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1.
Abstract

This article describes differences between on‐campus and distance learners by knowledge, skills, and abilities. On‐campus doctoral students at Texas A&M University were compared with doctoral students enrolled in a distance education program offered jointly with Texas Tech University. Student perceptions of their competency levels were gathered using a mixed mailed/Internet questionnaire. On‐campus and distance education students had different levels of competence. Competency models can serve faculty and administrators as an assessment tool for strategic decision making and development of courses and curricula. This study provides a model for benchmarking competencies and provides baseline data for making such changes.  相似文献   

2.
Abstract

In this paper we present data from one-on-one interviews conducted with students who have taken intermediate and advanced inquiry-based mathematics courses in a program that prepares future preK-8 teachers. Many of these students entered college with a fear of math, but then gained confidence from a required introductory math course and chose to pursue a major in Mathematics for Teaching. These interviews help explain their choice to pursue this major and their general experiences in IBL math classes. These insights were used to improve our program and may also help other mathematics instructors and programs that hope to implement an inquiry-based approach in their departments.  相似文献   

3.
Abstract

This paper presents data that consider ways in which young people experience the curriculum through the lens of subject examination syllabuses (for GCSEs), their associated assessment techniques and structures, and educational policies at national and school level concerning subject choice. Drawing upon an original qualitative dataset from a mixed-methods study of students’ views and experiences of GCSE from Northern Ireland (NI) and Wales, the paper explores students’ perceptions of choice and fairness in relation to studying various subjects at GCSE. Factors of importance are the subjects available to them through subject option selections at the school level and the ways in which GCSE courses are then administered. In relation to notions of choice and fairness, the paper considers how students see access to the curriculum moderated by national- and school-level decisions regarding the assessment of GCSEs; the extent to which assessment techniques such as tiering, controlled assessment, and modularity, as well as school-level policy decisions about timing of entry to GCSEs (known as early entry) all combine to restrict students’ access to the full range of subjects and influence the ways in which they experience these subjects as curricula within their particular school settings.  相似文献   

4.
Abstract

This study examines the utility of the Ban- natyne recategorization system in discriminating among three groups of handicapped students. A stepwise discriminant functions analysis was performed on the subtest scaled scores from the WISC-R for 294 learning disabled (LD), 36 educably mentally retarded (EMR), and 71 emotionally disturbed (ED) students. The results of this analysis revealed that 100 percent of the EMR and ED students were predicted to be labeled LD on the basis of this recategorization, while 99.7 percent of the LD students were predicted to be LD. These findings are examined in relation to the use of alternative statistical methods and different diagnostic procedures to identify and classify students.  相似文献   

5.
This study explored the effect of fine motor skill activities on the development of attention in kindergarteners (n = 68) in five classes at a suburban public school in the Intermountain West through a pretest/posttest experimental group (n = 36) control group (n = 32) design. All children received the regular curriculum which included typical fine motor activities such as painting, coloring, writing, and play activities with small items. The treatment was a series of supplemental fine motor activities in which children used tongs, tweezers, and spoons to move small items. The assessment was the attention subtest of the Cognitive Assessment System (CAS) (Naglieri, J. A., & Das, J. P. (1997a). Cognitive assessment system. Itasca, IL: Riverside). A significant group × sex interaction with females positively responding to the treatment was found, suggesting that fine motor skill activities are effective in increasing female kindergartners’ attention. Further studies exploring effective materials for males and factors such as student choice and interest are needed.  相似文献   

6.
Abstract

The National Institute for Environmental Health Sciences has called for targeted efforts to engage underserved youth in environmental education programs that support environmental literacy and contribute to the development of a diverse workforce pipeline for environmental science-related occupations. Evidence suggests that career knowledge among low income and minority youth is more likely to be incompatible with post-secondary educational opportunities than other racial and ethnic groups. One approach to attenuating discordant college and career expectations among underserved youth is building networks for information sharing between secondary and post-secondary students. The purpose of this commentary is to describe the development and implementation of a high school curriculum on environmental science and environmental justice by Texas A&M University in collaboration with community engagement partners, students, and teachers at Furr High School, an innovative XQ Super School in Houston, Texas.  相似文献   

