fibrosis. 他汀类药物治疗特发性肺纤维化的进展。
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-19 eCollection Date: 2022-01-01 DOI: 10.1155/2022/6197219
Leiya Kou, Pei Kou, Guangwei Luo, Shuang Wei

Idiopathic pulmonary fibrosis (IPF) is a type of interstitial lung disease (ILD) characterized by the proliferation of fibroblasts and aberrant accumulation of extracellular matrix. These changes are accompanied by structural destruction of the lung tissue and the progressive decline of pulmonary function. In the past few decades, researchers have investigated the pathogenesis of IPF and sought a therapeutic approach for its treatment. Some studies have shown that the occurrence of IPF is related to pulmonary inflammatory injury; however, its specific etiology and pathogenesis remain unknown, and no effective treatment, with the exception of lung transplantation, has been identified yet. Several basic science and clinical studies in recent years have shown that statins, the traditional lipid-lowering drugs, exert significant antifibrotic effects, which can delay the progression of IPF and impairment of pulmonary function. This article is aimed at summarizing the current understanding of the pathogenesis of IPF, the progress of research on the use of statins in IPF models and clinical trials, and its main molecular targets.

特发性肺纤维化(IPF)是一种以成纤维细胞增殖和细胞外基质异常堆积为特征的间质性肺病(ILD)。这些变化伴随着肺组织结构的破坏和肺功能的逐渐衰退。在过去几十年中,研究人员对 IPF 的发病机制进行了研究,并寻求治疗 IPF 的方法。一些研究表明,IPF 的发生与肺部炎症损伤有关,但其具体病因和发病机制仍不清楚,除肺移植外,尚未找到有效的治疗方法。近年来的一些基础科学和临床研究表明,他汀类药物作为传统的降脂药物,具有显著的抗纤维化作用,可延缓 IPF 的进展和肺功能的损害。本文旨在总结目前对 IPF 发病机制的认识、他汀类药物在 IPF 模型和临床试验中的应用研究进展及其主要分子靶点。
{"title":"Progress of Statin Therapy in the Treatment of Idiopathic Pulmonary Fibrosis.","authors":"Leiya Kou, Pei Kou, Guangwei Luo, Shuang Wei","doi":"10.1155/2022/6197219","DOIUrl":"10.1155/2022/6197219","url":null,"abstract":"<p><p>Idiopathic pulmonary fibrosis (IPF) is a type of interstitial lung disease (ILD) characterized by the proliferation of fibroblasts and aberrant accumulation of extracellular matrix. These changes are accompanied by structural destruction of the lung tissue and the progressive decline of pulmonary function. In the past few decades, researchers have investigated the pathogenesis of IPF and sought a therapeutic approach for its treatment. Some studies have shown that the occurrence of IPF is related to pulmonary inflammatory injury; however, its specific etiology and pathogenesis remain unknown, and no effective treatment, with the exception of lung transplantation, has been identified yet. Several basic science and clinical studies in recent years have shown that statins, the traditional lipid-lowering drugs, exert significant antifibrotic effects, which can delay the progression of IPF and impairment of pulmonary function. This article is aimed at summarizing the current understanding of the pathogenesis of IPF, the progress of research on the use of statins in IPF models and clinical trials, and its main molecular targets.</p>","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"54 1","pages":"6197219"},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8957418/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83070138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Comparing Elementary Students’ Explanatory Language across Oral and Written Modes 小学生口头与书面解说语言之比较
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-22 DOI: 10.1086/718077
Anne Blackstock-Bernstein, Amy Woodbridge, A. Bailey
Students must use oral and written explanations to demonstrate their grasp of academic content, but little is known about the progression of elementary students’ explanatory language, particularly oral language. The current study of 512 explanations produced by 128 third- through sixth-grade students examines whether children’s oral explanations differ from their written explanations in terms of vocabulary, sentence structure, and features of discourse. Students were asked to explain academic and nonacademic tasks in both modes (oral and written). Multilevel ordered logistic regression controlled for type of task, grade level, English learner status, and gender and examined interaction effects with mode. Analyses found that students’ oral explanations demonstrated more sophisticated sentence structure and greater coherence/cohesion than their written explanations. Interaction effects revealed several contextual factors that play a key role in understanding differences between the two modes. We discuss implications for instruction, assessment, and future research.
