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1.
Conclusion The foregoing analyses suggest that achievement in Year 12 students was not related to either the use of exploratory teaching methods or the standard of science facilities. Possibly this was due to the fact that only senior students who had chosen to study science were included in the investigation. These results are based on data from Year 12 students who had chosen to study science and may therefore be different in important respects from other Year levels. It is possible that data from a sample of the whole age group in junior secondary school could yield a different pattern of relationships. Other studies (Ainley, 1978c) have suggested that in the junior secondary area the provision of better facilities was associated with enriched science learning experiences. Perhaps the Australian Science Facilities Programme would have been of greater benefit had it been directed more to the junior science area rather than to the senior science specialities.  相似文献   

2.
An evaluation of the Schoolwide Early Language and Literacy program (SWELL) was undertaken in four schools. Two schools participated in the SWELL program in the kindergarten year. The other two schools pursued the regular kindergarten curriculum. Pre‐ and post‐tests were made on a sample of kindergarten students in all four schools (between‐school evaluation). Post‐tests only were performed on a sample of Year 1 students who had not been exposed to SWELL (within‐schools evaluation). End‐of‐year assessments indicated that experimental students outperformed control students on words read in context, but not on words read in isolation (between‐schools evaluation). A similar but non‐significant trend was observed between kindergarten and Year 1 students in the experimental schools, but was not evident for control schools (within‐schools evaluation). Implications for at‐risk and disadvantaged students are discussed.  相似文献   

3.
This paper describes the implementation and evaluation for scaling up a comprehensive early childhood teacher professional development program into 11 communities across 2 years with funding through state legislative actions. The comprehensive program had four major components based on results from a previous multi-condition random assignment study across four states. The previous results demonstrated that the most optimum approach for supporting children??s school readiness included: (1) teacher on-line professional development with facilitation, (2) classroom mentoring, (3) implementation of a research-based curriculum, and (4) technology-driven progress monitoring that informed instruction. The comprehensive professional development program was evaluated in a new state program designed to bring childcare, Head Start, and public school pre-kindergarten together into integrated partnerships. In Year 1, 220 teachers serving 3834 children were randomly assigned to either receive the comprehensive program or not. Teachers who served as controls in Year 1 received the program in Year 2, and those who received the program in Year 1 participated for an additional year in Year 2, allowing for examination of the effects of one versus 2 years of participation. The program improved teachers instructional practices relative to controls, and a second year of participation resulted in greater gains in children??s language and literacy. Results support the need for well-integrated, comprehensive professional development for early childhood educators.  相似文献   

4.
This paper examines student and school influences on reaching Year 12, the final year of schooling in Victoria, Australia. It analyses data from the population of students who were in Year 9 in 2008. Male, English-speaking background, government school, and especially Indigenous students were less likely to reach Year 12 than comparison groups. Performance in the Year 9 in national standardized tests was the strongest influence. There were only limited school effects in reaching Year 12, when taking into account individual student characteristics. Less than a quarter of schools had significant net effects on reaching Year 12. School differences are sizable only when comparing schools towards each end of the school effects continuum.  相似文献   

5.
University enabling programs, worldwide, generally target high school students who excel at school, or post-secondary students who have underperformed in their university entry examinations. Murdoch University provides an access program for Year/Grade 12 students who are not on a university pathway during their final year of high school. This intervention engages students at a transitional stage of cognitive development to: (a) determine their readiness to move to the next level of their cognitive thinking; (b) facilitate that process through collaborative learning; (c) support and nurture university aspirations and (d) provide a direct transition pathway from secondary to higher education. The influence of Vygotsky's zones of proximal development in the context of this program is discussed, and by comparing the performance of these students in their first year of university with other domestic-entry students, we argue that this enabling program prepares them for successful transition into higher education.  相似文献   

