共查询到20条相似文献，搜索用时 15 毫秒
1.
Karin Guill Oliver Lüdtke Jasmin Schwanenberg 《British Educational Research Journal》2020,46(2):437-457
More and more students attend private supplementary tutoring to improve their academic achievement. Private tutoring might be understood as a reaction to insufficient instructional quality in school, especially regarding individual support. However, it might also be possible that parents generally see insufficient grades as an indicator of lacking support and engage a tutor in hopes of improvement or to enhance a competitive edge for their children. So far, the relationship between tutoring attendance and perceived individual learning support during classroom lessons has not been tested. We used multilevel analyses based on N = 2,842 students in 102 Grade 5 classrooms at German academic track schools to test for a relationship between private tutoring in several subjects and students’ shared perception of the instructional quality in these subjects. On the individual level, we controlled for typical predictors of private tutoring such as academic achievement and family income, as well as for additional variables such as working behaviour and parental homework assistance. In classrooms with more individual support, students were less likely to start private tutoring in English. However, we did not find comparable relationships for tutoring in mathematics and German. Therefore, school principals and educational policy-makers should monitor the incidence of private tutoring and consider within-school structured tutoring programmes as an effective measure to improve academic achievement and to meet parents’ desire for individualised instruction. 相似文献
2.
The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students’ proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many districts, including the Pittsburgh Public Schools (PPS), have also adopted additional tutoring programs designed to help students reach proficiency goals. This paper examines student participation and achievement in two PPS tutoring programs—the NCLB-mandated SES program and a state-developed tutoring program. We examine the characteristics of students participating in each program, the effects of participation on student achievement, and the program features that are associated with improved achievement. 相似文献
3.
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills 总被引：33，自引：0，他引：33
Mashburn AJ Pianta RC Hamre BK Downer JT Barbarin OA Bryant D Burchinal M Early DM Howes C 《Child development》2008,79(3):732-749
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher–child interactions can facilitate children's school readiness. 相似文献
4.
Julie Q. Morrison Sarah Baker English 《Journal of educational and psychological consultation》2013,23(4):314-329
This article describes a multiagency initiative to evaluate academic tutoring services by focusing on the processes that contribute to effective program implementation. Community-based tutoring service providers serving students in the Cincinnati Public Schools (OH) partnered to initiate a “Seal of Approval” process for promoting evidence-based practices among tutoring providers, assigning merit to effective programs, and eliminating or remediating ineffective practices. The consultant-driven process evaluation was designed to be fair and equitable among an array of tutoring service providers. This case example has implications for consultants, tutoring program directors, and school district administrators seeking to establish an accountability system for tutoring service providers. 相似文献
5.
This study was aimed to find which tutoring styles significantly predict learners’ satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11–12 years), enrolled in the e-study program, and completed tutoring style and academic satisfaction evaluation surveys. Students’ login and posting frequency in the e-study program were measured to assess their academic involvement. Academic achievement was computed using completion rates and assessment scores. Multiple regression analyses indicated that there is some association between tutoring styles and academic outcomes. Of the four tutoring styles, facilitating tutoring styles particularly showed strong associations with the three outcome variables. Tutors’ guiding activities as opposed to facilitating were not significant contributors to students’ academic outcomes. The effect of tutors’ facilitating styles in an online learning environment was significant as being found in the existent literature. 相似文献
6.
This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH. 相似文献
7.
S. Marx Marcia R. Pannell Alicia Aleksandra Parpura-Gill Jiska Cohen-Mansfield 《Educational gerontology》2013,39(8):663-675
Ten elementary school students in need of a positive self-image and/or a sense of appropriate social conduct took part in a monthly intergenerational visiting program at an assisted living facility. In comparison to systematic observations obtained in their classrooms, the children were observed to be significantly less anxious, more interested, and participating more during the intergenerational program. Outcomes of a focus group with five seniors revealed that they had enjoyed the program and wanted it to continue. School administrators may want to consider intergenerational visiting programs for students whose behaviors place them at risk for academic failure. 相似文献
8.
《Early childhood research quarterly》2001,16(1):133-149
Received 1 April 1999; received in revised form 1 May 2000; accepted 1 October 2000The development of a two-way bilingual program for children in preschool through second grade is described. The program was developed through a partnership between researchers and teachers. Researchers shared findings from previous studies, which were used to guide basic decisions about the nature of the program. They then collected systematic classroom observation data the first year of the program to guide programmatic fine-tuning for the second year. Observation data showed some gaps between the instructional program that was planned and the one that was implemented, especially in the amount of Spanish spoken. Data on children’s academic achievement showed very few differences in the academic gains of native English- and native Spanish speakers in the bilingual program, and native English speakers in the English-only classrooms. The discussion focuses on how teacher-researcher partnerships can be used to improve educational programs. 相似文献
9.
