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1.
Abstract

The authors examined the effects of implementing an instructional system that automates application of evidence-based components of effective instruction on student mathematics achievement and on classroom behaviors known to be related to overall student achievement outcomes. A treatment group of 157 4th- and 5th-grade students used the intervention in conjunction with the Everyday Math curriculum. Student performance was compared with a within-school control group of 61 4th- und 5th-grade students, as well as all 4th- and 5th-grade students in the district (N = 6,385). The students in the control groups received only the Everyday Math curriculum. Results indicate that the implementation of the instructional management system as an enhancement to Everyday Math resulted in an increase in the amount of time spent on classroom activities that researchers have identified as contributing to positive academic outcomes. Furthermore, students who used the Accelerated Math program demonstrated greater mathematics achievement gains than did the control groups.  相似文献   

2.
Abstract

This study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration.  相似文献   

3.
Abstract

The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the classroom to either an experimental (n = 54) or control (n = 54) condition. Students in the experimental group completed 12 sessions of rapid reading skills training designed to increase their ability to rapidly read Chinese text in silence. Students in the control group engaged in regular Chinese language curriculum for the same time period. After the three-week intervention period, students in the experimental group displayed significantly greater silent reading speed of Chinese characters (M?=?1331.26 characters per minute) compared to students in the control group (M?=?617.48 characters per minute; p?<?.001). Children in the intervention group also displayed a significantly greater effective reading rate (F = 87.11, p?<?.001, partial η2?=?0.46) at post-test compared to the control. Male students displayed greater increases in reading speed than female students. Neither intervention effect nor gender difference was evident for reading comprehension. Implications for educational interventions designed to increase silent reading speed among Chinese students are discussed.  相似文献   

4.
Abstract

The effects of 3 instructional methods on mathematical reasoning were investigated. The methods are (a) cooperative learning embedded within multilevel metacognitive training (MMT), (b) cooperative learning embedded within unilevel metacognitive training (UMT), and (c) learning in the whole class with no metacognitive training. MMT was implemented in mathematics and English classrooms; UMT was used only in mathematics classrooms; and the whole class with no metacognitive training served as a control group. Results indicated that students who were exposed to MMT significantly outperformed their counterparts who were exposed to UMT who, in turn, significantly outperformed the control group. Effects of MMT were observed on students while they solved mathematical problems. Theoretical and practical implications of the study are discussed.  相似文献   

5.
ABSTRACT

The authors compared the performance of students who received integration of number sense activities in instruction with students who received instruction using regular mathematics textbooks. Two classes of third-grade students (N = 60) were randomly assigned to experimental and control groups. Students in each group were given a pretest, post I test, and post II test, and were interviewed individually across 20 class periods of intervention. Results showed that the performance of the students in the experimental group was significantly higher than those in the control group. The interview data also showed that the students in the experimental group performed better than students in the control group in flexible and effective ways to use number sense.  相似文献   

6.
Anglo and Mexican-American students in six sixth-grade classrooms were randomly assigned to control or experimental conditions (four weeks of special curricular study of Mexican culture). The effect of the treatment on perceptions of MexicanAmericans was studied by having students respond anonymously to an attitude inventory. The posttest means were significantly lower than the pretest means for all groups, apparently as a consequence of greater honesty in responding. There were significant differences in the ethnic group means, but no sex difference. The length and intensity of the treatment were not sufficient to cause changes in the ethnic attitudes and stereotypes.  相似文献   

7.
Abstract

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long-term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are Child Characteristic × Instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes.  相似文献   

8.
Abstract

We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of prevention that included behavioral, social, and academic components. Students were randomly assigned to an experimental or control condition. Students in the experimental condition received SRSD as a Tier 2 intervention. They were individually taught strategies for planning and composing, first for opinion essays and then for stories. Students met with their instructor 3 to 4 times per week for 30-min sessions, spending 3 to 4½ weeks in intervention for each genre. Students in the control group received the regular writing program. SRSD instructed students made significantly greater gains in writing quality and composition elements than control students for both opinion essays and stories. Students in the experimental condition also made greater gains than controls in academic engagement when writing opinion essays in their regular classroom. Transfer and behavioral effects, however, were limited. Implications are discussed.  相似文献   

9.
ABSTRACT

The effects of cooperative group learning on students’ persistence, self‐regulation, and efforts to please teachers and parents were examined. Eighty‐one high school geometry students were randomly assigned to either a cooperative learning or traditional lecture group. Twenty‐seven students received cooperative group instruction for nine weeks and then received traditional classroom instruction for nine weeks. Twenty‐five students received traditional instruction for nine weeks and then received cooperative group instruction for nine weeks. Twenty nine students received traditional classroom instruction for 18 weeks. Participants completed pre, post, and post‐posttest motivation questionnaires at each phase of the project. Students in the cooperative group classrooms exhibited significantly greater gains in persistence, self‐regulation, and efforts to please their parents and teacher. The implications of these findings for motivation theory and cooperative group structures are discussed.  相似文献   