学生必须使用口头和书面解释来展示他们对学术内容的掌握,但对小学生解释语言,特别是口头语言的发展知之甚少。这项由128名三至六年级学生制作的512种解释的研究考察了儿童的口头解释与书面解释在词汇、句子结构和话语特征方面是否不同。学生被要求以两种模式(口头和书面)解释学术和非学术任务。多层次有序逻辑回归控制了任务类型、年级水平、英语学习者状况和性别,并检验了与模式的交互效应。分析发现,与书面解释相比,学生的口头解释表现出更复杂的句子结构和更大的连贯性。互动效应揭示了几个语境因素,这些因素在理解两种模式之间的差异方面发挥着关键作用。我们讨论了对教学、评估和未来研究的影响。
{"title":"Comparing Elementary Students’ Explanatory Language across Oral and Written Modes","authors":"Anne Blackstock-Bernstein, Amy Woodbridge, A. Bailey","doi":"10.1086/718077","DOIUrl":"https://doi.org/10.1086/718077","url":null,"abstract":"Students must use oral and written explanations to demonstrate their grasp of academic content, but little is known about the progression of elementary students’ explanatory language, particularly oral language. The current study of 512 explanations produced by 128 third- through sixth-grade students examines whether children’s oral explanations differ from their written explanations in terms of vocabulary, sentence structure, and features of discourse. Students were asked to explain academic and nonacademic tasks in both modes (oral and written). Multilevel ordered logistic regression controlled for type of task, grade level, English learner status, and gender and examined interaction effects with mode. Analyses found that students’ oral explanations demonstrated more sophisticated sentence structure and greater coherence/cohesion than their written explanations. Interaction effects revealed several contextual factors that play a key role in understanding differences between the two modes. We discuss implications for instruction, assessment, and future research.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"315 - 340"},"PeriodicalIF":1.7,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46008389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Investigation of Using Keywords to Solve Word Problems 使用关键词解决单词问题的研究
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-22 DOI: 10.1086/717888
S. R. Powell, Jessica M. Namkung, Xin Lin
In mathematics, the keyword strategy involves identifying a keyword and using that keyword to determine the operation needed to find a word problem’s solution. We analyzed 747 high-stakes released items across grades 3, 4, 5, 6, 7, and 8. Of these, 57 items did not involve written text. Of the 690 text-based items, we classified 69% as directive word problems and 31% as routineword problems. For all 690 items, we identified any keywords appearing in the text of the word problem. We categorized the 214 routine word problems by schema. We identified keywords within these problems and determined whether a keyword and its implied operation matched the correct problem solution. For single-step routine word problems, we determined that keywords featured within the problem led to a correct problem solution with less than a 50% match rate. For multistep routine word problems, the match rate was less than 10%.
在数学中,关键字策略包括识别一个关键字,并使用该关键字来确定找到一个单词问题的解决方案所需的操作。我们分析了3、4、5、6、7和8年级的747个高风险释放项目。其中,57个项目不涉及书面文本。在690个基于文本的问题中,我们将69%归类为指导性单词问题,31%归类为常规单词问题。对于所有690个项目,我们确定了单词问题文本中出现的任何关键字。我们按模式对214个常见的单词问题进行了分类。我们在这些问题中识别关键字,并确定关键字及其隐含的操作是否与正确的问题解决方案相匹配。对于单步常规单词问题,我们确定问题中的关键字导致正确的问题解决方案,匹配率低于50%。对于多步常规单词问题,匹配率小于10%。
{"title":"An Investigation of Using Keywords to Solve Word Problems","authors":"S. R. Powell, Jessica M. Namkung, Xin Lin","doi":"10.1086/717888","DOIUrl":"https://doi.org/10.1086/717888","url":null,"abstract":"In mathematics, the keyword strategy involves identifying a keyword and using that keyword to determine the operation needed to find a word problem’s solution. We analyzed 747 high-stakes released items across grades 3, 4, 5, 6, 7, and 8. Of these, 57 items did not involve written text. Of the 690 text-based items, we classified 69% as directive word problems and 31% as routineword problems. For all 690 items, we identified any keywords appearing in the text of the word problem. We categorized the 214 routine word problems by schema. We identified keywords within these problems and determined whether a keyword and its implied operation matched the correct problem solution. For single-step routine word problems, we determined that keywords featured within the problem led to a correct problem solution with less than a 50% match rate. For multistep routine word problems, the match rate was less than 10%.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"452 - 473"},"PeriodicalIF":1.7,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48730478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps 考察解释幼儿园种族/民族差距结束的可锻炼因素
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-02 DOI: 10.1086/718072
I. Iruka, S. Sheridan, N. Koziol, Rachel E. Schumacher, Hannah Kerby, Amanda Prokasky, Dong-ho Choi
Using data from a Midwest project, this study examines malleable factors associated with the reduction of language, achievement, and social-emotional development gaps among Black, Latine, and White children at the end of kindergarten. Gaps at the end of kindergarten between Latine and White children in expressive language, and between Black and Latine children in teacher-reported problem behaviors, remained after controlling for pre-kindergarten attendance and skills, and child and family characteristics. The home-school connection was associated with reducing the gap between Black and Latine children in teacher-rated problem behaviors after the inclusion of all malleable factors. Parenting practices, home-school connection, and classroom environments were not associated with reducing Latine-White gaps in expressive language. These findings highlight that achievement gaps should not be solely attributed to children; they start before kindergarten and underscore the importance of intervening early and strengthening the home-school connection for children from minoritized groups.
