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1.
The present paper aims to examine the relationship between first grade children’s performance‐approach goal orientation, task‐avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children’s self reports of their performance‐approach goals and avoidant behaviours as well as teacher‐reports of children’s avoidant behaviours were used. Our results indicate that performance‐approach goal orientation positively predicts children’s self‐reported task‐avoidant behaviours which in turn have a negative effect on children’s achievement outcomes. The negative effect of teacher‐rated avoidant behaviours on children’s achievement outcomes was even greater than the positive influence of children’s conceptual knowledge. These results suggest that the relationships between goal‐orientations, achievement behaviours and achievement outcomes start to form early in children’s school career (or even before that) and that children’s self‐report of their achievement goals and behaviours provide a valuable knowledge already in this early age. 相似文献
2.
James M. Lewis 《Communication quarterly》2013,61(3):9-10
This study investigated the degree to which applicants' perceptions of interview behaviors differed from interviewers' perceptions. Data were drawn from 188 actual employment interviews conducted under the auspices of a university‐operated placement center. Data analyses revealed applicants rating themselves and the interviewers significantly higher than the interviewers' ratings of either themselves or the applicants. 相似文献
3.
Tzung-Jin Lin Amos Yoong Shin Goh Ching Sing Chai 《Research in Science & Technological Education》2013,31(2):117-132
Research in nature of science (NOS) among Asia-Pacific countries such as Singapore is arguably scarce. This study aimed to survey Singaporean secondary school students’ views of NOS with a newly developed instrument named Students’ Views of Nature of Science (SVNOS), which included various key aspects of NOS that are generally agreed upon by the science education community. Moreover, the relations between some demographic factors, including gender and grade, and students’ views of NOS were explored. Sample, design and method In total, 359 Singaporean seventh and eighth graders were invited to participate in this survey. The reliability, validity and structure of the SVNOS instrument were ensured by confirmatory factor analysis. A two-way multivariate analysis of variance was then conducted to determine the interaction effects between the gender variable and the grade-level variable. Results and conclusion The results indicated that the SVNOS instrument is reliable and valid to assess students’ views of NOS regarding seven distinct NOS dimensions. The male students were more prone to have constructivist-oriented views of NOS in the most of the SVNOS dimensions, while the female students conveyed more non-objective views of NOS. In addition, the eighth graders revealed more empiricist-oriented views of NOS than the seventh graders in several SVNOS dimensions. This result seems to contradict the results of previous studies that students’ views of NOS may reflect a developmental trend with their increasing educational experiences. 相似文献
4.
Yin‐kum Law 《教育心理学》2008,28(5):567-582
Two studies were conducted to investigate the effects of cooperative learning on second‐graders’ motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers’ instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second‐graders participated in the instructional intervention programme. The results showed that students’ positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension. 相似文献
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6.
Roy Evans Neil Ferguson Pat Davies Phillip Williams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):32-36
The study reported in this paper was designed to examine three reliability characteristics of the Harris revision of the Goodenough ‘Draw‐a‐man’ Test when used with five‐year‐old school entrants. The test was individually administered to each of 90 children on two occasions, with an average time‐separation of two weeks. Three persons undertook the administration and scoring of the drawings, and the investigation examined the reliability coefficients associated with i) temporal stability (same tester); ii) temporal stability (different testers); iii) marker error. The results indicate that when experienced testers are used, the reliability of the ‘Draw‐a‐man’ scale is of the same magnitude as that reported in previous studies involving older children as subjects. It is also suggested that with school entrants, the influence of different trained testers on the final rank order of scores is probably quite small. The present study shows too, that with the drawings of five‐year‐old children there is less likelihood of the scorer developing a consistent subjective marking standard than is the case with the drawings of older children. Scoring errors tended to be random rather than systematic due probably to the relatively greater number of occasions when uncertainty exists over the interpretation or naming of basic features of immature drawings. It is suggested that the test is more useful for the comparison of groups rather than individual school entrants. 相似文献
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8.
