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1.
Timing of Information Presentation in Learning Statistics 总被引：4，自引：0，他引：4
Liesbeth Kester Paul A. Kirschner Jeroen J.G. van Merriënboer 《Instructional Science》2004,32(3):233-252
This study in the domain of statistics comparesfour information presentation formats in a 2 × 2factorial design: timing of supportiveinformation (before or during taskpractice) × timing of procedural information(before or during task practice).Seventy-two psychology and education students(7 male and 65 female; mean age 18.5 years,SD = 2.85) participated. Theeffectiveness of the learning material wasmeasured by test performance. The instructionalefficiency was measured by a combination ofmental effort during practice and testperformance (i.e., a high test performancecombined with a low mental effort duringpractice denotes a high instructionalefficiency). ANOVA showed a main effect fortiming of supportive information: presentationduring practice led to more efficient learning than presentationbefore practice. Moreover, an interactioneffect was found. Simultaneous presentation ofprocedural information before andsupportive information during practiceled to the most efficient learning. 相似文献
2.
The purpose of this study was to explore the hypothesis that learning is enhanced through the act of teaching others. Specifically, two experiments aimed to disentangle the relative effects of teaching expectancy (i.e., preparing to teach) and actually teaching (i.e., explaining to others for instructional purposes) on learning. Some participants studied a lesson on the Doppler Effect without the expectation of later teaching the material and then took a comprehension test on the material (control group). Other students studied the same lesson with instructions that they would later teach the material; of those expecting to teach, some participants actually taught the material by presenting a brief video-recorded lecture before being tested (teaching group), whereas others only prepared to teach before being tested (preparation group). Results of Experiment 1 indicated that both the preparation group and teaching group significantly outperformed the control group on an immediate comprehension test (Teaching vs. Control: d = 0.82; Preparation vs. Control: d = 0.59). However, when the same test was given following a one-week delay (Experiment 2), only the teaching group significantly outperformed the control group (Teaching vs. Control: d = 0.79; Preparation vs. Control: d = 0.24). Overall, these findings suggest that when students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach. 相似文献
3.
To our knowledge, there are no former studies in which subgroups of female adolescent sexual offenders are studied. Therefore, we examined differences in risk factors for general recidivism between female adolescents who have committed a felony sexual offense against a younger child (CSO, n = 25), female adolescents who have committed a felony sexual offense with a peer victim (PSO, n = 15) and female adolescents who have committed a misdemeanor sexual offenses (MSO, n = 31). Results showed that CSOs had considerably fewer problems in the domains of school (truancy, behavior problems, dropping out of school), family (e.g., parental alcohol problems, parental mental health problems, poor authority and control, out of home placements and run away from home) and friends (antisocial friends) than MSOs and/or PSOs. No differences were found in the prevalence of mental health problems, physical abuse, sexual abuse and neglect. Implications for theory and practice are discussed. 相似文献
4.
This structural equation modeling study aimed to investigate both direct and indirect relations between metacognition and geometrical knowledge. The model was tested using data from tenth grade secondary school students (N = 923). It was used to estimate and test the hypothesized effects of two metacognitive constructs (knowledge of cognition and regulation of cognition) on three knowledge constructs (declarative, conditional, and procedural knowledge) together with the interrelationships among these three knowledge constructs. Major findings from the model indicated: (a) a reciprocal relationship existed among declarative, conditional, and procedural knowledge; (b) knowledge of cognition had a positive direct effect on procedural knowledge and a significant but negative direct effect on declarative knowledge; and (c) regulation of cognition had a positive direct effect on declarative knowledge and a significant but negative direct effect on procedural knowledge. 相似文献
5.