6.
The purpose of this paper is to provide findings from a study into a school peer mentoring program which matched children aged between 9 and 12?years of age who were bullied or at-risk of being bullied with older student mentors. In total, 372 mentees as well as a comparison group of 1,249 young people from 22 English schools completed a questionnaire at the start and end of the school year (approximately nine months). An examination of the results showed that mentored students reported higher levels of bullying and life satisfaction, and statistically significant higher levels of school satisfaction than the comparison group at the end of the school year. These outcomes did not significantly vary by the mentee’s age, gender, or the number of mentoring meetings. Potential reasons for these findings are explored with a particular emphasis on the school environment and its influence on mentee–mentor and mentee–teacher relationships. The findings will have potential implications for future research and program developers.  相似文献   

7.
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger-scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine-grained scores in maths]. Through such an analysis, the study found that nearly a third of students (31.2%) had been misallocated to lower or higher sets than their KS2 results would have warranted. Beyond this, school setting practices were found to exacerbate differences in set allocation in relation to gender and ethnicity, but not socioeconomic background. The odds of girls being misallocated to lower sets in maths than their prior attainment would warrant was found to be 1.5 times higher than that for boys. Similarly, the odds of Black students being misallocated to lower sets was 2.4 times higher than for White students, whilst the odds of Asian students being misallocated to lower maths sets was 1.7 times higher than for White students. The article concludes by reflecting on the significant role that setting by attainment in secondary school can play in exacerbating already established patterns of educational inequalities in gender and ethnicity.  相似文献   

8.
The Reading Recovery programme has been a key early literacy intervention in many international contexts for over two decades. As a consequence, there have been numerous investigations into its efficacy for short-term gains, but only a few on long-term sustainability. This study examines the progress of 95 Year 4–6 students from seven schools in the rural hinterland of New Zealand. Standardised data were collected from students who had been successfully discontinued from Reading Recovery two to four years previously and compared them with mean performance from the same school populations. Results showed that only Year 6 students obtained the mean scores which placed them within the national average range. Our results also showed that whilst almost half of the ex-Reading Recovery students we studied, fell within the average band, 45% were classified as well below average.  相似文献   

9.
Throughout the 1980s there has been a remarkable rise in the retention rate of Australian students in secondary education. Although the absolute numbers of students undertaking the traditional upper secondary school preparatory subjects for Engineering courses has been increasing, their proportion as a percentage of the whole Year 12 group has simultaneously been decreasing.

In the face of this situation, the Faculty of Engineering at Monash decided in 1989 to ask the Faculty of Education to offer special bridging courses in chemistry and physics to students who had the appropriate high entry scores, but who had not studied either one or the other of these subjects during their Year 12 program.

After an initial period of data collection involving researching the chemistry and physics courses, two intensive special bridging courses to be taken over one semester were designed to meet the needs of these students. The first four years of the program have produced very encouraging results. The paper describes the rationale behind the design of these courses and the range of teaching and learning strategies that have been employed. It includes a discussion of some of the conditions that are believed to be necessary to ensure the success of such a bold educational experiment.  相似文献   


10.
Abstract

A formative, internal evaluation was conducted on the Connected Mathematics Project (CMP), a middle school reform mathematics curriculum used in Lafayette Parish, Louisiana, by the author (lead teacher of said project). Approximately 3,500 students in this public school system were enrolled in this program, and the district school board planned to expand the program to include all 12 public middle schools. An analysis of the Iowa Test of Basic Skills and the Louisiana Education Assessment Program mathematics data indicate that the program is working: The CMP schools significantly outperformed the non-CMP schools on both standardized tests. Questionnaires distributed to the teachers and to a sample of the students indicated that both groups believe the program is helping students become better problem solvers.  相似文献   

11.
This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language Proficiency) curriculum and students who used other technology-based programs. Three hundred and ninety-six students participated. Both groups made statistically significant gains from pretest to posttest within their respective curricula, but no main effect was found between the two groups. Post hoc analyses revealed that students with higher levels of English proficiency, who participated in the comparison condition, performed significantly better than students in the HELP Math condition, while students with lower levels of English proficiency performed better in the HELP Math program (although these differences were not statistically significant). Findings are interpreted with caution due to the truncated length of the intervention.  相似文献   

