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1.
Fifty‐three 10‐11 year‐old children were asked to identify continent shapes and to arrange them to form a map of the world. They were also asked to arrange similar shapes on a plain spherical surface to make a globe. Australasia, Europe and Asia were the most recognised continents. Although shapes were arranged with considerable accuracy to form a world map, shapes on the globe were arranged so as to be bunched around the equator. Africa and Antarctica were least well known, least correctly located and their orientations most misaligned. Possible reasons for this are discussed and some teaching approaches suggested.  相似文献   

2.
ABSTRACT

This issue of Paedagogica Historica is a product of the 39th ISCHE Conference, held in Buenos Aires, from 17 to 21 July 2017. For this reason, the journal exceptionally includes articles in Spanish. At the event, 442 papers were presented, distributed in 103 sessions in which 363 participants (271 researchers and 92 students) from 36 countries of the 5 continents participated. The central theme of the Conference – also covered in this issue – was Education and Emancipation.  相似文献   

3.
An exploratory study of the efficacy of The Word Within the Word tested students’ abilities to recognize, use, and recall vocabulary. Ten middle school teachers and their 493 students participated. Five teachers used The Word Within the Word, and five used traditional vocabulary materials. Students completed an out-of-level sentence completion test and a test of prompted vocabulary recall. Analysis of sentence completion data revealed significant differences with moderate effect sizes, favoring students in The Word Within the Word sixth- and seventh-grade classes. Analysis of prompted vocabulary recall data revealed significant differences with moderate to large effect sizes at all grade levels, favoring The Word Within the Word classes. Results suggest that in this case, both gifted and typically developing students in classrooms using The Word Within the Word were more skilled in vocabulary recognition, use, and recall than students in classrooms using traditional methods of vocabulary instruction.  相似文献   

4.
This article chronicles the coordination and better integration of existing institutional resources to support cocurricular themes embedded in the provision of a large enrollment, video‐mediated undergraduate operations management (OM) course. The name Project Cheddarfield refers to a 2008 initiative in which two professors team‐taught an OM course to over 600 undergraduates on two different continents through the repeated rapid exchange of digital video between the United States and Singapore. Simultaneously infused in this core curricular delivery were themes of global awareness and study‐abroad, including the promotion of one particular opportunity that bridged the two campuses. This action research narrative spans over 5 years of related activity leading up to the initiative, as this project is best understood as a trajectory, or the evolving result of design adapting to unfolding realities.  相似文献   

5.
Type I error rate and power for the t test, Wilcoxon-Mann-Whitney (U) test, van der Waerden Normal Scores (NS) test, and Welch-Aspin-Satterthwaite (W) test were compared for two independent random samples drawn from nonnormal distributions. Data with varying degrees of skewness (S) and kurtosis (K) were generated using Fleishman's (1978) power function. Five sample size combinations were used with both equal and unequal variances. For nonnormal data with equal variances, the power of the U test exceeded the power of the t test regardless of sample size. When the sample sizes were equal but the variances were unequal, the t test proved to be the most powerful test. When variances and sample sizes were unequal, the W test became the test of choice because it was the only test that maintained its nominal Type I error rate.  相似文献   

6.
Abstract

The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on academic achievement conducted during the period from 2004 to 2019 in order to determine the overall effect size of using games for teaching various subjects. The overall sample size of the studies included a total number of 12800 participants. Some moderator analyses were also carried out to determine the exact efficiency of educational games in terms of student levels, durations of implementation of game activities, school subjects in which games were used, class sizes, kinds of games and achievement tests used. The findings suggest that educational games have a positive effect on academic achievement and this effect is at a medium level (g?=?0.695). The highest effect sizes were observed in foreign language courses (g?=?0.87), small (less than 50) class sizes (g?=?0.87), and in non-digital games (g?=?0.90). Moreover, we conducted a meta-thematic analysis based on document analysis of qualitative studies in order to further consolidate the findings of the meta-analysis. The meta-thematic dimension of our study reveals cognitive contributions as well as drawbacks of game-based teaching, and provides suggestions for conducting educational games in a better way.  相似文献   

7.
We analyzed the structure of the MOOC ecosystem from the perspective of two aggregators, Class Central and MOOC List, which gather information on thousands of courses. Their datasets, which range from 2012 to 2015, enabled us to underline the contrast between most important platforms such as Coursera or edX, and smaller scale platforms, notably their European counterparts. Both the number of courses produced by institution and the estimated workload for each course are higher in North America, suggesting that the strategies of institutions of higher education differed between both continents. Finally, we show that course duration decreased over the years, and suggest that it represented a strategy to tackle low completion rates.  相似文献   

8.
A meta‐analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multi‐level approach was used in meta‐analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta‐analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Zr=.32), while stronger for students in elementary school (Zr=.44) when compared with middle school students (Zr=.24). Findings related to selected moderator variables are discussed, with suggestions for future research.  相似文献   

