The International Journal of Learning: Annual Review最新文献_第2页

Management of homework: Looking through the eyes of the learners 作业管理:站在学习者的角度看问题

The International Journal of Learning: Annual Review Pub Date : 2010-12-01 DOI: 10.18848/1447-9494/CGP/V17I05/47027

G. K. Sidhu, C. Y. Fook, Parmjit Singh

引用次数: 2

'Clearer and Better': Preferences of children with reading difficulties for the typography and illustration in literacy materials “更清晰和更好”:阅读困难儿童对识字材料中字体和插图的偏好

The International Journal of Learning: Annual Review Pub Date : 2010-12-01 DOI: 10.18848/1447-9494/CGP/V16I12/46770

Myra Thiessen, M. Dyson

{"title":"'Clearer and Better': Preferences of children with reading difficulties for the typography and illustration in literacy materials","authors":"Myra Thiessen, M. Dyson","doi":"10.18848/1447-9494/CGP/V16I12/46770","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V16I12/46770","url":null,"abstract":"Preference inluences how an individual chooses graphic material and is therefore an important consideration in the design of literacy materials for children with reading dificulties, such as those associated with dyslexia. However, little is known about what this group of children like and dislike about the typography and the illustrations in their reading materials. Children with reading dificulties are likely to be less motivated to practise their literacy skills, and as luency in literacy can only be gained through practice, it is important to understand how reading materials can be created that these children will be more motivated to read. Through case-studies of six children with reading dificulties, their typographic (parts one and two) and illustrative (part three) preferences were tested. Parts one and two were concerned with the effects of typesetting and looked at the inluence of letter, word, and line spacing, and also type size. The typographic preferences of these six children were analysed and were then compared to their reading performance. Part three focused on the illustrative preferences of these children and looked at the use of colour and the level of detail included in this kind of visual information. By creating reading materials that correspond to the preferences of children with reading dificulties it is more likely that they will be motivated to read those books. These casestudies are part of ongoing research into the development of alternative materials for teaching literacy skills to children with dyslexia.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127984859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Parental Involvement in School to Improve Academic Achievement: Primary Teachers' Views 家长参与学校活动提高学习成绩:小学教师的观点

The International Journal of Learning: Annual Review Pub Date : 2010-12-01 DOI: 10.18848/1447-9494/CGP/V17I09/47241

Fatin Aliana Mohd Radzi, M. Razak, Nor Hashima Mohd Sukor

{"title":"Parental Involvement in School to Improve Academic Achievement: Primary Teachers' Views","authors":"Fatin Aliana Mohd Radzi, M. Razak, Nor Hashima Mohd Sukor","doi":"10.18848/1447-9494/CGP/V17I09/47241","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I09/47241","url":null,"abstract":"This is a preliminary study exploring primary school teachers' perception and concerns on encouragingparents'participationinschooltoimproveprimaryschoolpupils'academicachievement. Parents'participationinMalaysianschoolsinimprovingacademicachievement,especiallyinprimary levelisanewconceptinMalaysia.Thus,thisstudyaimstoinvestigatetheaspectofparentalinvolvement favoured by primary school teachers and to identify the type of parental involvement favoured by parents from the teachers' view. A model developed by Epstein containing six aspects of parental in- volvement in school is adapted in forming questionnaires for this study. The six areas based on the modelarecommunication,parenting,volunteering,homeinvolvement,schoolgovernanceanddecision making and also community service. Questionnaires consisting of 40 questions with 6 different areas were distributed to 60 respondents. Findings indicate that the respondents' perception regarding parental involvement is at a satisfactory level. It was also discovered that the aspects of involvement preferred by teachers are parenting and communication. The type of parental involvement favoured by parents from the teachers' point of view is parenting as well as communication.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132021757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 29

Exploring the gender gap in achievement in Malaysia: a case for learning styles 探讨马来西亚学业成绩的性别差异:以学习方式为例

The International Journal of Learning: Annual Review Pub Date : 2010-10-08 DOI: 10.18848/1447-9494/CGP/V17I04/46997

Nadia Ainuddin Dahlan, N. Noor, Sharifah Muzlia Syed Mustafa, Khadijah Said Hashim, Voviana Zulkifli