Diane Atkinson Gorcyca William R. Kennan Marianne G. Stich 《Communication quarterly》2013,61(1):38-43
Language samples of college and middle‐aged respondents were syntactically analyzed in order to determine if the use of college students is appropriate for generalizations to other elements of the population. Multiple Discriminant Analysis was employed to determine correct classification of written language samples based on syntactic categories. Twenty‐two college‐aged subjects and 22 middle‐aged subjects responded to a TAT‐type photograph. The correct classification of college and middle‐aged subjects was 93.18%. A second MDA calculated on a three‐way distinction (college/nursing home employees/educators) yielded 90.91% discriminability. Utilizing a four‐way distinction (freshmen/sophomores/nursing home employees/ educators], the correct classification was 81.82%. Finally, an MDA calculated for male/female resulted in 68.18% discriminability. These results cast doubt on the validity of a “science of sophomores.” 相似文献
9.
Debugging is an over-looked component in K-12 computational thinking education. Few K-12 programming environments are designed to teach debugging, and most debugging research were conducted on college-aged students. In this paper, we presented debugging exercises to 6th–8th grade students and analyzed their problem solving behaviors in a programming game – BOTS. Apart from the perspective of prior literature, we identified student behaviors in relation to problem solving stages, and correlated these behaviors with student prior programming experience and performance. We found that in our programming game, debugging required deeper understanding than writing new codes. We also found that problem solving behaviors were significantly correlated with students’ self-explanation quality, number of code edits, and prior programming experience. This study increased our understanding of younger students’ problem solving behavior, and provided actionable suggestions to the future design of debugging exercises in BOTS and similar environments. 相似文献
10.
Evaluating and comparing Singaporean and Taiwanese eighth graders’ conceptions of science assessment
Tzung-Jin Lin Aik-Ling Tan Min-Hsien Lee 《Research in Science & Technological Education》2017,35(4):391-408
Background: Researchers have indicated that assessment practices and methods should support learners’ construction of meaningful understanding of knowledge. Understanding students’ conceptions of assessment will enable us to construct more realistic, valid and fair assessments. Learners’ conceptualization of assessment would be imperative to serve as an essential reference to evaluate their learning progress.
Purpose: This study evaluated and compared the Singaporean and Taiwanese middle school students’ conceptions of science assessment. Within-country gender comparisons were also explored.
Sample: 424 Taiwanese and 333 Singaporean eighth graders were invited for a cross-country comparison.
Design and methods: The participants completed a questionnaire named Conceptions of Science Assessment.
Results: The findings showed that the summative assessment dominates in the Taiwanese classrooms, while formative and summative assessment are usually perceived in Singaporean classrooms. The Singaporean students had a greater tendency than their Taiwanese counterparts to perceive the purpose of assessment as a way of reproducing knowledge, and the formative assessment as improving learning, problem-solving, and critical judgment. No gender differences were found among either the Singaporean or the Taiwanese students.
Conclusions: Educators in both countries should provide learners with more opportunities to experience process-oriented science assessment activities and de-emphasize the usage of examination-oriented practices to achieve the sophistication of conceptions. 相似文献
11.
Marian Hickendorff 《European Journal of Psychology of Education - EJPE》2018,33(4):577-594
Strategy flexibility, adaptivity, and the use of clever shortcut strategies are of major importance in current primary school mathematics education worldwide. However, empirical results show that primary school students use such shortcut strategies rather infrequently. The aims of the present study were to analyze the extent to which Dutch sixth graders (12-year-olds) use shortcut strategies in solving multidigit addition, subtraction, multiplication, and division problems, to what extent student factors and task instructions affected this frequency of shortcut strategy use, and to what extent the strategies differed in performance. A sample of 648 sixth graders from 23 Dutch primary schools completed a paper-and-pencil task of 12 multidigit arithmetic problems, designed to elicit specific shortcut strategies such as compensation. Based on the students’ written work, strategies were classified into whether a shortcut strategy was used or not. Results showed that the frequency of shortcut strategies ranged between 6 and 21% across problem types, and that boys and high mathematics achievers were more inclined to use shortcut strategies. An explicit instruction to look for a shortcut strategy increased the frequency of these strategies in the addition and multiplication problems, but not in the subtraction and division problems. Finally, the use of shortcut strategies did not yield higher performance than using standard strategies. All in all, spontaneous as well as stimulated use of shortcut strategies by Dutch sixth graders was not very common. 相似文献
12.
In this study, conducted in the Netherlands, a modified Delphi technique was used to identify salient features of effective in‐service practices and their programming and design. It poses the question: which characteristics must in‐service activities—focused on the implementation of educational innovations—have in the opinion of experts in the field of in‐service education?