9.
Despite a recently renewed theoretical interest in both North America and in Britain in the sociology of school knowledge, we still have little, if any, comparative empirical material from these two continents. This paper reports the findings of a sociological study, designed to replicate the previous English empirical work by Vulliamy, into music teaching in Ontario high schools. Unlike in England, no overt culture clash was found in Ontario schools between ‘school’ music and ‘students’ ‘ music, both because of the wider scope of ‘what counts as school music’ in Canada and because music is not a compulsory school subject there. However, by focusing upon the deep structure of the pedagogical process, as opposed to surface features of classroom interaction, it is argued that particular ideologies of the dominant musical culture are transmitted in very similar ways in both contexts. What is shared is a conception of music as equatable with musical notation. The ideological significance of this is pinpointed in an analysis of the structurally homological relationship between different musical languages and the social/‐cultural contexts of their creation. The processes of school music teaching not only contribute to the legitimation of a dominant musical ideology, but also to much more pervasive ideological assumptions underpinning capitalist societies.  相似文献   

10.
A computer program generated power functions of the Student t test and Mann-Whitney U test under violation of the parametric assumption of homogeneity of variance for equal and unequal sample sizes. In addition to depression and elevation of nominal significance levels of the t test observed by Hsu and by Scheffé, the entire power functions of both the t test and the U test were depressed or elevated. When the smaller sample was associated with a smaller variance, the U test was more powerful in detecting differences over the entire range of possible differences between population means. When sample sizes were equal, or when the smaller sample had the larger variance, the t test was more powerful over this entire range. These results show that replacement of the t test by a nonparametric alternative under violation of homogeneity of variance does not necessarily maximize correct decisions.  相似文献   

11.
Several studies have found that higher hope is associated with higher academic achievement. Although scholars have asserted that this association is the result of higher hope leading to an increased likelihood that students will engage success‐oriented behaviors (e.g., participating in class, completing homework assignments), very little empirical research has been done to test this assertion. In this study, cluster analyses yielded three clusters of hope (high, average, and low) in a high school sample (N = 447) and a college sample (N = 375). Differences among hope clusters were examined across three domains of indicators—engagement, disengagement, and motivational variables—associated with success‐oriented behavior in school. Results from both samples indicated that students with higher levels of hope reported higher engagement, higher motivation, and lower disengagement, with medium to large effect sizes. These results have implications for both hope research and scaling psychosocial interventions.  相似文献   

12.
This meta‐analytic review of 42 studies covering 8,009 participants (ages 4–20) examines the relation of moral emotion attributions to prosocial and antisocial behavior. A significant association is found between moral emotion attributions and prosocial and antisocial behaviors (d = .26, 95% CI [.15, .38]; d = .39, 95% CI [.29, .49]). Effect sizes differ considerably across studies and this heterogeneity is attributed to moderator variables. Specifically, effect sizes for predicted antisocial behavior are larger for self‐attributed moral emotions than for emotions attributed to hypothetical story characters. Effect sizes for prosocial and antisocial behaviors are associated with several other study characteristics. Results are discussed with respect to the potential significance of moral emotion attributions for the social behavior of children and adolescents.  相似文献   

13.
Evaluations of a large federally funded sexual risk avoidance education (SRAE) efforts in the USA have not been widely reported in the wake of funding cuts. The purpose of this study is to report results from a broad set of programmes to demonstrate the breadth of field effectiveness of these programmes. Twenty-seven separate community-based SRAE programmes were evaluated from 2005 to 2010, comprising 74 separate evaluations and involving over 96,000 young people. Pre- to post-effect sizes on key attitudinal predictors of sexual activity were analysed using meta-analytic techniques, both individually and as an average composite score. The standardised change score effect size on the composite measure were small and statistically significant (d = 0.20, k = 75, p < 0.001), as were effects on individual measures (d = 0.15–0.31). Programmes using a single curriculum showed greater results than those using their own blend of two or more curricula. As a group, this large body of field implementations of SRAE appears to have produced modest but statistically significant effects on key predictors of sexual activity in youth.  相似文献   

14.
Statistical power was estimated for 3 randomization tests used with multiple-baseline designs. In 1 test, participants were randomly assigned to baseline conditions; in the 2nd, intervention points were randomly assigned; and in the 3rd, the authors used both forms of random assignment. Power was studied for several series lengths (N = 10, 20, 30), several effect sizes (d = 0, 0.5, 1.0, 1.5, 2.0), and several levels of autocorrelation among the errors (p 1 = 0, .1, .2, .3, .4, and .5). Power was found to be similar among the 3 tests. Power was low for effect sizes of 0.5 and 1.0 but was often adequate (> .80) for effect sizes of 1.5 and 2.0.  相似文献   

