| 1 |
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
|
|
|
|
In: ISSN: 2515-2459 ; EISSN: 2515-2467 ; Advances in Methods and Practices in Psychological Science ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02509817 ; Advances in Methods and Practices in Psychological Science, [Thousand Oaks]: [SAGE Publications], 2020, 3 (1), pp.24-52. ⟨10.1177/2515245919900809⟩ (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
'Reading First kindergarten classroom instruction and students'' growth in phonological awareness and letter naming–decoding fluency'
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
A quantitative and qualitative analysis of the impact of high school marine science curricula and instructional strategies on science literacy of students.
|
|
|
|
Abstract:
The objective of this study was to describe the ways secondary level students became more scientifically knowledgeable and literate as they participated in naturally integrated marine science courses using a combined qualitative and quantitative research design. Students' attitudes toward science, technology, and society issues, views relative to marine science, and knowledge of general science concepts were assessed before and after taking a marine science course using three surveys developed by the researcher. Nine Florida secondary level teachers administered pre- and post-questionnaires to students to assess knowledge and attitudes. Paired-sample t tests revealed a significant difference (p < 0.001, t value = 4.42, n = 399) between pretest and posttest mean scores for secondary level students, indicating an increase in students' general scientific knowledge. Attitudes toward science, technology, and society issues did not significantly change, but were more reflective of the Standards and Benchmark based on qualitative data. ; Qualitative data also was used to validate the questionnaires and explain the relationship between scientific literacy and key aspects of the instruction and curriculum through descriptive case profiles. Similarities and differences between the learning environments, including curriculum and instruction, were analyzed to provide insight and explanation of the findings. The ARCS Model, a model based on four necessary conditions---attention, relevance, confidence, and satisfaction---for a student to be motivated to learn was used as an organizing framework for this analysis. Students' open-ended responses reflected overall positive experiences in marine science courses, ones that will cause them to be more motivated to learn science and become responsible citizens in the state of Florida. The most prevalent reasons students gave for being satisfied with their marine science courses were: they learned more science than they previously had in other courses due to the integrated and coherent nature of marine science, they were interested in the subject of the oceans, and their teachers showed great enthusiasm and passion for teaching marine science. ; Thesis (Ph.D.)--The Florida State University, 2001. ; The objective of this study was to describe the ways secondary level students became more scientifically knowledgeable and literate as they participated in naturally integrated marine science courses using a combined qualitative and quantitative research design. Students' attitudes toward science, technology, and society issues, views relative to marine science, and knowledge of general science concepts were assessed before and after taking a marine science course using three surveys developed by the researcher. Nine Florida secondary level teachers administered pre- and post-questionnaires to students to assess knowledge and attitudes. Paired-sample t tests revealed a significant difference (p < 0.001, t value = 4.42, n = 399) between pretest and posttest mean scores for secondary level students, indicating an increase in students' general scientific knowledge. Attitudes toward science, technology, and society issues did not significantly change, but were more reflective of the Standards and Benchmark based on qualitative data. ; Qualitative data also was used to validate the questionnaires and explain the relationship between scientific literacy and key aspects of the instruction and curriculum through descriptive case profiles. Similarities and differences between the learning environments, including curriculum and instruction, were analyzed to provide insight and explanation of the findings. The ARCS Model, a model based on four necessary conditions---attention, relevance, confidence, and satisfaction---for a student to be motivated to learn was used as an organizing framework for this analysis. Students' open-ended responses reflected overall positive experiences in marine science courses, ones that will cause them to be more motivated to learn science and become responsible citizens in the state of Florida. The most prevalent reasons students gave for being satisfied with their marine science courses were: they learned more science than they previously had in other courses due to the integrated and coherent nature of marine science, they were interested in the subject of the oceans, and their teachers showed great enthusiasm and passion for teaching marine science. ; School code: 0071. ; hdl
|
|
Keyword:
Education; Sciences.; Secondary.
|
|
URL: http://ezproxy.fau.edu
http://digitool.fcla.edu:80/R/?func=dbin-jump-full&object_id=40336
http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3016049
|
|
BASE
|
|
Hide details
|
|
|
| 9 |
A SOURCEBOOK ON THE CATHARSIS CONTROVERSY (ARISTOTLE, "POETICS"; GREECE).
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Language Input Intervention Using Visual Feedback: Impact on Adult Words Delivered to at-Risk Bilingual Children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Early Social Interaction Project for Toddlers with Autism Spectrum Disorder: Effects on Parent Synchronous Language
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
RELATIONSHIP BETWEEN FIELD-DEPENDENT AND FIELD-INDEPENDENT COGNITIVE STYLES AND PERSISTENCE AND PERFORMANCE IN AN INSTRUCTIONAL TELEVISION CURRICULUM (LEARNING STYLES, FLORIDA)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Intergenerational transmission of alcoholism: Environmental and identity variables
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
FAMILY LIFE EDUCATION: KNOWLEDGE, ATTITUDES, AND BEHAVIOR AMONG UNDERGRADUATE COLLEGE STUDENTS AT THE UNIVERSITY OF PUERTO RICO
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
AN INVESTIGATION OF THE USE OF HUMOR AS A TEACHING STRATEGY IN AMERICAN HISTORY CLASSES
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Vocalizations of Children with Autism Spectrum Disorders Late in the Second Year of Life
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Vocabulary Mediation in the Second Language Classroom: An Exploratory Study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Writing Memory: The Latino Community and Continuity in the Writings of Julia Alvarez, Judith Ortiz Cofer, and Achy Obejas.
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
