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1.
This study reports the effects of a highly structuredindividually administered remedial teaching programmefor children with reading difficulties. Thephonological awareness, reading accuracy and spellingattainments of 28 children diagnosed as having low IQ(Mean IQ = 66, SD = 5.3) were compared with those of29 children diagnosed as having discrepancy defineddyslexia (Mean IQ = 95, SD = 8.4). The responsivenessto intervention of each group was also compared withteacher-referred reading-delayed children matched forinitial literacy skills. For reading accuracy andphonological awareness the dyslexic group respondedmore successfully than the low IQ group. The twogroups did not differ significantly on spelling. It isargued that the reading accuracy and phonologicalawareness results are in keeping with thephonological-core variable-difference (Stanovich &Siegel 1994) model of reading disability and that thegains of all groups on all measures were such thatthere is no obvious benefit in using IQ to selectchildren for a programme of individual teaching whichcombines reading with phonological awarenesstraining. 相似文献
2.
The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers’ use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school‐wide focus or orientation. In Australia, where this study was conducted, there has been an increased interest in the use of school‐wide behaviour management and discipline programmes, which are characterized by their focus on improving teachers’ classroom management skills. In the present study randomly selected teachers from schools involved in a school‐wide behaviour management programme participated in an experimental evaluation of the effects of the programme. Continuous data collection indicated that the majority of teachers made increases in their use of encouragement over the course of the intervention. However, observations conducted during a follow‐up phase revealed reductions in levels of encouragement following the withdrawal of the intervention. 相似文献
3.
ABSTRACT Two studies explored individual differences in general memory ability and their relation to performance in a public examination taken at age 15‐16 years in England and Wales. Five memory tasks were used to test both immediate memory and retention a week later. Rank orders of performance across the memory tasks, with IQ partialled out, were found to be significantly related, suggesting some general process. Separate indices of general memory ability for the immediate and delayed tests were highly correlated with each other and also with self‐ratings of memory ability. Multiple regression revealed that self‐rating of memory ability was the only significant independent predictor of examination performance. The results suggest that individual differences in memory ability account for between 10 and 20% of the variance in performance in this examination in groups of above‐average IQ. Possible reasons for the importance of memory in this context and implications for instructional methods are discussed. 相似文献
4.
The purpose of this study was to examine the effectiveness of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on‐task behaviour. In Western Australian primary schools (and in an increasing number of British schools) Canter's programme is widely used. However, while there are many anecdotal reports of its effectiveness there is a relative absence of well controlled research studies reporting objective data. In the present study, three teachers from three separate primary schools and eight randomly selected children from each of their classes were systematically observed. Continuous data collection indicated that following training in the appropriate use of praise, as specified by Canter, all three teachers successfully increased their rates of praising. Of the 24 children, all but one evidenced increases in levels of on‐task behaviour. However, observations conducted during a follow‐up phase revealed reductions in the use of praise by the teachers and in some levels of on‐task behaviour. 相似文献
5.
This study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. Teachers (n = 32) were randomly divided into an experimental and a control group. Each teacher’s behaviour was observed in six lessons; two for each measurement (pre, post and retention) and analysed with qualitative dimensions of lesson introduction, task presentations and lesson closure. Student engagement was analysed with the time analysis form. The total and successful attempts of selected students were also recorded. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group. The results establish the effect of the training programme on teacher behaviour and student engagement in learning. 相似文献
6.
This paper reports the results of a two‐year longitudinal study of the relationship between self‐assessed intelligence (SAI) and academic performance (AP) in a sample of 184 British undergraduate students. Results showed significant correlations between SAI (both before and after taking an IQ test) and academic exam marks obtained two years later, even when IQ scores were partialled out. Several continuous assessment indicators (notably attendance, oral expression, and motivation) were also significantly correlated with SAI, even when IQ scores were controlled. A series of hierarchical regressions indicated that although exam grades were best predicted by IQ, SAI showed significant incremental validity in the prediction of AP, accounting for an additional 3% of exam, 9% of continuous assessment, and 2% of essay grades. Results are discussed with regard to current trends to integrate individual differences underlying AP. 相似文献
7.