Carollee Howes Margaret Burchinal Robert Pianta Donna Bryant Diane Early Richard Clifford Oscar Barbarin 《Early childhood research quarterly》2008
We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n = 2800) children were randomly selected, four per classroom, from approximately 700 randomly selected, state-funded pre-Kindergarten classrooms in eleven states. Enrollment in pre-K appeared related to gains in academic skills. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher–child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length). These findings have implications for a range of state and local policy and program development efforts as well as for theories of contextual influences on development. 相似文献
10.
This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs
have positive academic outcomes for African American and otherminority students as well as for White students who participate
as tutors, as tutees, or both. Such programs also appear to have a positive impact on a variety of attitudinal and socioemotional
outcomes, such as students' attitudes towards school, their self-concepts, and their sense of academic efficacy. This review
also explores whether specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or characteristics
of the students (e.g., academic level prior to tutoring and gender composition of tutor-tutee pairs) affect various outcomes.
Role theory is used as a theoretical framework to explain some intriguing and surprising findings (e.g., why tutors show academic
gains even when they do not receive additional subject matter instruction, whylonger and/or more substantial tutoring programs
may not foster greater immediate academic gains than shorter programs, and why mixed-sex pairs do not consistently reap benefits
equal to those of same-sex pairs). Finally, implications of the review for the development of peer and cross-age tutoring
programs are discussed. 相似文献
11.
《Contemporary educational psychology》2013,38(1):11-21
This work assessed the efficacy of a middle-school-based mentoring program designed to increase student use of self-regulated learning (SRL) strategies, self-efficacy for and the perceived usefulness of SRL as well as mathematics and language achievement. A longitudinal cluster randomized trial study design obtained evidence that found differential effects of a school-based mentoring program. Specifically, the performance of 94 seventh grade students naturally nested within four classrooms was measured at baseline and after 3, 6, and 9 months. Two classrooms were each randomly assigned to treatment or control conditions. First, the results indicated that participation in the mentoring program led to significant improvements with regard to all the dependent variables after the 9-month intervention, and significant effects had been observed at 6 months for some variables. Second, the program appears to play a more important role for SRL variables compared with academic variables. Third, the effect sizes were small, small-medium, or medium depending on academic mentoring, the type of variable used to assess the efficacy of the program, or the level of analysis considered, respectively. The effect size of this intervention was equal to or greater than those reported in prior studies. In conclusion, our findings underline the importance of academic mentoring programs that practice SRL strategies and emphasize the relevance of using study designs that provide both cross-sectional and longitudinal data. 相似文献
12.
Douglas Fuchs Lynn S. Fuchs Patricia G. Mathes Elizabeth A. Martinez 《Learning disabilities research & practice》2002,17(4):205-215
Many researchers have documented the apparent fact that numerous students with LD have social–skill deficits and a lower social standing than their nondisabled peers. In principle, participation in peer tutoring would appear to be at least a partial solution. It requires classmates to work together on valued tasks and research indicates that it can promote academic growth among students with and without disabilities. Yet, little research has been conducted on the social benefits of peer tutoring. This study attempts to do precisely that by collecting sociometric data in 39 second– through sixth–grade classrooms, 22 of which were engaged in Peer–Assisted Learning Strategies (PALS), a form of peer tutoring. In each of the 39 classrooms, sociometric data are reported on four children—a student with LD and a low–achieving, average–achieving, and high–achieving student. Findings indicated that students with LD in PALS classes were (1) more socially accepted than their counterparts in No–PALS classes, and (2) enjoyed the same social standing as most nondisabled classmates. Strengths and weaknesses of this study are discussed, as are directions for future research. 相似文献
13.