10.
In response to continuing concerns about student attainment and participation in science and mathematics, the epiSTEMe project took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research literature (and combining these in a fashion not previously attempted), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This paper reports the development, implementation, and evaluation of one of the epiSTEMe science modules. Entitled Forces and Proportional Relations, the module covers standard curricular material in the domain of forces, while paying particular attention to the proportional nature of many key constructs. It was developed in collaboration with a small group of teachers; implemented subsequently in 16 classrooms, in all cases involving students from the first year of secondary school; and evaluated through comparison with first-year students in 13 control classrooms who were studying the topic using established methods. Evaluation addressed topic mastery and opinions about the topic and the manner in which it was taught. While further research is required before definite conclusions are warranted, results relating to topic mastery provide grounds for optimism about the epiSTEMe approach. Furthermore, student opinions about the module were positive.  相似文献   

11.
Abstract

The relative effectiveness of a problem-solving-based computer-assisted instruction (PSCAI) and a lecture-Internet-discussion instruction (LIDI) were compared for Taiwan senior high school students' science achievement and attitudes toward science. A pretest-posttest control group experimental design involving 8 classes was used. Experimental-group students (n = 156) received the PSCAI; comparison-group students (n = 138) received the LIDI. Instruments included the Earth Science Achievement Test (C. Y. Chang, 2000) and the Attitudes Toward Earth Science Inventory (C. Y. Chang & S. L. Mao, 1999). A multivariate analysis of covariance suggested that (a) students taught using the PSCAI scored higher but not significantly higher than did students in the LIDI group and (b) there were statistically significant differences in favor of the PSCAI on student attitudes toward the subject matter.  相似文献   

12.
This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment or control conditions. Measures of achievement were collected in the fall (pretest) and spring (posttest) in kindergarten and in the winter of first grade (follow-up). Although students in ELM classrooms did not differ significantly from students in control classrooms, we expected and found that the effects of ELM depended on students’ initial achievement. Initial achievement moderated condition effects for Test of Early Mathematics Ability (TEMA) scores (p =.0039), but not the Early Numeracy–Curriculum-Based Measurement (p =.1887). We found no effects on follow-up first-grade scores from the Stanford Achievement Test Tenth Edition Problem Solving subtest (p =.9737) or Procedures subtest (p =.6336).  相似文献   

13.
Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of ‘physical and chemical changes’ difficult and abstract, and thus they generally have many misconceptions about it.

Purpose

This study aimed to investigate the effects of jigsaw cooperative learning activities developed by the researchers on sixth grade students’ understanding of physical and chemical changes.

Sample

Participants in the study were 61 sixth grade students in a public elementary school in Izmir, Turkey.

Design and methods

A pre-test and post-test experimental design with a control group was used, and students were randomly assigned to the experimental and control groups. Instruction of the subject was conducted via jigsaw cooperative learning in the experimental group and via teacher-centered instruction in the control group. During the jigsaw process, experimental group students studied the subjects of changes of state, changes in shape and molecular solubility from physical changes, and acid–base reactions, combustion reactions and changes depending on heating from chemical changes in their jigsaw groups.

Results

The concept test results showed that jigsaw cooperative learning instruction yielded significantly better acquisition of scientific concepts related to physical and chemical changes, compared to traditional learning. Students in the experimental group had a lower proportion of misconceptions than those in the control group, and some misconceptions in the control group were identified for the first time in this study.

Conclusions

Jigsaw cooperative learning is an effective teaching technique for challenging sixth grade students’ misconceptions in the context of physical and chemical changes, and enhancing their motivation, learning achievements, self-confidence and willingness in the science and technology lesson. This technique could be applied to other chemistry subjects and other grade levels.  相似文献   

14.
Abstract

The purpose of this study was to examine the effect of relevant curriculum materials upon the self-concept, achievement, and school attendance of black students. Subjects for the study were black students enrolled in ten randomly selected inner-city schools in a large urban school system. Thirty-nine heterogeneously grouped classrooms were involved in the study-sixteen third grades and twenty-three sixth grades. A control group design was established. To measure the effects of relevant materials, three instruments were utilized: The How I Feel About Myself Inventory, The Metropolitan Reading Test, and The Attendance Form. There were positive statistically significant differences in the achievement and attendance of students in the experimental group. However, there were no statistically significant differences in the self-concept of students in the experimental and control groups as measured by The How I Feel About Myself Inventory.  相似文献   

15.
The purpose of this study was to examine the impact of a universal program to promote positive classroom behavior on students’ approaches to learning and early academic skills. Second grade classrooms (N = 39) were randomly assigned to treatment and business‐as‐usual control conditions. Teachers in intervention classrooms implemented the Social Skills Improvement System Classwide Intervention Program (SSIS‐CIP) over a 12‐week period. Participating students’ (N = 494) engagement, motivation, and academic skills were assessed before and after treatment implementation. Results indicated that students with lower levels of engagement and motivation at pretest experienced significant improvement in these areas after exposure to the SSIS‐CIP. Although no significant differences were observed in reading, students receiving supplemental instructional services demonstrated greater gains in mathematics than did their peers in the control condition.  相似文献   

