词汇增长项目的随机实验：讨论调节学业词汇学习项目干预的作用

Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786. http://doi.org/10.3102/0002831215579485

http://doi.org/10.3102/0002831215579485

摘要： 交际的自我效能感是讨论有争议的问题和公民参与之间的重要环节，因为对一个人的话语技巧的自信对于处理相互冲突的观点和制定社区问题的解决办法是非常重要的。词汇增长项目是一个有关不同内容的扫盲项目，它支持四个主要领域的教师——拉美教育、社会科学、科学和数学——通过课堂讨论、针对具体主题的课程和写作，将有争议的问题的学习嵌入其中。来自城市学区12所中学的不同背景的中学生（N=5870）参与了这一项随机调查研究。我们根据学生对其交际自我效能感的自我评定，分析了调查数据，表明他们有信心参加关于政治、社会和科学等15个不同的有争议的问题的讨论。配对样本检验表明，在当下的话题中干预组学生的交际自我效能感要高于对照组学生，而在以往的话题中并没有呈现这种差异。本研究旨在让课程开发者、政策制定者和教育者考虑将有争议的问题纳入学科教学框架的重要性。

基金资助: This research was made possible through grants from the IES (R305A090555). https://ies.ed.gov

相关链接: http://dx.doi.org/10.1080/00933104.2016.1203852

相关文献: Lin, A.R., Lawrence, J.F., Snow, C.E., & † Taylor, K. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory and Research in Social Education, 44(3), 316-343. http://dx.doi.org/10.1080/00933104.2016.1203852

INVITED PRESENTATIONS

Lawrence, J.F. (2015, September). Technology in English. U.S. Department of State, Bureau of Educational and Cultural Affairs. The White House, Washington D.C.

Warschauer, M., & Lawrence, J. F. (2014, April). The Learning Analytics of Cloud Based Writing. Google Campus, New York, New York

Lawrence, J.F. (2012, September). Does talk exposure in preschool predict second-language vocabulary at age 10? A longitudinal study of Turkish immigrant children growing up in Norway. 学前教育中的语言接触是否会预测儿童10岁时的第二语言词汇？(Presented in Mandarin). East China Normal University, Shanghai, China.

Software Development

Lawrence, J., & Krueger, N. (2016). Bifrost: Bridging linguistic, cognitive and computer science resources (Version Reduced: Polysemy and Depth only). Retrieved from https://github.com/Malthanatos/Bifrost/tree/Reduced--Polysemy-and-Depth-only

EDITED VOLUME

Ippolito, J., Lawrence, J. F., & Zaller, C. (2013). Adolescent Literacy in the Era of the Common Core. Cambridge, MA: Harvard Education Press.

Other publications

Ippolito, J., Dobbs, C., Charner-Laird, M., & Lawrence, J. F. (2016). Delicate layers of learning: Achieving disciplinary literacy requires continuous, collaborative adjustments. Learning Forward.

Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 23–26.

Lawrence, J. F. (2005). Perennial Themes in Education. Journal of Education, 186(1), 87–95.