Enhancing early literacy skills for preschool children: bringing a professional development model to scale 总被引：3，自引：0，他引：3
Landry SH Swank PR Smith KE Assel MA Gunnewig SB 《Journal of learning disabilities》2006,39(4):306-324
A quasi-experimental, statewide intervention targeting preschool teachers' enhancement of children's language and early literacy was evaluated. Across 2 years and 20 Head Start sites, 750 teachers participated (500 target, 250 control), with 370 classrooms randomly selected to conduct pre- and posttest assessments (10 randomly selected children per class). The inability to randomize children to classrooms was addressed by examining children's performance for teachers who were control teachers in Year 1 and target teachers in Year 2. We also compared teachers with 2 years of training with teachers with 1 year of training and with control teachers. Greater gains were found for children in target classrooms than for those in control classrooms for all skills, but particularly for language skills, in Year 2, and this varied by program site. The presence of a research-based early literacy curriculum, higher levels of teacher education, and full-day versus half-day programs were significant moderators of intervention effectiveness. The challenges of implementing a statewide initiative across programs that varied in their readiness to implement a cognitively rich experience for preschool children are discussed. 相似文献
14.
易蓉 《北京城市学院学报》2012,(4):70-73
近年来,在校高职生中学业困难的人数比例呈上升趋势,这不仅是学生自身的问题,也显现出了院校对高职学生日常学业指导工作的滞后。中美两国的高校已经在学业指导方面开展了各种实践并积累了大量经验。结合这些经验,北京城市学院现代职业学部基于自身情况,开展了针对高职新生的学业指导探索,并建立了该校高职学生学业指导体系。 相似文献
15.
《Early education and development》2013,24(4):277-288
Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices. 相似文献
16.
Leonard A. Jason Karen E. Danner Andrew M. Weine Karen S. Kurasaki Jay H. Johnson Luann Warren-Sohlberg Olga Reyes 《Early education and development》1994,5(4):277-288
Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices. 相似文献
17.
《The Journal of educational research》2012,105(5):261-264
AbstractThe study examines the effects of cross age tutoring in school on the tutors’ empathy, altruism, and self-esteem. The sample consists of 73 high school freshmen, who participated in a year-long program of tutor-training, and a comparison group of 98 other freshmen. Controlling the effects of initial attribute scores, students’ sex, and socioeconomic status, it was found that program participation significantly increased the tutors’ empathy, altruism, and self-esteem. The findings, interpreted according to role-taking theory, suggest that school programs of cross-age tutoring may have some psychological benefits in addition to their already established influence on students’ academic achievements. Since no interactions were found between the effects of program participation and students’ social background on the increases in attribute scores, such programs may perhaps be used for the integration of students from different social-cultural backgrounds. 相似文献
18.
Edyth J. Wheeler G. Patricia Wilson Terry R. Berkeley 《Journal of Early Childhood Teacher Education》2013,34(4):237-242
Abstract In our graduate programs in early childhood education, we model constructivist practice in the belief that teachers are better able to understand and implement constructivist principles having experienced them in their work. In this practice we attempt to be explicit about constructivist practice in our program and in elementary classrooms. As we examine and modify our constructivist pedagogy, one key question for teachers and ourselves emerges: What does a classroom based on constructivist pedagogy look like in early childhood (K‐2)? The goal of this research is a clearer understanding of constructivist pedagogy in the context of primary classrooms. The study was designed using qualitative methods in order to understand the experiences in classrooms guided by constructivist theory. The classroom participants are six teachers who graduated from a Master's degree program based on constructivist principles. Analysis of the six classrooms indicated 24 key elements of constructivist classrooms. A focused analysis of three constructivist teachers and their classroom supports these elements and indicates three broader characteristics: the important role of children, authentic and purposeful interactions among classroom participants, and engagement in academic activity. A vignette of a constructivist classroom is provided to present the essence of our findings while maintaining participants' views and voices. 相似文献
19.
课外补习在全球范围内的风靡,引起了众多学者的关注,而相较于我国课外补习发展的盛况,有关研究还稍显不足.本文基于新人力资本理论的视角,利用中国家庭追踪调查(CFPS)基线调查数据,分析了补习对认知能力和非认知能力的影响.研究发现:1.补习能有效提高儿童认知能力,但学科之间存在差异.2.适度补习可以提高儿童非认知能力,但过... 相似文献
20.
同伴教学对大学英语学生认知、交际和情感发展的影响 总被引：1，自引：0，他引：1
不少研究证明同伴教学是提高学生英语应用能力的有效方法。通过对宁波大学外语学院同伴教学活动研究,结果表明:学生在参加同伴教学活动后,英语技能和交际能力有了提高,学习英语的自信心也增强了。因此,同伴教学活动不仅能有效提高学生的英语学习能力、交际能力,还有利于学生的情感发展。 相似文献