The present study examined the role of preparing to teach (i.e., teaching expectancy) and actually teaching (i.e., explaining to others) on immediate and long-term learning. In Experiment 1, participants studied a base version or an enhanced version of a paper-based lesson on how the Doppler Effect works with the expectation of taking a test on the material or with the expectation of teaching the material by providing a video-recorded lecture. Results indicated that those who prepared to teach (without actually teaching) outperformed those who prepared for a test on an immediate comprehension test (i.e., a teaching expectancy effect; d = .55), regardless of the format of the lesson. In Experiment 2, participants studied while expecting to be tested or expecting to teach the material; some then actually did teach the material by providing a video-recorded lecture, whereas others received additional study time. Results indicated that those who actually taught the material outperformed those who did not teach on a delayed comprehension test (i.e., a teaching effect; d = .56), though this effect was strongest for those who also prepared to teach. Overall, these findings are consistent with the idea that preparing to teach results in short-term learning gains, whereas the act of teaching (i.e., by explaining the material to others) coupled with preparing to teach is important for long-term learning. 相似文献
6.
This article investigates justice judgments concerning grading. In two studies with secondary students (N1 = 350 academic-track students; N2 = 225 intermediate [n = 81] and academic-track students [n = 144]) attending the 7th to the 12th grade level, participants were presented with vignettes describing three different grading systems: criterion-referenced grading, norm-referenced grading, and individual-referenced grading. The subjects graded and other situational characteristics were varied. In both studies, factor analyses consistently revealed that students’ justice judgments were contingent on the comparison standard applied, but independent of other situational characteristics. Criterion-referenced grading was rated as the most just practice, individual-referenced grading as almost just, and norm-referenced grading as almost unjust. The better the grades received the more the students evaluated criterion-referenced grading to be just. Students attending intermediate-track schools did not object to norm-referenced grading as strongly as their peers at academic-track schools did. Consequences for teachers’ grading practices are discussed. 相似文献
7.
There is a substantial and persistent gap in achievement between children from different backgrounds [National Center for Education Statistics. (2002). Children's reading and mathematics achievement in kindergarten and first grade. Washington, DC: U.S. Government Printing Office] that can be traced to the preschool years [Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council, National Academy Press], highlighting the importance of ensuring that preschools that serve low-income populations provide strong support for children's language and early literacy development. The current project sought to improve program quality in Head Start classrooms throughout New England with the Literacy Environment Enrichment Program (LEEP), an in-service intervention that was delivered in the form of a credit-bearing course. The impact of LEEP was studied using a wait-list comparison group strategy to determine whether intervention group teachers (n = 30) showed more fall–spring growth in measures of classroom support for literacy than did comparison group teachers (n = 40). Multiple hierarchical regression analyses that controlled for background measures and fall scores on classroom measures revealed moderate to large positive effects on all measures of classrooms support for language and early literacy with the exception of writing, for which only a small effect was found. 相似文献
8.
Tony Xing Tan Linda A. CamrasHuihua Deng Minghao ZhangZuhong Lu 《Early childhood research quarterly》2012,27(1):128
This study seeks to extend previous research on family stress, parenting, and child adjustment to families with adopted Chinese children. In doing so, we also seek to strengthen inferences regarding the experiential underpinnings of previously obtained relationships among these variables by determining if they also occur in families where parents and children are not biologically related. Participants were families of 133 preschool-age adopted Chinese girls (Mage = 5.2 years, SD = 0.7; Mage at adoption = 12.8 months, SD = 4.1). Data on family stress, parenting styles, and children's behavioral adjustment were collected from the adoptive mothers with the Social Problem Questionnaire (SPQ), Parenting Styles and Dimensions Questionnaire (PSDQ), and Child Behavior Checklist (CBCL) respectively. Results showed that adoptive mothers reported relatively mild family stress, frequent authoritative parenting, and few behavior problems in their children. Nonetheless, family stress, authoritarian and permissive parenting styles positively correlated with children's behavioral problems. Finally, authoritarian parenting mediated the effect of non-child-related family stress (NCR-stress) on the adopted Chinese girls’ CBCL internalizing and overall problems, even after controlling for corresponding CBCL scores from 2 years earlier. Our results showed that the overall pattern of relationships found in non-adoptive families is also seen in families with adopted Chinese children. 相似文献
9.