15.
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm‐referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm‐referenced reading measures with an aggregated mean of 0.41 (SE= .04) in favor of the experimental condition. Moderate effect sizes emerged on norm‐referenced measures of word identification (M= 0.41), decoding (M= 0.43), and comprehension (M= 0.73) and low effect sizes for fluency (M=–.29). Intervention outcomes did not significantly vary as a function of the reading skills measured, type of reading instruction, and/or variations in sample characteristics. Studies yielding low and relatively moderate effect sizes shared a number of instructional components. Overall, the magnitude of the results for experimental reading intervention studies for students with reading disabilities in the middle school age range was small to moderate. Implications of the study were discussed.  相似文献   

16.
Children's understandings of the shape and relative sizes of the Earth, Sun and Moon have been extensively researched and in a variety of ways. Much is known about the confusions which arise as young people try to grasp ideas about the world and our neighbouring celestial bodies. Despite this, there remain uncertainties about the conceptual models which young people use and how they theorise in the process of acquiring more scientific conceptions. In this article, the relevant published research is reviewed critically and in-depth in order to frame a series of investigations using semi-structured interviews carried out with 248 participants aged 3–18 years from China and New Zealand. Analysis of qualitative and quantitative data concerning the reasoning of these subjects (involving cognitive categorisations and their rank ordering) confirmed that (a) concepts of Earth shape and size are embedded in a ‘super-concept’ or ‘Earth notion’ embracing ideas of physical shape, ‘ground’ and ‘sky’, habitation of and identity with Earth; (b) conceptual development is similar in cultures where teachers hold a scientific world view and (c) children's concepts of shape and size of the Earth, Sun and Moon can be usefully explored within an ethnological approach using multi-media interviews combined with observational astronomy. For these young people, concepts of the shape and size of the Moon and Sun were closely correlated with their Earth notion concepts and there were few differences between the cultures despite their contrasts. Analysis of the statistical data used Kolmogorov–Smirnov Two-Sample Tests with hypotheses confirmed at K–S alpha level 0.05; rs : p?<?0.01.  相似文献   

17.
In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score matching, 35 groups in the experimental condition were matched to 35 control groups. Students in the experimental condition (n = 420) scored significantly higher on a standardized assessment than the control condition (n = 399), the effect size being d = .37. No differential effects of the PD program were found in relation to initial reading performance or grade. Different model specifications yielded similar albeit smaller effect sizes (d = .29 and d = .30). At the end of the program, students in the experimental condition were more than half a year ahead of students in the control condition.  相似文献   

18.
This meta-analysis examined associations between the quantity and quality of parental linguistic input and children’s language. Pooled effect size for quality (i.e., vocabulary diversity and syntactic complexity; k = 35; N = 1,958; r = .33) was more robust than for quantity (i.e., number of words/tokens/utterances; k = 33; N = 1,411; r = .20) of linguistic input. For quality and quantity of parental linguistic input, effect sizes were stronger when input was observed in naturalistic contexts compared to free play tasks. For quality of parental linguistic input, effect sizes also increased as child age and observation length increased. Effect sizes were not moderated by socioeconomic status or child gender. Findings highlight parental linguistic input as a key environmental factor in children’s language skills.  相似文献   

19.
Large‐scale assessment results for schools, school boards/districts, and entire provinces or states are commonly reported as the percentage of students achieving a standard—‐that is, the percentage of students scoring above the cut score that defines the standard on the assessment scale. Recent research has shown that this method of reporting is sensitive to small changes in the cut score, especially when comparing results across years or between groups. This study builds on that work, investigating the effects of reporting group size on the stability of results. In Part 1 of this study, Grade 6 students’ results on Ontario's 2008 and 2009 Junior Assessments of Reading, Writing and Mathematics were compared, by school, for different sizes of schools. In Part 2, samples of students’ results on the 2009 assessment were randomly drawn and compared, for 10 group sizes, to estimate the variability in results due to sampling error. The results showed that the percentage of students above a cut score (PAC) was unstable for small schools and small randomly drawn groups.  相似文献   

20.
The present article provides a primer on (a) effect sizes, (b) confidence intervals, and (c) confidence intervals for effect sizes. Additionally, various admonitions for reformed statistical practice are presented. For example, a very important implication of the realization that there are dozens of effect size statistics is that authors must explicitly tell readers what effect sizes they are reporting. With respect to confidence intervals, when interpreting a 95% interval, we should never say that we are 95% confident that our interval captures the estimated population parameter. It is explained that effect sizes should be reported even for statistically nonsignificant effects. And, most importantly of all, it is emphasized that effect sizes should not be interpreted using Cohen's benchmarks. Instead, we ought to interpret our effects in direct and explicit comparison against the effects in the related prior literature. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 423–432, 2007.  相似文献   

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