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1.
Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed.  相似文献   

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3.
We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student‐centred and teacher‐centred instructional practices on student achievement. Controlling for pre‐test content knowledge, results indicated that student‐centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher‐centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student‐centred teaching practices (p < .01) and negatively associated with teacher‐centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle‐school science teachers. Especially noteworthy and significant is the finding that near‐daily implementation of group experiments and reduction of extensive note‐copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle‐school science students with a wide range of socioeconomic and cultural backgrounds.  相似文献   

4.
This study is an evaluation of a STEM initiative in one school district with five participating middle schools. I used two quasi-experimental methods including instrumental variables and inverse propensity score weights to test the effect of the initiative on students’ cognitive and non-cognitive outcomes. Overall, students at STEM schools demonstrated lower science achievement (p < .05). Subgroup analyses showed that Limited English Proficient students at STEM schools demonstrated increased reading achievement and fewer unexcused absences (p < .001). Black students demonstrated increased grit (p < .01), and Hispanic students demonstrated increased control and relevance in learning (p < .001).  相似文献   

5.
The present study dealt with the relationship between mobility and academic achievement, classroom adjustment, and socioeconomic status (SES). Mobility was defined as the number of schools a child had attended. The school records of 1,007 sixth-grade students were examined for the above variables. Pearson product moment correlations and Spearman rank order correlations were employed to determine the relationship among these variables. Results indicated mobility to be inversely related to achievement (p <.001), adjustment (p <.001), and SES (p <.05). The implications for use of these data in schools are discussed.  相似文献   

6.

This study analyses middle school students’ interests in biology to provide information on instructional strategies and curriculum development in Korea. An instrument that measures interests was developed based on the middle school biology curriculum. It consists of 64 three‐point Likert‐type items (scores range from 0 to 2). The two components, ‘topic’ and ‘activity’, are composed of 64 items. The topic component and the activity component contain 11 domains and six domains respectively. Data were collected from 267 middle school students in Seoul (male: 169, female: 107). The levels of interest in topic and activity were almost the same and not high. The highest interest domains were ‘genetics’ in topics and ‘observing through a microscope’ in activities. The interest levels in the domain ‘plant morphology’ and ‘plant‐related activity’ were the lowest in each component. The interest level of the eighth graders was the highest found among students. Interest levels of females were lower than those of males in ‘environment and ecosystem’, ‘animal reproduction’ and ‘animal morphology’, but higher in ‘plant morphology’ and ‘plant related activity’ (p < 0.05). Among the topics, the ‘human biology’ domain correlated positively with the domains ‘genetics’, ‘environment and ecosystem’ and ‘respiration of animal and plant’. The correlation between the domains of ‘plant reproduction and nutrition’ and ‘plant development’ was significant in ‘activity’ (r > 0.50, p < 0.001). Consistencies in interests were suggested with respect to instructional strategy and curriculum design.  相似文献   

7.
We investigated students' self-concepts within a multidimensional and hierarchical model. Participants were 95 special needs students in grades 3 through 12 who received mathematics instruction in special education classes. Partial support was found for the hierarchical model in special needs students: The relationship between scores on the Piers-Harris self-Concept Scale and Mathematics Achievement (Iowa Tests of Basic Skills) was significantly stronger for elementary students (r =.53) than for secondary students (r =.04). Percent of the school day spent in special education had a negative relationship (p <.05) to scores on Piers-Harris self-Concept Scale and a positive relationship (p <.05) to an investigator-developed mathematics self-concept instrument. The results suggest that special education has a complex relationship to self-concept. Possible implications for practice and future research are discussed.  相似文献   

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9.

In this study, we investigate trends in the relationship between what students know and the types of data that capture their attention over time in a science-based multi-user virtual environment. Longitudinal analyses of the patterns of data collected by 143 middle school students (nested within 5 teachers) showed that student prior knowledge was marginally (p?<?.10) related to variation in the attentional value (visibility and location) of data they collected over time, explaining about 2% of said variation. By contrast, accounting for the clustering of students by teacher was statistically significantly (p?<?.05) related to variation in trends in attentional values and explained 36% of said variation.