After reviewing studies on in‐service teacher education and educational implementation, a list of 60 statements on effective features of in‐service education was compiled. In three rounds, the statements were reviewed by a panel of experts with regard to their appropriateness and importance for the implementation of educational changes. This review resulted in a list of 34 statements, which, according to the Delphi participants, reflect appropriate and important features of effective in‐service teacher education. 相似文献
13.
Risto Hotulainen Kristiina Lappalainen Kari Ruoho Hannu Savolainen 《International Journal of Disability, Development & Education》2010,57(3):299-314
During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed. 相似文献
14.
Summaries English The report describes a study of the teaching behaviour of student‐teachers of science disciplines during the one‐term teaching practice of the English ‘Post‐Graduate Certificate in Education’ course, using the Science Teaching Observation Schedule by Eggleston et al. The results suggest that in several behavioural dimensions, students and teachers achieve a close match. These dimensions, it is suggested, could represent the ‘stable’ elements in the students’ perception of science teacher behaviour learnt during their time as pupils, or they might represent ‘safe’ transactions which do not involve students extensively in problems of classroom management and control. For other behaviour categories, it was found that students tended to behave less like experienced teachers as the training practice proceeded, but this was to some extent determined by the subject taught. Physics student‐teachers substantially maintained their similarity to experienced teachers, whilst chemistry and biology students drifted away. The nature of these drifts is discussed. 相似文献
15.
Dimitris K. Psillos Peter F.W. Preege Donald A. Bligh Odisseas Valassiadis 《Research in Science & Technological Education》2013,31(2):127-130
The self‐esteem as physics teachers of students taking pre‐service physics teacher education courses was investigated before and after the courses. It was found that students who dropped out from the courses had lower self‐esteem than either the students who satisfactorily completed them or similarly qualified students who did not take the courses. There was some evidence that learning pedagogical theory enhances self‐esteem if it takes place after practical teaching experience but has the opposite effect when taught first, in the absence of any practical teaching experience. 相似文献
16.
Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long‐term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case‐based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case‐based science teaching approach. The research accompanied the PD program throughout its 3‐year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case‐based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case‐based team projects, to interdisciplinary, active classroom teaching using the case studies they developed. 相似文献
17.
Hyerim Oh Margaret Sutherland Niamh Stack Maria del Mar Badia Martín Sheyla Blumen Quoc Anh-Thu Nguyen 《High Ability Studies》2015,26(1):152-166
Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements 相似文献
18.
George M. Kapalka 《Emotional and Behavioural Difficulties》2013,18(1):21-30
Many students with Attention‐Deficit Hyperactivity Disorder (ADHD) present with behavioral problems that are particularly evident in out‐of‐class settings (in the lunch room, on the playground, during field trips and special assemblies, etc). Barkley's (1997) technique has been known to help parents handle ADHD children's behaviors in out‐of‐home situations, and so its effectiveness to reduce problems in out‐of‐class settings was investigated with 65 teachers of male students previously diagnosed with ADHD. ANOVA revealed that Barkley's technique was effective in reducing the students' behavioral problems in out‐of‐class settings. This technique is easy to administer and school psychologists will likely find it useful in assisting teachers to handle ADHD students' behavioral problems. 相似文献
19.
Anne Dairianathan 《International Journal of Science Education》2013,35(8):1079-1108
The purpose of this study was to investigate primary students’ learning through participation in an out‐of‐school enrichment programme, held in a science centre, which focused on DNA and genes and whether participation in the programme led to an increased understanding of inheritance as well as promoted interest in the topic. The sample consisted of two groups (245 students in the experimental group and 150 students in the control group) of upper primary students (Grade 5) from six schools in Singapore. Two instruments were developed—a 15‐item multiple‐choice test to measure learning gains and a 17‐item survey form to measure student feedback. Pre‐, post‐, and delayed post‐tests were administered. Results showed statistically significant gains in learning for the experimental group that appeared to be stable as well as high levels of interest stimulated by the programme. 相似文献
20.
The micro‐politics of openness 总被引：1，自引：1，他引：0
David Harris 《Open Learning》2013,28(2):13-16
In this paper, David Harris, senior lecturer in sociology at the College of St Mark and St John in Plymouth, explores the context in which our current definitions of openness have evolved. He goes on to suggest that it is time to shift interest away from the level of grand design and abstract typologies towards a ‘micro‐political’ level, involving analyses of concrete practice. 相似文献