Based on the work of Fuchs and Fuchs [Fuchs, D., & Fuchs, L. S. (2001). Peer-assisted learning strategies in reading: Extensions for Kindergarten, first grade and high school. Remedial & Special Education, 22, 15–21], this study examined the effects of a peer-assisted learning strategies (PALS) program on the reading comprehension of 7th-grade students. In a pretest–posttest (active) control group design, eight intact classes consisting of 186 students were assigned either to a PALS condition or to a traditional instruction condition (TI). In 17 lessons, students were instructed by their regular teachers in the understanding of age-appropriate reading material. Treatment success was assessed with both performance-related (reading comprehension) and strategy-related (declarative and procedural strategy knowledge) test tasks. At posttest, PALS students (a) scored higher on experimenter-constructed and standardized comprehension tests, (b) achieved higher scores on declarative and procedural measures of summarizing strategies, and (c) improved to a greater extent in their understanding of self-regulated reading activities than TI students. 相似文献
10.
Objective
Many children in the US who are court-ordered to live in out-of-home care are placed with kinship caregivers. Few studies have examined the impact of living with kin on child well-being. This study examined the relationship between length of time living with kin and indices of adolescent well-being in a cohort of children who were initially court-ordered into out-of-home care.Methods
Prospective cohort design with 148 youth, ages 7-12, who entered out-of-home care between May, 1990, and October, 1991. Seventy-five percent of those interviewed at T1 (6 months following placement) were interviewed at T2 (5 years later).Results
Bivariate analyses did not demonstrate significant relationships between length of time living with kin and the outcome variables. In multivariate analyses, longer length of time living with kin was related to: (1) greater involvement in risk behaviors including: delinquency (β = .22, p < .05), sexual risk behaviors (β = .31, p < .05), substance use (β = .26, p < .05), and total risk behaviors (β = .27, p < .05), and (2) poorer life-course outcomes including: Tickets/Arrests (OR = 1.4, p < .05) and lower grades (β = −.24, p < .05). Time living with kin was not related to total competence, or self-destructive, internalizing, externalizing, or total behavior problems. There were trends (p < .10) for time living with kin to predict greater trauma symptomatology (β = .17) and suspensions (OR = 1.1).Conclusions
There were no significant bivariate findings. The multivariate findings suggested a pattern of poorer functioning for youth who spent more time living with kin. No differences were found in current symptomatology.Practice implications
Although findings from a single study should not dictate changes in practice or policy, the current study's findings do suggest that the field needs to conduct more methodologically sophisticated research on the impact of kinship care. 相似文献11.
Animated models use animations and explanations to teach how a problem is solved and why particular problem-solving methods are chosen. Often spoken explanations are proposed to accompany animations in order to prevent overloading the visual channel (i.e., the modality effect). In this study we adopt the hypothesis that the inferior performance of written text compared to spoken text is due to the fact that written text receives less attention and, consequently, less effortful processing. In a 2 × 2 factorial experiment (N = 96) with the factors modality (written, spoken) and reflection (reflection prompts, no reflection prompts) the hypothesis is tested that prompted reflection requires learners to explicitly attend to written explanations and carefully process them, thus yielding higher transfer performance, whereas for spoken explanations prompted reflection would have no effect on transfer performance. The results indeed showed the hypothesized interaction between modality and reflection prompts. They suggest that the modality effect can be compensated for when learners explicitly attend to the information and effortfully process it. This has implications for learning situations in which spoken explanations are no option, such as education for the hearing-impaired. 相似文献
12.