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10.
One hundred elementary‐ and middle‐school students were administered the Universal Nonverbal Intelligence Test (UNIT; B.A. Bracken & R.S. McCallum, 1998) and the Leiter International Performance Scale‐Revised (Leiter‐R; G.H. Roid & L.J. Miller, 1997). Correlations between UNIT and Leiter‐R scores were statistically significant ( p < .001), ranging from .33 to .74. The UNIT Full Scale score was 5 points higher than the Leiter‐R Full Scale score, t = 4.73, p < .001. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 143–148, 2006.  相似文献   

11.
This study assessed aspects of construct validity of the School‐wide Universal Behavior Sustainability Index–School Teams (SUBSIST), a measure evaluating critical features of the school context related to sustainability of school‐wide interventions. Participants at 217 schools implementing School‐wide Positive Behavior Support (SWPBS) were administered the measure. A two‐step cluster analysis was performed to classify schools based on responses to the 39 SUBSIST items. A two‐cluster solution was obtained, with schools in one cluster (n = 139) obtaining significantly higher scores on SUBSIST items than schools in the other cluster (n = 78). The most critical item that contributed to cluster formation was the use of data for decision making. Results also showed that higher sustainability scores were associated with increased frequency of school team meetings, presentation of data to school staff, access to an external coach/consultant, and greater number of years implementing SWPBS. These results are discussed with regard to implications for sustaining school‐wide interventions.  相似文献   

12.
This study examined relations between the student–teacher trust relationship and school success, including school adjustment, academic motivation and performance. Data were collected from 318 7th‐grade Korean middle school students (170 males, 148 females). All intercorrelations were positively correlated and correlation coefficients were statistically significant (p < 0.01). Structural Equation Modeling (SEM) analysis revealed that the student–teacher trust relationship uniquely contributed to students’ performance through school adjustment and academic motivation. This discussion examines theoretical, empirical and practical implications of the trust relationship as a key predictor of adolescents’ school adjustment, academic motivation and performance.  相似文献   

13.
The purpose of this study was to examine parental perceptions about Health Related Quality of Life (HRQoL) of typical education and special education students in Greece. The Pediatric Quality of Life Inventory (PedsQL) was administered to the parents of 251 children from typical schools, 46 students attending integration classes (IC) within a typical school and 97 students attending special education (segregated) schools. A two-way analysis of covariance indicated that, compared to their typically developing peers, children attending special education schools and IC were reported by their parents to have lower PedsQL scores. Compared to children attending special education schools, children attending IC showed no differences in all PedsQL domains but the emotional domain score (p < .05). Based on parents’ responses, further improvements in special education settings and environments in the Greek educational system might be necessary to improve the HRQOL of students with disabilities.  相似文献   

14.
Within the context of a counterbalanced design, 102 students from either a high school or a large Southeastern university were administered two versions of the Minnesota Multiphasic Personality Inventory–Adolescent (MMPI–A): a computer‐administered version (CA) and a paper‐and‐pencil version (PAP). Time between testing sessions was approximately one week. Differences in individual scale means between the CA and PAP were calculated using paired t tests, with the Bonferroni correction procedure; no mean differences were statistically significant ( p > .05). To determine if the scale distributions were similar Hartley's homogeneity of variance tests were conducted; there were no differences in the shapes of the scale distributions ( p > .05). Pearson product‐moment coefficients were calculated to determine if the relative rankings were similar across administration formats; coefficients for every scale were positive and statistically significant ( p < .01). © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 605–613, 2005.  相似文献   

15.
This study investigated the magnitude of the relationships between eight school climate domains and a measure of global school satisfaction among 2,049 middle and high school students. Tests of moderator effects were conducted to determine if the magnitude of the relationships between the school climate domains and school satisfaction differed as a function of students' gender, grade, age, GPA, or SES. Multiple regression analyses suggested that five school climate domains are significantly related to school satisfaction (p < .01): Academic Support (beta weight = 0.17), Positive Student‐Teacher Relationships (0.12), School Connectedness (0.11), Order and Discipline (0.13), and Academic Satisfaction (0.12). In addition, the importance of the school climate variables to students' school satisfaction appeared invariant across the demographic variables and academic performance levels. The inclusion of school climate and school satisfaction measures may form a foundation for more comprehensive assessments for understanding and monitoring the experiences of students in schools. © 2010 Wiley Periodicals, Inc.  相似文献   