7.
The effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the PIAT mathematics and reading recognition subtests were examined. Seven items on the math subtest and one item on the reading recognition subtest were significantly easier or harder than their test placement indicated. The use of basal and ceiling rules had a pronounced effect on the means, variances, and reliabilities on the multiple choice math subtest, while the rules' effects on the reading recognition subtests were minor. Item order also affected scores on the math subtest.  相似文献   

8.
Abstract

Community colleges are a large sector of postsecondary education. In 2016–2017, the United States had nearly 1,000 public 2-year postsecondary institutions (community colleges), serving almost nine million students, representing 39% of all undergraduates. The majority of entering community college students require developmental (or remedial) math. Success rates in the developmental math course sequence and college more broadly are discouragingly low. Policymakers, practitioners, and researchers alike are eagerly searching for reforms to improve success rates, but there is a dearth of causal evidence on the effectiveness of most proposed reforms. We sought to answer the following question: what effect does a modularized, computer-assisted, self-paced approach to developmental math (compared with a more “traditional” direct-instruction course alternative) have on students’ likelihood of completing the developmental math course sequence? Findings from a randomized controlled trial (n =1,403) are presented. The program was well implemented; however, we did not find evidence that this approach was superior to the “traditional” math class. Although these results are disappointing, they are important because modularization and self-paced computer-assisted instruction are popular reforms.  相似文献   

9.
Abstract

Quantitative Reasoning for Business is a two-semester sequence that serves as an alternative to elementary and intermediate algebra for first-year business students with weak mathematical preparation. Students who take the sequence have been retained at a higher rate and demonstrated a larger reduction in math anxiety than those who take the traditional developmental courses. We share the challenges that led to our choices in adopting and modifying inquiry-based instruction in order to serve our population.  相似文献   

10.
Abstract

Evidence-based interventions exist for improving multiple fundamental math competencies, but delivering interventions with fidelity and within a data-driven, tiered framework is a practical challenge faced by most schools. The current study evaluated a math intervention program delivered with community-based resources via AmeriCorps. At the beginning of the school year, students in Grades 4–8 (n?=?550) were randomly assigned to receive math support via the program or to a waitlist control group. Outcomes were measured with a broad-based assessment of math achievement in the winter. Results from intent-to-treat analyses showed a significant and positive effect (d?=?.17) for the program that increased slightly under optimal dosage conditions (d?=?.24). The observed results extend existing literature on math interventions in schools by illustrating the potential for partnerships between community-based organizations and schools to improve outcomes for at-risk students.  相似文献   

11.
Abstract

A team of early childhood teacher education faculty developed the 3‐D talent development model of teacher education, blending theory and research from many sources. These sources include research on talent development, nonuniversal development, and roles of teachers and their professional growth. The faculty integrated constructs from these sources into a program rooted in principles of social constructivism. Using the 3‐D model, the faculty team identified their task as taking students of teaching through the phases of discovery, discipline, and divergence. Assessments that we developed needed to correspond to this conceptual framework, moving us away from traditional types of student assessment. In this article we offer a synopsis of the talent development model; review five of the approaches to student assessment we use, including alternative assessment activities, “Employmee” feedback forms, electronic portfolios, state teacher evaluation frameworks, and action research projects; and articulate the linkages between our approach to assessment and the talent development model of teacher education.  相似文献   

12.
Background: Helping upper elementary and lower secondary school students develop an awareness of various aspects of the nature of science (NOS) and nature of technology (NOT) is a widely recognized goal of science teaching. In this study, we focus on the connections between science and technology (S&T).

Purpose: We report on the design, development, enactment and evaluation of a teaching-learning sequence (TLS) that combines hands-on activities in geometrical optics with explicit epistemological discourse for reflection purposes. The design of the TLS draws on perspectives from the inquiry-oriented and design-based teaching and learning frameworks.

Sample: The enactment of the TLS involved a class of 17 sixth-grade students, aged 10–11 years old, of a public elementary school in Cyprus.