Objective
The goal of this study was to investigate the adverse childhood experiences (ACEs) in youth in a low-income, urban community.Study design
Data from a retrospective chart review of 701 subjects from the Bayview Child Health Center in San Francisco are presented. Medical chart documentation of ACEs as defined in previous studies were coded and each ACE criterion endorsed by a traumatic event received a score of 1 (range = 0-9). This study reports on the prevalence of various ACE categories in this population, as well as the association between ACE score and two pediatric problems: learning/behavior problems and body mass index (BMI) ≥ 85% (i.e., overweight or obese).Results
The majority of subjects (67.2%, N = 471) had experienced 1 or more categories of adverse childhood experiences (ACE ≥ 1) and 12.0% (N = 84) had experienced 4 or more ACEs (ACE ≥ 4). Increased ACE scores correlated with increased risk of learning/behavior problems and obesity.Conclusions
There was a significant prevalence of endorsed ACE categories in this urban population. Exposure to 4 or greater ACE categories was associated with increased risk for learning/behavior problems, as well as obesity.Practice implications
Results from this study demonstrate the need both for screening of ACEs among youth in urban areas and for developing effective primary prevention and intervention models. 相似文献13.
The present research explored how mothers’ own childhood experiences are linked to their perceptions of their children's sleep regulation. It focused on collective sleeping; a practice used in the past in the Israeli kibbutz, and used a quasi-experimental research design to examine whether mothers who were raised in collective sleeping arrangements differed from mothers who were raised in home sleeping. Two typically developing cohorts: infants (n = 68; ages 9–15 months; M = 12.2, SD = 2.2) and preschool children (n = 113; ages 48–55 months; M = 51.5, SD = 1.85) participated in this investigation. Sleep regulation and temperament were reported for infants and children, whereas for mothers data were collected on separation anxiety and appraisal of the ecology in which they were raised. Collectively raised mothers evaluated their upbringing significantly more negatively than home-raised mothers, expressed higher separation anxiety with regard to an alternative caregiver, but were not different in their views of their child's sleep difficulties. For infants, it was maternal separation anxiety that contributed uniquely to the explained variance in maternal view of sleep regulation difficulties. For preschool children, it was maternal evaluation of own childhood ecology and child's temperament that contributed uniquely to the explained variance in maternal view of sleep regulation difficulties. These findings suggest that mothers’ representations of their sleep-related early experiences, rather than their childhood ecology in and of itself, influenced their perceptions about their child's sleep, which, in turn, affect child's sleep patterns. Implications to caregiving are discussed. 相似文献
14.
15.
This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n = 4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling (SEM) with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (β = .43 for final and β = .56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p < .001). 相似文献
16.
Anita S. McGinty Laura M. JusticeShayne B. Piasta Joan KaderavekXitao Fan 《Early childhood research quarterly》2012,27(1):77
This study examined preschool teachers’ (n = 59) explicit print instruction during shared reading and considered whether the benefits of this practice to children's learning (n = 379) varied as a function of the classroom environment and children's developmental characteristics. Measures of explicit print instruction and the classroom environment (global classroom quality, literacy environment) were obtained by aggregating observations taken across the 30 weeks of the study. Child outcomes were measured as spring print knowledge performance, controlling for fall. Child developmental characteristics were measured directly (language ability) and indirectly (attentional skills) in fall and winter, respectively. Findings showed that explicit print instruction contributed to children's learning, but its benefits decreased as the quality of the classroom and children's attentional skills increased. Implications for research and practice are discussed. 相似文献
17.
Views on using portfolio in teacher education 总被引：1，自引：0，他引：1
The usage of portfolio methods to document professional development in teaching is increasing in Germany, but despite its proliferation, the issue of how the effects of portfolio methods can be determined has received little attention. This paper investigates the acceptance of portfolio by the pre-service teachers (N = 144, 112 female) and the effects of portfolio on their professional attitudes and competences. In addition, N = 15 teacher educators were interviewed on their assessment of the portfolio method. Results suggest that the efficiency of the portfolio method depends both on personal competences and on the framing within the training program. 相似文献
18.
