Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities

Teacher knowledge enhances instruction. Of particular importance for spelling instruction is literacy-related content teacher knowledge. This knowledge includes awareness of individual speech sounds, syllables, and morphemes in the English language. Teachers who possess this knowledge are better able to assess student needs and design instruction that meets those needs so that students learn to spell well. In this study, 36 preservice teachers and 38 inservice teachers completed a survey and three measures. The survey asked teachers to calibrate their knowledge of phonemic awareness, phonics, and spelling. The measures assessed the teachers’ literacy-related content knowledge and their ability to use this knowledge to analyze student spelling errors and choose appropriate instructional activities to meet student needs. Overall, the preservice teachers were more positive in their assessments of their literacy-related content knowledge while the inservice teachers demonstrated greater literacy-related content knowledge. Neither group was adept in analyzing students’ spelling errors although the inservice teachers were better able to choose appropriate instructional activities

The Effect of Learning-Set Acquisition on the IQs of Disadvantaged Preschool Children

General learning ability is a combination of many relatively independent abilities, some of which have not yet been identified and studied experimentally. The acquisition of learning sets, a learning ability which has received considerable attention in the literature, involves the ability to solve single problems, generalize their solutions, transfer such information from one problem to another, and form concepts. Learning set is the acquired ability to solve a particular kind of problem. Discrimination learning set problems have different stimuli but a common basis for solution. The identification by the S of the characteristic which these problems have in common is the discrimination learning set. Harlow (1949) wrote that learning set acquisition depends upon a higher level of thought than is required for single problem learning. The particular set learned determines in large part which stimuli will be generalized in future problem solving

UC-395 CCSE Reservation Application

The CCSE department tasked us with creating an application to streamline the reservation of the rooms and equipment maintained by the college. To achieve this, we developed a front-end application created with PHP that allows users to view available resources, and request reservations for them. We created and maintained a back-end database configured with MySQL through phpMyAdmin to allow for the easy integration with the front end. Through the project we created new functions in the application with the user in mind, to create the best possible application to fit the needs of the CCSE department

Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities

Teacher knowledge enhances instruction. Of particular importance for spelling instruction is literacy-related content teacher knowledge. This knowledge includes awareness of individual speech sounds, syllables, and morphemes in the English language. Teachers who possess this knowledge are better able to assess student needs and design instruction that meets those needs so that students learn to spell well. In this study, 36 preservice teachers and 38 inservice teachers completed a survey and three measures. The survey asked teachers to calibrate their knowledge of phonemic awareness, phonics, and spelling. The measures assessed the teachers’ literacy-related content knowledge and their ability to use this knowledge to analyze student spelling errors and choose appropriate instructional activities to meet student needs. Overall, the preservice teachers were more positive in their assessments of their literacy-related content knowledge while the inservice teachers demonstrated greater literacy-related content knowledge. Neither group was adept in analyzing students’ spelling errors although the inservice teachers were better able to choose appropriate instructional activities

The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students

The premise of the Simple View of Reading is that reading comprehension is the product of two components – decoding and language comprehension. Each component is necessary but not sufficient. To support teachers in identifying end-of-second-grade students who may have difficulties in one or both of the components, parallel listening comprehension and reading comprehension screening measures were developed and investigated in two preliminary pilot studies and one large-scale administration. The first pilot study, conducted with 41 end-of-second-grade students, established administration times for the listening comprehension screening (LCS) and the reading comprehension screening (RCS) and confirmed the appropriateness of the 75 items on each of the measures. The second pilot study, conducted with 12 end-of-second- grade students with varying reading levels, demonstrated that the LCS and RCS could differentiate readers with good comprehension from readers with poor comprehension. The large-scale administration, conducted with 699 end-of-second-grade students, aided in the development of shorter final versions of the LCS and RCS and provided data to determine the score reliability and validity of the final versions of the measures, each of which had 42 items. Item response theory (IRT) was used to identify the most apposite and discriminating items for use on the final versions of the LCS and RCS. Score reliability (Cronbach’s alpha) on the final LCS was estimated to be .89 and was estimated to be .93 on the final RCS. Various sources provided content and criterion-related validity evidence. In particular, criterion-related validity evidence included strong correlations with the Gates-MacGinitie Reading Tests and strong sensitivity, specificity, and positive predictive indices. Construct validity evidence included group differentiation and a confirmatory factor analysis (CFA), all of which supported a single underlying construct on the LCS and a single underlying construct on the RCS. In a subset of 214 end-of-second-grade students from the larger study, partial correlation and structural equation modeling (SEM) analyses supported the discriminant validity of the LCS and RCS as measures of comprehension. The listening and reading comprehension screening measures will assist second-grade teachers in identifying student learning needs that cannot be identified with reading-only comprehension tests

Organizational Efficiency and Motivation

Industrial Engineering and Managemen

A Critical Analysis of the Conventionally Employed Creep Lifing Methods

The deformation of structural alloys presents problems for power plants and aerospace applications due to the demand for elevated temperatures for higher efficiencies and reductions in greenhouse gas emissions. The materials used in such applications experience harsh environments which may lead to deformation and failure of critical components. To avoid such catastrophic failures and also increase efficiency, future designs must utilise novel/improved alloy systems with enhanced temperature capability. In recognising this issue, a detailed understanding of creep is essential for the success of these designs by ensuring components do not experience excessive deformation which may ultimately lead to failure. To achieve this, a variety of parametric methods have been developed to quantify creep and creep fracture in high temperature applications. This study reviews a number of well-known traditionally employed creep lifing methods with some more recent approaches also included. The first section of this paper focuses on predicting the long-term creep rupture properties which is an area of interest for the power generation sector. The second section looks at pre-defined strains and the re-production of full creep curves based on available data which is pertinent to the aerospace industry where components are replaced before failure

Alfabetização Baseada na Ciência: Manual do Curso ABC

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Alfabetização baseada na ciência: manual do curso ABC

O presente manual faz parte do projeto ABC – Alfabetização Baseada na Ciência, fruto de um Acordo de Cooperação Internacional celebrado entre a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), a Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (FPCEUP), o Instituto Politécnico do Porto (IPP) e a Universidade Aberta de Portugal (UAb). Essa importante parceria tem o objetivo de contribuir para a formação continuada dos profissionais da educação brasileiros que atuam na área de alfabetização, somando-se aos vários esforços que têm sido envidados pelo Ministério da Educação (MEC) para elevar a qualidade dos processos de alfabetização no Brasil e, consequentemente, os seus resultados. A formação de professores tem sido um dos pilares da Política Nacional de Alfabetização (PNA), instituída pelo MEC por meio do Decreto 9.765/19, a qual destaca entre seus princípios a fundamentação de programas e ações em evidências provenientes das ciências cognitivas, bem como a adoção de referenciais de políticas públicas exitosas, nacionais e estrangeiras, baseadas em evidências científicas.info:eu-repo/semantics/publishedVersio