Design and methods: We present findings from written responses to both closed and open-ended tasks as well as follow-up semi-structured interviews that probed students’ understanding of the difference between the main goals of S&T.

Results: The results illustrate elementary students’ readiness to engage with epistemic issues and demonstrate the potential of prompting young learners’ ability to develop informed awareness of the NOS and NOT. The results also provided feedback for the revision of the TLS so as to further enhance its effectiveness in achieving the stated learning objectives.

Conclusion: We discuss the implications of our findings for the teaching of the NOS and NOT and for the design and validation of TLSs. It is possible for students of this age group to develop an awareness of issues related to the NOS and NOT. TLSs can be improved through design-based research approaches to serve as productive tools to this end.  相似文献   

13.

This study examines the internal consistency of Novak and Gowin's scoring scheme and its effect on the prediction validity of concept mapping as an alternative science classroom achievement assessment. Data were collected in three typical situations: very limited concept mapping experience with free‐style concept mapping; some concept mapping experience with questions provided; extensive concept mapping experience with a list of concepts provided for. It was found that Novak's scoring scheme was not internally consistent, and therefore there was generally no significant correlation between students’ scores on concept mapping and students’ scores on conventional classroom achievement assessments. The need for a new scoring scheme when concept mapping is used as an alternative science assessment is discussed.  相似文献   

14.
Learning disabled, emotionally disturbed, and unclassified male students (N = 123) originally tested with the Elizur Test of Psycho-Organicity (ETPO) when they were 6 to 11 years of age by Brooks (1) and Jackson (7), were followed-up and reassessed four years later. The test-retest reliability of the total ETPO score was .70, and subtest reliabilities ranged from .47 to .62. The pattern of subtest intercorrelations also remained stable over the four year interval. It was concluded that the ETPO is sufficiently stable for use with school-aged boys, though individual subtest scores should be used with caution.  相似文献   

15.
BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school.  相似文献   

16.
Abstract

This study was an attempt to measure the effect of black dialect on the reading test performance of black and white high school students. Forty-six low achieving ninth grade students were administered a standard English form and a black dialect form of the read ing subtest of the Stanford Diagnostic Reading Test, Level II. The dialect form was written so that the written language of the test approximated the exact oral sentence pattern of the black students taking the test. Results showed that black students administered the dialect form did significantly better (.05) than black students administered the standard English form. White students did significantly better (.01) than black students on the standard English form of the test. All other differences were not significant.  相似文献   

17.
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18.
Abstract

School-within-a-school programs are an alternative school choice that can provide differentiated learning opportunities for academically gifted students, but they are often politically contentious. In a recent study, we interviewed 530 students and teachers in gifted and regular streams in three publicly funded secondary schools with different approaches to high-ability school-within-a-school programs: gifted, International Baccalaureate, and science-focused. Although teachers and students across conditions expressed strong satisfaction with the academic challenges provided by the special programs, they also expressed serious concerns about the relationship between these programs and the larger schools within which they are housed. Taking into consideration concerns about gifted education usurping resources from more urgent educational and societal goals, we discuss policy implications of our findings, considering ways to “allow idiosyncratic learners to thrive” (in the words of a teacher interviewed in this study), while minimizing misconceptions, prejudices, and perceptions of elitism.  相似文献   

19.
Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study, we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years old students).  相似文献   

20.
Abstract

On the basis of reforms to undergraduate education at Peking University, this article sets out from students’ free choice and strict institutional selection, focusing on the process of the cultivation of the elite in mass higher education. The article analyzes the systems for student recruitment, talent training, educational programs, testing and assessment, and so on, revealing the plural logic behind the selection of the elite, the expansion of the number of courses under the trend of generalism, competitiveness under the power of rigorous testing and assessment, and rational management and skill-based performance by the individual. Going a step further, this article examines the fracturing of campuses due to erosion by instrumental rationality and consumerism, alienation in teacher-student relationships, and the essential hollowness of education. Finally, the article discusses students’ dispositional characteristics as shaped by trial and error through free choice.  相似文献   

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