{"title":"Exploring the gender gap in achievement in Malaysia: a case for learning styles","authors":"Nadia Ainuddin Dahlan, N. Noor, Sharifah Muzlia Syed Mustafa, Khadijah Said Hashim, Voviana Zulkifli","doi":"10.18848/1447-9494/CGP/V17I04/46997","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I04/46997","url":null,"abstract":"a common problem shared by many institution of higher learning around the world today is the wide discrepancy in the enrollment of males and females.although the gender gap inpublic universities has been widely highlited in malaysia.it is believed this problem may be inextricably linked to gender differences in achievement at the school level.it has been suggested that accommodating gender differences in learning styles in school could help bridge the gender gap.therefore,this study attempted to identify the extent of the gender gap by comparing the self-reported results of a national standardized test,the lower secondary examination or penilaian menengah rendah(PMR) of 411 form four students from four secondary schools in kuala lumpur.respiondents also completed the felder and soloman (1991) index of learning styles(ILS)which determined their learning styles on four subscales:active-reflective, sensing-intuitive, visual-verbal and sequential-global.the study found a significant gender difference in achievement but not for learning styles.the majority of respondent were active,visual and sequential-global.the study found a significant gender difference in achievement but not for learning styles.the majority of respondents were active,visual and sequential.however,a binary logistic regression model found gender,sensing and visual learning styles to be significant predictors of achievement.therefore,accommodating these learning styles in particular,may promote the academic achievement of students.future teachers should consequently be equipped with practical knowledge of learning styles in the hope of increasing achievement across genders,thus narrowing the gender gap in schools and lead to more gender-balanced university classrooms capable of nurturing quality human capital amongst both women and men.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124560243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Working with Blog Discourse 使用博客话语

The International Journal of Learning: Annual Review Pub Date : 2010-10-01 DOI: 10.18848/1447-9494/CGP/V17I04/47013

A. Asmawi

引用次数: 0

Crossing over: strategies for supporting the training and development of international teachers 跨界:支持国际教师培训与发展的策略

The International Journal of Learning: Annual Review Pub Date : 2010-08-20 DOI: 10.18848/1447-9494/CGP/V17I04/46984

Alice V. Brown, Ann Dashwood, Jill Lawrence, Lorelle J. Burton

{"title":"Crossing over: strategies for supporting the training and development of international teachers","authors":"Alice V. Brown, Ann Dashwood, Jill Lawrence, Lorelle J. Burton","doi":"10.18848/1447-9494/CGP/V17I04/46984","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I04/46984","url":null,"abstract":"For international teachers the experience of ‘crossing over’ and moving from one higher education context to another for employment can be confronting. Not only does this transition often involve a physical location change but as part of a growing borderless workforce many international academic staff still need to cross borders in terms of having to align their past experience of pedagogical practice, beliefs and teaching contexts with new institutional expectations and strategic directions. This paper draws upon a wide range of theory to address the challenges and tensions that international teacher’s experience. The study presents a model based on capacity building that helps reveal strategies for supporting tertiary teachers in transitioning into a new workplace and includes an example to illustrate how this model is currently being applied at a regional Queensland university. We conclude by encouraging others to consider using these strategies in their own context for supporting international tertiary teachers to align their past ideologies, experiences, pedagogical practices and teaching contexts with new institutional learning and teaching principles.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"405 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116687726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

The Effect of Self-Questioning Strategy on EFL Learners’ Reading Comprehension Development 自我质疑策略对英语学习者阅读理解发展的影响

The International Journal of Learning: Annual Review Pub Date : 2010-06-01 DOI: 10.18848/1447-9494/CGP/V17I02/46869

H. Shang, I-Ju Chang-Chien

{"title":"The Effect of Self-Questioning Strategy on EFL Learners’ Reading Comprehension Development","authors":"H. Shang, I-Ju Chang-Chien","doi":"10.18848/1447-9494/CGP/V17I02/46869","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V17I02/46869","url":null,"abstract":"The issue of self-questioning strategy use has been debated for its effectiveness on reading comprehension. Some scholars propose that there are no benefits for higher metacognition and lower mental development learners; however, self-questioning is still an effective strategy to enhance students’ reading comprehension because of three essential components including active, metacognitive, and schema processings. Since the effect of self-questioning strategy use is a controversial issue, the purpose of this study was to explore its effectiveness on EFL learners’ reading comprehension. One hundred and eighteen freshmen participated in the study. Both quantitative and qualitative research methods were used including t-test, ANOVA, and semi-structured interview techniques to explore its effect. Results of this study demonstrate that students’ reading comprehension is enhanced significantly by self-questioning strategy training, especially for low level students, and students have positive attitudes toward employing self-questioning strategy in their future reading activities. Pedagogical implications for EFL educators to recognize the directions of instructional practices for enhancing reading comprehension are presented.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116214232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

'Powerless Language' for powerful communication: Delineating influence in group decision making 强大沟通的“无力语言”:描述群体决策的影响

The International Journal of Learning: Annual Review Pub Date : 2009-12-01 DOI: 10.18848/1447-9494/CGP/V16I10/46686

Z. Ali

引用次数: 3

A grammar of multimodality 一种多态语法

The International Journal of Learning: Annual Review Pub Date : 2009-12-01 DOI: 10.18848/1447-9494/CGP/V16I02/46137

B. Cope, M. Kalantzis

引用次数: 86

Reflective practice and professional development in engineering education 工程教育的反思实践与专业发展

The International Journal of Learning: Annual Review Pub Date : 2009-12-01 DOI: 10.18848/1447-9494/CGP/V16I03/46173

H. Hussin, S. Ramachandran, N. Bakri

引用次数: 1