Anne C. Downer 《Educational Psychology in Practice》2007,23(2):129-143
In this study, teaching assistants (TAs) were trained to spend 4 min each day on a precision teaching programme with selected pupils, whose progress in word recognition was a cause for concern. Words were taken from “The National Literacy Strategy Framework for Schools”. The sessions were set up to be “fun” times. All the pupils made progress and the majority were also reported to have improved in self‐esteem and confidence. Junior boys particularly benefited from this stringently targeted regime with immediate feedback of results. Some had been displaying behaviour difficulties, and TAs also reported improved social performance and attendance rates. 相似文献
8.
Paul Fox 《Emotional and Behavioural Difficulties》2013,18(4):267-283
Abstract A case study examined the value of outdoor education for two groups of pupils from Year 9 and 10 with severe behavioural difficulties placed in an independent residential school. The methods included systematic observations of their behaviour and recording of their academic performance over the duration of the programme; participant observation field notes kept by the researcher; and interviewing of all participating pupils and staff to elicit their perceptions of the utility of the programme. The analysis suggested that the programme was successful in promoting positive behaviour and academic gains for most pupils, and that by the end both pupils and staff held a positive perception of outdoor education. Although outdoor education may not form a solution to dealing with 'problematic' behaviour, it represents a powerful, albeit underused, tool for reducing disaffection, promoting inclusive practice and decreasing the risk of permanent exclusion for this vulnerable group of pupils. 相似文献
9.
Seokhee Cho 《Learning and individual differences》2010,20(6):694-698
The role of IQ in individual differences in real-life problem solving and strategies use was explored. Repeated trials of learning and recall of information from a map were analyzed with high IQ and average IQ Korean students. IQ correlated with the selection and use of strategies in recall. However, the performance and strategic behaviors of low-recall high IQ students and high-recall average IQ students cautions the overgeneralization of the advantage of high IQ in the selection and use of cognitive and metacognitive strategies. The individual's mind set about learning and domain-specific ability needs to be considered as compensatory mechanisms to explain the relationship between IQ and strategies use. 相似文献
10.
This study examined the impact of a working memory (WM) training programme on measures of WM, IQ, behavioural inhibition, self-report test and trait anxiety and teacher reported emotional and behavioural difficulties and attentional control before and after WM training and at a 3 month follow-up. The WM training group (N = 7) showed significantly better post-training on measures of IQ, inhibition, test anxiety and teacher-reported behaviour, attention and emotional symptoms, compared with a non-intervention passive control group (N = 8). Group differences in WM were also evident at follow-up. The results indicated that WM training has some potential to be used to reduce the development of school related difficulties and associated mental health problems in young people. Further research using larger sample sizes and monitoring over a longer time period is needed to replicate and extend these results. 相似文献
11.
Anne K. Liefländer Franz X. Bogner Alexandra Kibbe Florian G. Kaiser 《International Journal of Science Education》2013,35(4):684-702
One aim of environmental education is fostering sustainable environmental action. Some environmental behaviour models suggest that this can be accomplished in part by improving people's knowledge. Recent studies have identified a distinct, psychometrically supported environmental knowledge structure consisting of system, action-related and effectiveness knowledge. Besides system knowledge, which is most often the focus of such studies, incorporating the other knowledge dimensions into these dimensions was suggested to enhance effectiveness. Our study is among the first to implement these dimensions together in an educational campaign and to use these dimensions to evaluate the effectiveness of a programme on water issues. We designed a four-day environmental education programme on water issues for students at an educational field centre. We applied a newly developed multiple-choice instrument using a pre-, post-, retention test design. The knowledge scales were calibrated with the Rasch model. In addition to the commonly assessed individual change in knowledge level, we also measured the change in knowledge convergence, the extent to which the knowledge dimensions merge as a person's environmental knowledge increases, as an innovative indicator of educational success. Following programme participation, students significantly improved in terms of amount learned in each knowledge dimension and in terms of integration of the knowledge dimensions. The effectiveness knowledge shows the least gain, persistence and convergence, which we explain by considering the dependence of the knowledge dimensions on each other. Finally, we discuss emerging challenges for educational researchers and practical implications for environmental educators. 相似文献
12.