这项研究利用中西部项目的数据,考察了与幼儿园结束时黑人、拉丁裔和白人儿童语言、成就和社会情感发展差距缩小相关的可塑性因素。在控制了幼儿园前的出勤率和技能以及儿童和家庭特征后,拉丁裔和白人儿童在表达语言方面以及黑人和拉丁裔儿童在教师报告的问题行为方面的差距在幼儿园结束时仍然存在。在纳入所有可塑性因素后,家校联系与缩小黑人和拉丁裔儿童在教师评定的问题行为方面的差距有关。育儿方式、家校联系和课堂环境与减少拉丁裔白人在表达语言方面的差距无关。这些调查结果强调,成绩差距不应仅仅归咎于儿童;他们从幼儿园开始,强调了早期干预和加强少数民族儿童家校联系的重要性。
{"title":"Examining Malleable Factors That Explain the End-of-Kindergarten Racial/Ethnic Gaps","authors":"I. Iruka, S. Sheridan, N. Koziol, Rachel E. Schumacher, Hannah Kerby, Amanda Prokasky, Dong-ho Choi","doi":"10.1086/718072","DOIUrl":"https://doi.org/10.1086/718072","url":null,"abstract":"Using data from a Midwest project, this study examines malleable factors associated with the reduction of language, achievement, and social-emotional development gaps among Black, Latine, and White children at the end of kindergarten. Gaps at the end of kindergarten between Latine and White children in expressive language, and between Black and Latine children in teacher-reported problem behaviors, remained after controlling for pre-kindergarten attendance and skills, and child and family characteristics. The home-school connection was associated with reducing the gap between Black and Latine children in teacher-rated problem behaviors after the inclusion of all malleable factors. Parenting practices, home-school connection, and classroom environments were not associated with reducing Latine-White gaps in expressive language. These findings highlight that achievement gaps should not be solely attributed to children; they start before kindergarten and underscore the importance of intervening early and strengthening the home-school connection for children from minoritized groups.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"378 - 410"},"PeriodicalIF":1.7,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46480114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Student Conceptions of the Equal Sign 学生对等号的概念
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-02 DOI: 10.1086/717999
Nicole C. Ralston, Min Li
Research in the area of equivalence and the equal sign dates back decades, demonstrating students often possess misconceptions concerning the meaning of equivalence and the equal sign. Students often understand the equal sign to mean the answer comes next (i.e., an operational definition) instead of the same as (i.e., a relational definition). However, very few, if any, of these studies utilized random samples or large sample sizes, or collected data across all elementary grades to better understand these issues. The purpose of this study was to therefore replicate earlier work to better understand student equivalence knowledge using a large (n = 1,745) random stratified cluster sample of elementary students across grades 1–5. The results corroborated the findings of other researchers, determining that few students hold relational views of the equal sign, many students exhibit various misconceptions when solving equivalence items, and knowledge primarily improves across the elementary grades.
对等和等号领域的研究可以追溯到几十年前,这表明学生经常对对等和等号的含义存在误解。学生们通常把等号理解为答案在后面(即操作定义),而不是与(即关系定义)相同。然而,这些研究中很少(如果有的话)使用随机样本或大样本,或收集所有小学年级的数据来更好地理解这些问题。因此,本研究的目的是复制先前的工作,以更好地了解学生等效性知识,使用1-5年级小学生的大型随机分层样本(n = 1,745)。结果证实了其他研究人员的发现,确定很少有学生持有等号的关系观点,许多学生在解决等效性问题时表现出各种误解,并且知识主要是在小学阶段提高的。
{"title":"Student Conceptions of the Equal Sign","authors":"Nicole C. Ralston, Min Li","doi":"10.1086/717999","DOIUrl":"https://doi.org/10.1086/717999","url":null,"abstract":"Research in the area of equivalence and the equal sign dates back decades, demonstrating students often possess misconceptions concerning the meaning of equivalence and the equal sign. Students often understand the equal sign to mean the answer comes next (i.e., an operational definition) instead of the same as (i.e., a relational definition). However, very few, if any, of these studies utilized random samples or large sample sizes, or collected data across all elementary grades to better understand these issues. The purpose of this study was to therefore replicate earlier work to better understand student equivalence knowledge using a large (n = 1,745) random stratified cluster sample of elementary students across grades 1–5. The results corroborated the findings of other researchers, determining that few students hold relational views of the equal sign, many students exhibit various misconceptions when solving equivalence items, and knowledge primarily improves across the elementary grades.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"122 1","pages":"411 - 432"},"PeriodicalIF":1.7,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44037561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
期刊
Elementary School Journal
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1