Luana Porto Barbosa Luciana Quevedo Giovanna Del Grande da Silva Karen Jansen Ricardo Tavares Pinheiro Jerônimo Branco Diogo Lara Jean Oses Ricardo Azevedo da Silva 《Child abuse & neglect》2014
Suicide is among the main causes of death of people aged between 15 and 44 years old. Childhood trauma is an important risk factor for suicide. Hence, the objective of this study was to verify the relationship between childhood trauma and current suicide risk (suicidal behavior and ideation) in individuals aged 14–35 years, in the city of Pelotas, Brazil. This is a cross-sectional, population-based study. Sample selection was performed by clusters. Suicide risk was evaluated using the Mini International Neuropsychiatric Interview (MINI) and Childhood trauma was assessed with the Childhood Trauma Questionnaire (CTQ). Moreover, the participants responded to a questionnaire concerning socioeconomic status, work, and substance use. The sample was composed of 1,380 individuals. The prevalence of suicide risk was 11.5%. The prevalence figures of childhood trauma were 15.2% (emotional neglect), 13.5% (physical neglect), 7.6% (sexual abuse), 10.1% (physical abuse), and 13.8% (emotional abuse). Suicide risk was associated (p < .001) with gender, work, alcohol abuse, tobacco use, and all types of childhood trauma. The odds of suicide risk were higher in women (OR = 1.8), people who were not currently working (OR = 2.3), individuals who presented alcohol abuse (OR = 2.6), and among tobacco smokers (OR = 3.4). Moreover, suicide risk was increased in all types of trauma: emotional neglect (OR = 3.7), physical neglect (OR = 2.8), sexual abuse (OR = 3.4), physical abuse (OR = 3.1), and emotional abuse (OR = 6.6). Thus, preventing early trauma may reduce suicide risk in young individuals. 相似文献
19.
Objectives
This study replicates and extends the research literature on poly-victimization with a vulnerable and under-served population, juvenile justice-involved youths.Methods
N = 1959, 10–16 year old youths (76% male; 74% youth of color) consecutively newly admitted to juvenile detention facilities completed psychometric measures of trauma history, posttraumatic stress, affect regulation, alcohol/drug use, suicide risk, and somatic complaints.Results
Using latent class analysis derived from 19 types of adversity, three unique classes best fit the data. A poly-victim class (49% female, 51% youth of color) accounted for 5% of the sample and reported a mean of 11.4 (SD = 1.1) types. A relatively moderate adversity class (31% female, 70% youth of color) accounted for 36% of the sample and reported a mean of 8.9 (SD = 0.3) types of adversity and 2.65 (SD = 1.1) types of traumatic adversity. A low adversity class (59% of the sample; 17% female, 78% youth of color) reported a mean of 7.4 (SD = 0.4) adversity types but only 0.3 (SD = 0.45) types of traumatic adversity. The relatively moderate adversity class was comparable to poly-victims in endorsing extensive non-victimization traumatic adversity (e.g., accidental and loss trauma), but poly-victims were distinct from both moderate and low adversity class members in the likelihood of reporting all but one type of traumatic victimization, multiple types of traumatic victimization, and severe emotional and behavioral problems. Girls were at particularly high risk of poly-victimization, and African American and White youths also were at risk for poly-victimization.Conclusions
Although youth involved in the juvenile justice system typically have experienced substantial victimization, a poly-victimized sub-group, especially (but not exclusively) girls, warrants particular scientific, clinical, and rehabilitative attention in order to address the most severe behavioral and mental health problems and risks faced by this vulnerable population. 相似文献20.
Two longitudinal studies used a person-centered approach to examine the stability and change in students’ achievement goal orientations within a school year (i.e., during 9th grade; measurement period 4 months, N = 530) and between school years (i.e., across 11th and 12th grade; measurement period 12 months, N = 519). Distinct groups of students with different motivational profiles were extracted in both studies with considerable consistency in profiles across the two academic contexts (i.e., lower and upper secondary school). Four groups of students were identified in both studies: indifferent, success-oriented, mastery-oriented, and avoidance-oriented. Students’ motivational profiles were substantially stable; about 60% of all students displayed a stable motivational profile over time. Furthermore, most changes in the group memberships were directed towards similar groups. Findings support the conception of achievement goal orientation as an enduring disposition that reflects students’ generalized beliefs and tendencies to select certain goals and to favor certain outcomes. 相似文献