16.
Climate change science is a challenging topic for student learning. This quantitative study examined the effectiveness of a geospatial curriculum approach to promote climate change science understandings in an urban school district with eighth-grade students and investigated whether teacher- and student-level factors accounted for students’ climate change knowledge achievement. The participants included 12 science teachers and 956 eighth-grade students. Data included a pre- and posttest climate change assessment measures for both teachers and students and a teacher measure of Geospatial Science-Technological Pedagogical Content Knowledge. Paired-sample t tests revealed statistically significant gains from pretest to posttest on their climate change knowledge (p < .001; effect sizes being large on multiple-choice items and medium on the open-ended response assessment). Both ordinary least squares (OLS) multiple regression and 2-level hierarchical linear modeling found that students’ initial climate change knowledge and gender were significant predictors for students’ posttest scores, p < .05. Students’ pretest scores were the strongest significant predictor of the posttest scores, p < .001. Neither the teachers’ climate change knowledge nor their Geospatial Science-Technological Pedagogical Content Knowledge had significant association with the students’ posttest scores. Teaching years was a significant predictor for students’ posttest scores in OLS regression (p < .001). The findings provide support that a geospatial curriculum approach is an effective science curriculum approach for learners in urban middle-level education.  相似文献   

17.
Korean middle school students are experiencing high rates of behavioral and emotional problems, suggesting a need for comprehensive screening instruments with strong psychometric properties in school settings. The present study investigated the utility of the Behavior Assessment System for Children‐2 Self‐Report of Personality, Adolescent Form (BASC‐2 SRP‐A) to assess clinical problems and adaptive strengths among Korean middle school students. For this revalidation study of the BASC‐2, we first translated the BASC‐2 SRP‐A into Korean (K‐BASC‐2 SRP‐A). Then, using a total of 458 Korean middle school students aged 12 to 15 years, we examined the factor structure and reliability of the clinical, adaptive, and composite scale scores of the K‐BASC‐2 SRP‐A. We also used a separate sample of 45 middle school students to examine the convergent validity of a subset of the K‐BASC‐2 SRP‐A scales targeting the common problem areas of anxiety, depression, and inattention. Based on the current results, we found strong psychometric properties of the K‐BASC‐2 SRP‐A for use among adolescents in Korea, including a well‐fitting factor structure consistent with the originally proposed model, adequate reliability estimates, and validity coefficients falling in the acceptable range. The K‐BASC‐2 SRP‐A can offer the Korean school mental health field a useful and much‐needed multidimensional screening measure for middle school youths.  相似文献   

18.
To determine the relationship between relative age and achievement in middle school, standardized math and reading scores for a sample of middle-class, suburban middle school students (N = 933) were examined. Analysis of variance revealed a significant difference among relative age groups in only one area, sixth-grade reading, F(2, 146) = 3.1, p < .05. There was no main effect for gender and no interaction between age and gender in sixth, seventh, or eighth grade. When the birth month of students who had repeated one or more grades was examined, it was revealed that a large percentage of these students would have been the youngest in the class when beginning school. Results suggest that a relationship between relative age and achievement may exist in the lower grades but diminishes or disappears by seventh or eighth grade because of the retention of a larger proportion of the youngest children.  相似文献   

19.
Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short- and long-term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student well-being. This study aimed to examine the relationship between academic stress and sense of school belonging, as well as the mediation effect of academic hardiness. Four hundred and five high school students from six schools in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling revealed that a sense of belonging to school (β = −.38, p < .01) and academic hardiness (β = −.40, p < .01) were significant predictors of academic stress. Bootstrapping analysis showed that academic hardiness acted as a mediator between a sense of belonging to school and academic stress. The findings elucidate the underlying mechanism in how low school belonging may lead to academic stress in high school students. Creating a culture of school belonging and teaching and supporting skills related to academic hardiness should be key considerations for all schools seeking to reduce academic stress experienced by their students.  相似文献   

20.
This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school‐wide Positive Behavior Support. The observations were reliable and showed sensitivity to differences between school settings and between schools. Multilevel models with students nested in schools were used to examine the associations of staff practices and the school environment with student behavior. Less effective behavior management and more staff criticism, graffiti, and percentage of low‐income students were associated with student problem behaviors. Greater use of effective behavior management and positive attention, and fewer low‐income students were associated with positive student behavior. The use of data‐based feedback to schools for intervention planning and monitoring is illustrated. Implications for school‐wide efforts to improve student behavior in middle schools are discussed. © 2011 Wiley Periodicals, Inc.  相似文献   

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