ABSTRACT As part of an ongoing longitudinal study of developmental delay (DD), 35 six‐year‐old children with delays of unknown aetiology were assessed with measures of cognitive, language and educational competence. Their parents provided detailed information about their self‐help and personal‐social competencies, behaviour problems and temperament. As a group, the DD children evidenced high rates of behaviour problems, but there was considerable within‐group variability in intensity and pattern of problems. Low relationships were found between the intensity of behaviour problems and children's chronological age (CA), IQ, language level and self‐help competencies. The child variable most strongly associated with behaviour problems was temperament, or behavioural style. 相似文献
13.
Yasser A. Al-Hilawani 《Educational studies》2018,44(2):119-146
The purpose of this study was to examine the relationship between metacognition as measured in real-life situations and IQ scores as reflected by performance on the Raven Standard Progressive Matrices Scale. It is also intended in this study to report on whether or not there were significant differences in performance on the metacognitive instrument (i.e. metacognitive test, reaction time, and metacognitive test scores divided by mean reaction time) among participants with typical development, deaf and hard-of-hearing (dhh), and low-achieving individuals with and without the influence of IQ. Analysis showed significant correlations between IQ, metacognitive test, and metacognitive test scores divided by mean reaction time but not with reaction time itself. Results revealed the influence of IQ on metacognition being greater than the influence of metacognition on IQ. Results showed when controlling for the effect of IQ, differences among the three groups of participants on the metacognitive instrument become non-significant. Implications and suggestions are presented. 相似文献
14.
Abstract FAST-Track is a support programme for pupils with social and emotional behaviour difficulties. It is designed to integrate the school curriculum, social skills training, reading development, parenting skills and home-school liaison. A 3 year longitudinal study is reported in which schools implementing the full FAST-Track programme were compared with those implementing only the curriculum component. Changes in behaviour were monitored using an amended version of the Rutter Behaviour Rating Scale. Results did not show any clear difference between the two groups of schools but did show substantial differences between individual schools, highlighting the difficulty of demonstrating the effectiveness of intervention programmes given the multiplicity of other factors which determine behaviour change. The implications of these findings for the methodology and practice of intervention programmes in this area are explored. 相似文献
15.
《Journal of moral education》2012,41(1):33-36
Abstract In 1975, the first author became director of a group home for ten delinquent boys. Prior to this time, the home operated on a behaviour‐modification philosophy. But during the first author's directorship, the home operated on the ‘just community’ philosophy stressing moral discussion and participatory democracy in making and enforcing rules and in resolving interpersonal conflicts. During this ‘just community’ period, residents moved up an average of one‐third of a stage in their reasoning on the Kohlberg moral judgement interview. This advance in stage was comparable to that found in good developmental moral education programmes for non‐delinquent high school youth. Comparison groups of offenders were studied in a secure behaviour modification programme and a secure transaction analysis programme. Insignificant increase in residents’ moral reasoning was found in these programmes. A moral atmosphere interview was also administered to residents in each of the programmes. The just community programme was perceived as highest on the following dimensions:
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1. Amount of moral discussion and dialogue
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2. Amount of resident power and responsibility for rules and decisions
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3. Amount of concern about fairness of rules and policies
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4. Amount of self‐perceived moral behaviour change
16.
