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1.
The purpose of this study was to investigate the specific factors teachers consider when assigning students’ report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the Teachers’ Grading Practices Survey. Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers’ years of experience and no interaction effect. Differences by grade level were evident in teachers’ consideration of both cognitive and non-cognitive factors of students’ performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development.  相似文献   

2.
BOOK REVIEW     
This investigation addressed the effects of teaching styles, student cognitive styles, matched and mismatched conditions, student age, and student gender in relation to course grades in community college education. The Gregorc Style Delineator was used to determine the dominant cognitive styles of 16 teachers and 207 students on two campuses of a comprehensive community college. Data were analyzed according to two analysis of variance models. The findings indicated that concrete sequential teachers assigned significantly lower grades to students than did teachers dominant in any other style and that students 25 years of age and older received significantly higher grades than younger students, except when matched with concrete random teachers. Although many authors have suggested that students whose cognitive styles match those of their teachers tend to attain higher grades, findings in this study contradicted the literature and indicated that mismatched students performed better academically.  相似文献   

3.
过去十多年,非认知技能研究迅速兴起,但测量方法的滞后性制约了实证研究的推进。本文建构了一个测量框架,包括成就目标、人际合作和情绪管理三个维度,每个维度包含若干项技能;并选取和修订了相应的量表用以测量,然后应用这个测量框架及工具对中国六省市72所小学、初中和高中的学生进行了测量。研究发现:第一,中小学生在成就和情绪管理方面的非认知表现(包括坚韧性、学校参与、自尊)随学段上升趋于下降,但合作水平随学段提高上升;第二,女生的非认知发展水平高于男生,但随学段上升,两者出现趋同;第三,“双留守儿童”的非认知发展处于困境;第四,不同家庭背景学生的非认知技能表现有显著差异,但学校之间的差异不明显。  相似文献   

4.
School success is closely linked to intelligence but also to non-cognitive factors such as achievement motivation. The present study examines which non-cognitive factors predict secondary school grades and looks at reasons why female students tend to outperform their male counterparts. A sample of 554 German freshman students provided measures of general intelligence, achievement motivation, science course choice, self-efficacy, self-perceived academic achievement, and test anxiety. Results show that achievement motivation, self-perceived academic achievement, and sex significantly contribute to the final secondary school success above intelligence. Females’ advantage in final secondary school grades becomes even larger after controlling for general intelligence. This advantage can be explained by females’ higher achievement motivation. Showing more compensatory effort as well as self-control and taking more pride in their own productivity helps females to outperform their male counterparts at secondary school.  相似文献   

5.
This paper reports the outcomes of an empirical study undertaken to explore the possibility that cognitive style may be an important factor influencing performance on certain types of task in management education. A total of 412 final year undergraduate degree students studying Management and Business Administration were tested using the Allinson- Hayes Cognitive Style Index. Their cognitive styles were then compared with assessment grades achieved for academic modules, the task categories of which were deemed to be consonant with either the Wholist/Intuitive or the Analytic style of working. Overall ability defined by final degree grades was also tested against individuals' cognitive styles. As expected, students whose dominant cognitive styles were Analytic attained higher grades for long-term solitary tasks involving careful planning and analysis of information. However, contrary to expectations, performance on tasks believed to be more suited to the Wholist/Intuitive style was also higher for Analytic individuals, as was overall ability defined by final degree grades. The results were discussed in terms of the nature of the tasks and the need for methods of performance assessment that are independent of an orientation bias. Without this, it is argued, employment selection criteria may favour the wrong type of candidate in some circumstances.  相似文献   

6.
Using Ireland as an example, this paper explores the rationale behind various selection criteria currently used to select suitable candidates for initial teacher education courses. It investigates and discusses patterns of association between second-level student teachers’ background characteristics on entry to their teacher education programme Professional Diploma in Education (PDE) and their achievement in terms of their final academic and teaching practice grades. It draws on a longitudinal analysis of application and examination data collected from eight student teacher cohorts (2000–2007, N?=?1,023) who completed their second-level initial teacher education at one Irish university. Special attention will be paid to the predictive value of entrants’ prior academic performance and teaching experience for their success in the academic as well as practical components of their teacher education course. The quality rationale behind academic selection criteria is contested on the basis of findings from this study. The positive impact of prior teaching experience on teaching practice performance and the differences in achievement observed between students from different academic fields are discussed.  相似文献   

7.
This study explored an under-researched area in science education—the university programmes preferred by high school students who take physical science subjects and the reasons that matter in their preferences. A total of 1,071 upper secondary and pre-university students in Singapore, who take physical science subjects among their range of subjects, participated in this study. A survey method was adopted and the Rasch model was used to analyse the data. Overall, Business Studies was ranked as the predominant choice; nonetheless, scientific programmes such as Science, Engineering, and Mathematics are generally still well liked by the students. When gender differences were examined, we found that students largely followed gender-typical programme preferences, in which males tend to incline towards Engineering while females tend to incline towards Arts and Social Sciences. Students prefer a university programme based on their individual interest and ability, with career aspiration and remuneration coming next. Interestingly, females place greater emphasis on career aspiration than males. Some implications of the study are discussed.  相似文献   

8.
通过多年来对中小学生进行跟踪观察、实地调查和比较研究,结果表明学生个体品德是受多方面因素影响和制约,且具有发展的差异性。差异性表现在不同生活背景个体之间和不同学段之间。教师只有选择和创设适合学生品德发展的教育,才能使德育走进学生心田。实现有效德育的方式是激发道德学习愿望,确定德育起点;针对学生个体差异,选择师生交往方式;建立发展性评价,增强教育可接受性。  相似文献   

9.
This article reports on a study that examined the readiness levels of students in the South African context. