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1.
This study investigates the adequacy of predicting differential value systems of college students from their American College Test (ACT) scores. Sixty male college Ss were divided into two groups based on ACT scores: a.) high English-low math group, and b.) high math-low English group. The Allport-Vernon-Lindzey Study of Values, which measures six dominant values in personality, was administered to each of the two groups. Comparison of mean scores on each scale indicated that only the Theoretical scale distinguished between the two groups, scores for Group II being higher than scores for Group I. Stepwise discriminant analysis indicated, however, that scores on the Theoretical scale were highest for Group II, whereas scores on the Political and Social scales were highest for Group I. The Religious, Economic, and Aesthetic scales were not significantly different in the two groups.  相似文献   

2.
This study investigated the impact on chemistry learning of the degree to which students embedded or integrated multiple modes of representation in end of unit writing-to-learn activities. A multi-case study approach utilizing quasi-experimental methodology involving intact high school chemistry classes taught by two different teachers was employed. Approximately half of the classes for each teacher were designated treatment classes and students in these classes participated in specific classroom activities designed to encourage the use of strategies to embed multiple modes within text in student writing. Control classes did not participate in these activities. All classes with the same teacher participated in identical end of unit writing tasks followed by identical end of unit assessments. Writing tasks and end of unit assessments were teacher designed and were therefore unique to each setting. Data from each teacher was initially analyzed independently to explore characteristics of student writing and student performance on end of unit assessments. This was followed by cross case analysis. Analysis of quantitative data indicated that for the first teacher (n = 70 students), treatment classes significantly outperformed control classes on two different measures of writing characteristics during a first unit of study, two measures of writing for the second unit, and three categories of end of unit instruction for the second unit. For the second teacher (n = 95), treatment classes outperformed control classes on two writing characteristics and three end of unit assessment categories during the only unit of study assessed. In addition, at both sites, significant positive correlations were found between all writing characteristic measurements and end of unit assessment performance. These results not only support the use of multimodal writing-to-learn tasks as a pedagogical tool to improve chemistry learning, but specifically suggest benefit when multiple modes are effectively linked within these tasks.  相似文献   

3.
Forty-one students in two third grade classes, including special education students, participated in an action research project conducted jointly by two university supervisors, three teachers, and three student teachers. The “Minute Math” project involved students in predicting and graphing their test scores on a weekly conventional timed test of the 0–9 multiplication facts. Students also reflected each week on their progress and the success of their studying and problem-solving strategies. Student self-assessment was successful at turning the rote memorization task of learning the times tables into a deeper experience for students about monitoring their own mathematics learning. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

4.
This study evaluated 3 groups of mentally retarded children on a visual discrimination reading readiness task. Ss included 75 mentally retarded persons residing at the Columbus State Institute divided into 5 MA groups ranging from 3 years to 8 years. Three different groups of 25 Ss were matched on CA, MA, and IQ and two of these were paired on perceptual functioning on the basis of Gellner classifications. The third group included 25 Ss diagnosed as having genetic mechanisms. The task consisted of 100 cards of three coloured pictures with two of them being associated. Results showed the minimally handicapped visual group performed higher than the other two groups. MA was highly related to success especially for the highest MA group. Implications of these data are discussed.  相似文献   

5.
Abstract

This article aims to present preliminary data to validate and show the effectiveness of the educational programme Thinking emotions with a sample of children aged two years. To test its effectiveness, a sample of 57 children was selected. The sample was divided into experimental group (N = 38) and control group (N = 19). Participants were evaluated for overall development (Brunet-Lezine) and emotional understanding through two tests (AKT and TEC) before and after the implementation of the programme in the classroom. The tutors implemented the programme during school hours in weekly 45-minute sessions over six months. The results show significant advances in emotion understanding of children in the experimental group versus the control group. Results are discussed considering the implications of early education on emotions and the consequences on psychological wellbeing.  相似文献   

6.
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7.
This paper presents the results of a curriculum of basic economic concepts given to 5 fourth-grade classes (Ss=95). The main topic of this curriculum was the production and distribution of agricultural produce, which had already proved to be difficult for the children. The proposed curriculum was largely inspired by the idea that familiarity with «social scenes» related to the economic process in question is necessary (although not sufficient) to allow children to understand such concepts. Children's level of understanding was tested before and after the curriculum by means of a semi-structured interview on 3 main topics: farmers' use of produce; farmers' use of earnings; produce distribution. Answers were scored according to their complexity and correctness; variance analyses performed on the scores showed significant improvements, as well as differences between classes. A qualitative analysis of children's answers was also performed, with the aim of interpreting the nature of change in each topic.  相似文献   

8.
The purpose of this review was to organize the results of studies conducted during the last 18 years into a body of knowledge concerning the link between physical education (PE) and academic achievement (AA). Such knowledge may help in clarifying the role of PE in the schools, whose main focus is on improving the AA of the children. The term PE is used to denote those classes taught in the framework of a school curriculum in which physical activity is at the centre. The reviewed studies were divided into three categories: the ‘political’, in which a rationale is provided for PE in mainly achievement-oriented academic schools (n = 10); the ‘interventionist’, in which it is shown that PE given in accordance with a defined intervention programme influences AA (n = 10); and the ‘integrative’, in which it is determined how physical activity incorporated into the daily routine of academic studies contributes to AA (n = 5). The significance of the reviewed studies in each category is discussed, as well as the advantages and limitations of the studies. Ideas for future research on the link between PE and AA are proposed.  相似文献   

9.
The study was conducted to determine if students graded by the contract method (experimental group) would retain, for a 5-week period, the knowledge level possessed at the end of a 9-session venereal disease unit and if the contract students would retain as much, or more, knowledge than students graded by the traditional method (control group) . Ss for the grade contract group (n = 27) were drawn from two junior high school health classes and Ss for the traditional grading group ( n = 30) were drawn from two other health classes. Results of the ANOVA tests conducted at the .05 alpha level indicated that 1.) the grade contract students, as well as the traditional grading students, retained the knowledge level possessed at the end of the unit, and that 2.) the contract students did not retain any more, or less, knowledge than the traditional grading students.  相似文献   

10.
The purpose of this study was to determine what effect the communication of precise instructional objectives to students has on their learning. The study was designed (1) to provide data on whether student achievement can be influenced significantly by providing students, in advance of instruction, information on what is expected of them as an outcome of instruction and (2) to investigate various ways of communicating to students, in writing, that which is to be learned in class. The Ss for this study were selected from five tenth-grade health and safety classes taught by the same teacher. Of the 143 Ss, one third in each class was randomly assigned to one of three treatment groups. For treatment groups one through three, the participants received precisely stated instructional objectives, vaguely stated instructional objectives, and short paragraphs of health information, respectively. Ss receiving prior to instruction precise information on what is expected of them showed greater achievement than those who received vague or related information.  相似文献   

11.
Research Findings: The connections between parents’ emotional competence (emotion expression, regulation, and knowledge) and children’s social–emotional learning (SEL) have been well studied; however, the associations among teachers’ emotional competencies and children’s SEL remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Participating teachers from each center also participated in focus group discussions about emotional competence in preschool classrooms. For analyses, teachers were divided into Moderately and Highly Supportive groups based on observed emotional support quality. Teachers’ focus group responses were compared. Practice or Policy: Comparison groups differed with regard to their discussions of emotion regulation and emotion knowledge. These differences elucidate ways in which intervention programs and in-service training can be developed to help teachers better meet the SEL needs of children.  相似文献   

12.
Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor guides a class-wide discussion. Here we report on a study of precalculus voting questions that includes data from 25 classes taught by eight instructors at five institutions over the course of 7 years. The goal of this study is to explore ways of identifying the questions most likely to provoke good student discussions. We recorded the percentage of each class voting for each option on each question posed, a total of 851 votes. We have 60 questions on which we recorded the results from at least five classes. We identified the five questions with the most widely dispersed votes, a method that has a history of being helpful in identifying good discussion questions. We present these five questions here, four of which we found to be examples of questions which are particularly good at stimulating student discussions. We include notes about how we used the questions in class.  相似文献   

13.
Abstract

The effectiveness of the game Order Out was investigated and differences in achievement when a) sets of fraction bars, b) pictorial representations of fraction bars, or c) neither physical nor pictorial aids were made available during the play of the game. The game was played 20 minutes, twice weekly for 5 weeks. The subjects were 85 fifth grade students in four intact classes and 177 seventh grade students in eight intact classes. Pre- and posttests of 40 items were given; in each item, the student ordered a pair of proper fractions. The game was an effective way to improve students’ achievement of the game content. There were no significant achievement differences among treatments. Post-hoc analysis of the data revealed sex-related trends suggesting two hypotheses for further study.  相似文献   