12.
This study utilizes self-reported survey data from teachers to compare indicators of school community in whole school-dedicated magnets in which all students are enrolled in the magnet program and program within school (PWS) magnets in which only a portion of the students participate in the magnet program. The indicators of community assessed in this study are categorized as internal (i.e., within the school) and external (i.e., involving home-school relations). Whole school magnets were found to be characterized by higher levels of internal and external community. Specifically, whole school magnet teachers report greater goal congruence, teacher commitment, and parent involvement. These findings are purported to result from all teachers and students choosing whole school magnets, differences in SES of the students enrolled in these school types, and dilution of indicators of community in PWS magnets from mixing magnet students and teachers with those in the traditional school program. The results varied byschool size.  相似文献   

13.
Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 usingBond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995 (year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also examined the influence of the Cognitive Acceleration through Science Education (CASE)Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between years 8 and 10 for most students in theThinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls showed cognitive gains across years 10–12 which were not found in boys. The students who were new to the school also showed increased cognitive development in years 11 and 12. Students who had experienced theThinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement, even though we used different measures of cognitive development and scholastic achievement.  相似文献   

14.
A sample of Australian secondary school students was used to explore the relationships among a set of standardised Year 7 numeracy and literacy tests, measures taken at Year 10 of mathematics attitude and schoolwork effort, and Mathematics and English scores in a state-wide Year 10 examination. Additionally, the predictive capacity of the numeracy and literacy tests, together with the attitude and effort measures, were examined in relation to the Mathematics and English scores. A correlation analysis showed that the numeracy and literacy tests were positively and significantly related and had similar relationships with the two Year 10 examination scores. Mathematics attitude was significantly associated with Year 10 Mathematics but effort did not correlate significantly with either of the Year 10 examination scores. Multiple regression analyses demonstrated that the relevant Year 7 test results contributed to a considerable amount of the total variance in the two Year 10 examination scores. A sub-sample of the students was interviewed and four case studies were selected to interrogate the notions of achievement, mathematics attitude, and effort. Although these case studies act as a source of qualitative evidence to supplement the quantitative findings, they also indicate that effort, in particular, is a notion worthy of further investigation. Other implications for researchers, as well as school personnel, are noted.  相似文献   

15.
Abstract

An earlier series of pilot studies and small-scale experimental studies had previously provided some evidence for the efficacy of a small group early literacy intervention program for young struggling readers. The present paper provides further evidence for efficacy based on a much larger sample of young, socially disadvantaged, at-risk readers. The participants comprised 14 successive intakes of Year 1 and Year 2 students into small group remedial literacy intervention programs hosted by two charitably run tutorial centres. In each semester, over the years 2005–2011, eight students (on average) attended each centre for one hour, for four days per week, for 15 weeks. Pre- and post-test assessment data on eight measures of early literacy performance were available on up to 194 students who completed the program. Substantial and statistically significant gains were evident on all literacy measures with large effect sizes. These results provide further evidence for the efficacy of the small group literacy intervention program.  相似文献   

16.
A within-school study of the effects of two different early literacy instructional programs on the reading proficiency of Year 1 students was undertaken in three schools in New South Wales, Australia all of which used Reading Recovery. The first program under examination was a "meaning"-oriented program used by six Kindergarten and Year 1 classrooms in the three schools. The second program, a "code"-oriented one, was implemented in the same six Kindergarten and Year 1 classrooms one year later. The code-oriented program, known as Schoolwide Early Language and Literacy (SWELL), stresses the explicit instruction of phonological awareness and the alphabetic code in context. All students, including both regular and Reading Recovery students, in the six non-SWELL classrooms were tested on four early literacy measures at the end of Year 1 when they had completed two years of schooling (comparison group). At the end of the following year, all Year 1 students in the six SWELL classrooms were tested on the same early literacy measures, when they had completed two years of schooling (experimental group). Results indicated that all regular and Reading Recovery students in SWELL classes significantly outperformed their regular and Reading Recovery counterparts in non-SWELL classes on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure at the end of Year 1. However, Reading Recovery students as a group, whether in SWELL or non-SWELL classes, did not reach the average level of their peers on any of the four literacy measures used. Implications for the most effective combination of whole-class and tutorial programs for children at-risk of literacy failure are considered in the discussion.  相似文献   