Using learning styles theory in engineering education 总被引：2，自引：2，他引：0
Nergiz Ercil Cagiltay 《European Journal of Engineering Education》2008,33(4):415-424
Studies have shown that, while learning different concepts, people sometimes take different approaches (learning styles). Accordingly, their performance reflected differently in their academic studies. With the effect of globalisation to the educational environments, the influence of individual learning styles on educational performance is getting more significant. In this study, a learning style assessment tool was used to examine the relationship between students’ learning styles and their performance in engineering education programmes. At the beginning of the programme, 285 students’ learning styles were measured using a learning style assessment tool. Four years after the engineering education, their performance in the programme was compared with their individual learning styles. This study shows that most of the students are assimilators. Divergers and convergers follow the assimilators. The number of accommodators is very limited. The relationship between engineering students’ learning styles and their performance is found: assimilators and convergers performed better than the divergers and accommodators. The performance difference between assimilators and divergers is statistically significant. The results of this study show that the learning style theory is a potential tool for guiding the design and improvement of courses and helping students to improve their individual performance. 相似文献
17.
Harvey McGregor Paul Berry 《International Journal of Disability, Development & Education》1979,26(3):117-126
This study investigates the developmental effects of soical reinforcement on the interview behaviour of 58 mildly intellectually handicapped children (CA = 11.8 years; IQ = 75). The subjects were divided into three age groups (8‐10 years, 10‐13 years, 13‐15 years) and categorized as dominant or dependent by teacher ratings. In the experiment, high and low social reinforcement for eye‐contact was given in an interview by one of their teachers. The data were analyzed, for each age group, according to the amount of speech and eye‐contact under the various conditions. Support for the earlier Exline and Messick (1967) findings indicated a feedback rather than reward model in explaining the effects of social reinforcement on eye‐contact. More important, however, for the mildly intellectually handicapped, no evidence was found for significant variations in eye‐contact as a function of age, sex or IQ. 相似文献
18.
Anna Paszkowska‐Rogacz 《High Ability Studies》1992,3(2):236-239
Pictorial figural representations are of essential importance in the cognitive development of the deaf. Creative abilities of the deaf were studied with regard to five components of classroom behaviour: motivation, socialization, antisocial behaviour, passiveness and level of intelligence. The subjects were a group of 22 deaf pupils aged 13‐15 and a group of hearing children. The Test of Creative Thinking‐Drawing Productions (TCT‐DP), the Raven Standard Progressive Matrices and the Pupil Behaviour Inventory were used to examine main trends. Comparisons indicated that no significant difference was found between the school functioning of the hearing and the nonhearing in achievement motivation and antisocial behaviour. However in socialization and in intelligence level the nonhearing were significantly lower than the hearing. TCT‐DP results showed that the number of thematic solutions and humour responses increased with deafness, and certain elements became more stereotypical, less individual and less original In addition, IQ in deaf pupils was related to the drawing of concrete objects, whereas in the hearing group intelligence level was related to use of abstractions. 相似文献
19.
This study examined the differential influence of an IQ cutoff and standard score or regression-based method for determining a severe discrepancy as eligibility criteria for the identification of black and white students with learning disabilities. Subjects were 218 white and 132 black students referred for possible learning disability services. The results of the study demonstrated that the use of a standard score method for determining a severe discrepancy and the use of an IQ cutoff above the range for mental retardation resulted in the disproportionate underrepresentation of black students meeting eligibility criteria. In contrast, when a regression-based method to determine a severe discrepancy was used, along with the absence of an IQ cutoff, no differences were discerned between the two groups. The implications of these findings for current practice are discussed. 相似文献
20.
Poikkeus AM Ahonen T Närhi V Lyytinen P Rasku-Puttonen H 《Journal of learning disabilities》1999,32(1):22-35
In this study, parent-child interaction in two carefully matched subgroups-school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities (VIQ < PIQ, n = 8) and boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ (VIQ = PIQ, n = 8), were investigated. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the VIQ < PIQ group were found to be less successful on the task than children in the VIQ = PIQ group, and their mothers exhibited lower communication clarity in their instructions than the mothers of the children in the VIQ = PIQ group. An interesting interaction effect was found for communication deviances. For mothers in the VIQ < PIQ group the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the VIQ = PIQ group. Three possible models are discussed in light of the differences between the subgroups. 相似文献