16.
ABSTRACT

In this study, a linked data-based annotation approach is proposed. A learning system has been developed based on the approach by providing an annotating function, a linked data enrichment function, a sharing function and faceted search function. To evaluate the effectiveness of this innovative approach, an experiment was carried out in which two classes of students participated. The first class served as the experimental group, in which the students learned with the proposed approach, and the second class served as the control group, in which the students learned with the conventional annotation approach. The experiment results show that the experimental group significantly outperformed the control group. Moreover, the cognitive load of the students in the experimental group was significantly lower than the ones in the control group. This implies that the linked data-based annotation approach not only reduced the students’ cognitive load, but also improved their learning achievement.  相似文献   

17.
Abstract

Studies have indicated that children have difficulty learning when they do not demonstrate certain prerequisite learning skills that involve attention, listening comprehension, and social skills. The authors evaluated the Ready To Learn (RTL) curriculum for its effectiveness in improving the prerequisite learning skills in 12 kindergarten classes (260 students) in 3 demographically similar elementary schools. Teachers in target classrooms were trained to deliver the RTL curriculum and 5 specific teaching strategies for use throughout the day. Students who received the intervention in those classrooms scored significantly higher than did comparison students on a listening comprehension measure and a student behavior rating scale. These findings may be an indicator that entire classrooms of students can be taught prerequisite learning skills as part of the daily curriculum and, as a result, show increases in school success behaviors.  相似文献   

18.
The aim of this study was to analyse the effects of a school-based intervention to promote physical activity, utilising the postulates of the trans-contextual model of motivation. The study examined two separate classes of elementary school students (mean age 11.28?years), one of which served as the control group (n?=?26) and the other as the experimental group (n?=?21). The intervention in the experimental group consisted of showing videos related to physical activity participation, conducting discussions and doing tasks related to the content presented in the videos and conducting family discussions. Autonomy support from teachers, peers and parents; motivation in physical education and leisure time physical activity; the different variables of theory of planned behaviour; and physical activity, were measured before and after the intervention. Results showed an increase in teacher autonomy support, identified regulation in physical education, autonomy support from parents and peers, integrated and identified regulation in leisure time physical activity, control, subjective norm, intention and physical activity in the experimental group. Furthermore, this increase resulted in post-intervention differences across groups in such variables. Results are discussed in relation to the important role of families in the promotion of physical activity participation.  相似文献   

19.
Abstract

Teachers used a nonexclusionary time‐out package to treat inappropriate social behaviors that interfered with instructional tasks in four classrooms of preschool children, each containing an average of 16 students. We yoked classrooms on pretreatment scores of target behaviors and randomly assigned them to a time‐out ribbon plus praise or control condition. Students in the treatment condition wore wristbands with attached smiling face stickers and received praise from teachers for taking turns talking and remaining seated during group activities. Contingent on disruptive behavior, teachers removed the wristbands signaling a three‐minute time‐out period in which teachers restricted praise and attention but ongoing participation in activities continued. Multiple measures of treatment outcome were analyzed via MANCOVA and ANCOVAs. Behavior improved on direct observations of target behavior, the Preschool Behavior Questionnaire (PBQ) and items on a semantic differential, but not the Matson Evaluation of Social Skills with Youngsters. Treatment acceptability also supported treatment effects. We discuss implications of these results.  相似文献   

20.
A novel three-dimensional tool for teaching human neuroanatomy   总被引：1，自引：0，他引：1  
Three‐dimensional (3D) visualization of neuroanatomy can be challenging for medical students. This knowledge is essential in order for students to correlate cross‐sectional neuroanatomy and whole brain specimens within neuroscience curricula and to interpret clinical and radiological information as clinicians or researchers. This study implemented and evaluated a new tool for teaching 3D neuroanatomy to first‐year medical students at Boston University School of Medicine. Students were randomized into experimental and control classrooms. All students were taught neuroanatomy according to traditional 2D methods. Then, during laboratory review, the experimental group constructed 3D color‐coded physical models of the periventricular structures, while the control group re‐examined 2D brain cross‐sections. At the end of the course, 2D and 3D spatial relationships of the brain and preferred learning styles were assessed in both groups. The overall quiz scores for the experimental group were significantly higher than the control group (t(85) = 2.02, P < 0.05). However, when the questions were divided into those requiring either 2D or 3D visualization, only the scores for the 3D questions were significantly higher in the experimental group (F1,85= 5.48, P = 0.02). When surveyed, 84% of students recommended repeating the 3D activity for future laboratories, and this preference was equally distributed across preferred learning styles (χ2 = 0.14, n.s.). Our results suggest that our 3D physical modeling activity is an effective method for teaching spatial relationships of brain anatomy and will better prepare students for visualization of 3D neuroanatomy, a skill essential for higher education in neuroscience, neurology, and neurosurgery. Anat Sci Educ. © 2010 American Association of Anatomists.  相似文献   

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