17.
Curriculum 2000 was heralded as a long overdue reform of the post-sixteen curriculum in England. In particular, critics of the traditional A level school curriculum had long complained of the narrow focus of these qualifications. The initiative therefore sought to improve the breadth of study experienced by students, through the added inclusion of Key Skills to the curriculum and the institution of an additional tier of assessment in Year 12; this latter reform would, it was hoped, allow students to follow broader courses of study in Year 12 before specialising in Year 13. Curriculum 2000 also sought to bring together the academic and vocational tracks, through encouraging mix-and-match qualifications. In practice its first two years have been characterised by implementation problems, as examination boards, schools, teachers and students have struggled to come to terms with the new system. Recently these problems have received the full glare of publicity, contributing to a ministerial resignation, as the media has spotlighted the grading crisis of 2002. This paper examines the policy context of the reform before drawing on research findings to address a particular issue of relevance: whether Curriculum 2000 succeeds in its stated aim of increasing breadth of study.  相似文献   

18.
Underachievement and failure to complete school have long-term negative consequences for students. Aspirations regarding completion of secondary school that predict achievement outcomes are related to factors amenable to intervention. This study investigates relationships between academic achievement and self-reported educational aspirations, motivation, affiliation with peers and teachers, and attributions. Survey participants were 5369 Year 10 and Year 11 students at 19 nationally representative secondary schools in New Zealand, and available achievement records were sourced for 2439 Year 11 students. Survey data were factor analyzed followed by further examination of relationships across demographic factors, self-reported aspirations, motivational factors (Doing My Best and Doing Just Enough), attributions, and interpersonal affiliations (Teacher and Peer). For Year 11 students, relationships between different factors and subsequent achievement were also analyzed. Students who indicated no aspiration to complete a school qualification were indistinguishable from those with low or moderate aspirations, and the analyses supported only two divergent groups comprising students with either low or high aspirations to complete qualifications. Aspirations were significantly related to different patterns of motivation, affiliation, and attributions predictive of academic achievement. Students of different ethnicity and gender also fell unequally across the two groups. These results suggest that promoting low or even moderate expectations and aspirations for student achievement may actually reinforce lower academic achievement. Instead, teachers and schools should communicate high expectations to prevent school failure and effective interventions to enhance student outcomes.  相似文献   

19.
Despite the widespread use of school‐based abuse prevention programs, few studies support their effectiveness in helping children avoid victimization. Most studies that evaluate prevention programs measure changes in children's knowledge and not subsequent behavior. Further, the link between knowledge, behavior, and the ability to avoid or reduce victimization has not been established. In this study the impact of a school‐based prevention program was assessed by surveying students at a high school in southern California where students from feeder elementary and junior high schools were known to have had abuse prevention programs available to them. Data were collected anonymously on 137 high school students during their Health class. A quasi‐experimental design was utilized, comparing the 72 students who had attended one or more school‐based abuse prevention program with the 65 who stated they had not participated in a prevention program. Demographic similarities between the two groups were established. Students who attended prevention programs were more knowledgeable about abuse concepts and reported fewer incidents of abuse. However, the effectiveness of students' responses to abuse, even when they were using strategies taught by the prevention programs, was variable. Questions about the effectiveness of these strategies with familial and nonfamilial abuse are discussed. © 2001 John Wiley & Sons, Inc.  相似文献   

20.
The study reports the results of a questionnaire on the opinions of biology, medical and agricultural students regarding the nature of the contribution of high school biology to their study of biology in the university. It was found that most students value the contribution of high school biology to their learning, understanding and retention of new material. Students who specialized in high school biology and who studied an inquiry-oriented program in high school had definite advantages over the others. High school experiences were found to influence achievement in college biology to the extent to which the university courses were based upon prior knowledge.  相似文献   

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