14.
This article focuses on indirect complaining in teacher education. The phenomenon of complaining in educational situations has not been examined as a process before. In this study complaining was examined in naturally occurring learning group sessions, which were videotaped and analysed through Conversation Analysis (CA). The purpose of this study is to describe the beginning of complaints and find ways to handle situations including complaining. The data comprise 26 pedagogically focused discussions that included indirect complaining. These were categorized into four classes: discussions which produced accounts, advice‐giving discussions, discussions expressing different viewpoints, and discussions mainly expressing affiliation. Discussions in the first three categories can be seen as investigative: in these discussions student teachers produced explanations or new interpretations of complained situations, or gave advice to correct the complained situation. Hence, although complaining is defined as having at least two negative elements (there must be something wrong in the complained‐of situation, and the stance of the complainer towards it must be negative), there was also something positive in the processes of the discussions that included complaining, namely investigation. When the second turns of the discussions including indirect complaining were studied, it was observed that invitations to define the complained‐of situation seemed to engender investigative discussions, whereas like‐mindedness or further complaint as the second turn seemed to engender discussions expressing affiliation. An invitation to define the complained‐of situation is suggested as a tool for developing complaints into investigative discussions.  相似文献   

15.
This study compared the convergent and discriminant validity of two confidence marking techniques with that of conventional choice testing. Achievement in vocabulary, social studies, and science (traits) was measured by a 60-item test containing true-false and 5-alternative items (methods). The test was administered to three randomly assigned groups (one for each response system), totaling 535 Ss. The results indicated very slight differences in convergent and discriminant validity that favored conventional choice testing over confidence marking techniques.  相似文献   

16.
Summary The present study investigated the relationships of meaningfulness, picture detail, and presentation mode on visual learning. Subjects, 123 broadcasting students at Brooklyn College, viewed slides of animal pictures previously classified by judges into high-and low-meaningful groups. All Ss saw both high-and low-meaningful stimulus items. Half saw the stimulus items as full-color pictures while the other half saw them as line drawings. In addition, one-third saw the stimulus items as pictures presented alone, one-third saw them as pictures with each animal name printed underneath its picture, and one-third saw the pictures (without printed names) accompanied by the spoken animal name as each slide was shown. Following presentation of stimulus slides, Ss were shown a series of full-color test slides containing dummy items randomly intermixed with stimulus items. During two showings of test slides, Ss first indicated those animals recognized from the learning trial and second, wrote down those animal names they knew. Results included significant main effects on recognition accuracy for meaningfulness and presentation mode in addition to significant interactions for meaningfulness-by-mode and mode-by-picture-detail. A significant main effect of presentation mode resulted for correctly named stimulus items. Three significant main effects (meaningfulness, picture detail, and mode) and one significant interaction (mean-ingfulness-by-picture-detail) were obtained on error scores.  相似文献   

17.
The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N?=?180) where ABRA was part of their English Language instruction and a control group (N?=?174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.  相似文献   

18.
Abstract

Formulated by Piaget and indirectly brought into focus by the Montessori methodology, haptic perception is a relatively new concept in American education. Work in England and Russia antedates that found in the United States. Concannon and Coyle completed studies in haptic perception with young children from Montessori and non-Montessori classes. Differences in kind of treatment were non-significant (individual vs. group teaching) while Ss in Montessori classes differed significantly from non-Montessori Ss.  相似文献   

19.
The peer rating system used here advances the quantitative literacy goals outlined in the social sciences. We instituted a mid-semester intervention to teach rating skills and used an index to track longitudinal changes of skill mastery over the course of the semester. Seventy-four students in five advanced research classes followed the procedure of the existing peer rating system by completing reading assignments, writing reflections online, engaging in class discussions, rating their peers’ reflections and receiving feedback on their group effort. Peer ratings were then compared with each other and also with the instructor ratings to derive individualised indices of reliability and validity. These technical indicators enabled two rounds of assessment before and after a class-wide intervention. An omnibus test across the five classes showed a significant improvement in rating quality due to the intervention. Our courses not only met a quantitative learning outcome but also promised vocational competence.  相似文献   

20.
The purpose of this study is to understand the nature of pre-instructional knowledge transferred by students into problem situations and the change process on students’ knowledge system during classroom discussions. This study was framed by two interrelated theoretical frameworks on knowledge structures, phenomenological primitives and coordination classes. The data were collected through problem solving sessions on turning effect of forces (torques or moment) from ten participants who were seeking a degree to become physics teachers. The analysis of data showed that, in this particular context, students’ pre-instructional ideas can be characterized according to phenomenological primitives. The theoretical constructs of the coordination classes generated meaningful results to understand students’ particular difficulties in transferring the moment concept across different contexts and the change process on students’ knowledge system. The major stimulator of the change process emerged as the students’ becoming aware of the epistemological nature of their knowledge structures and searching the causal mechanisms behind physical phenomena.  相似文献   

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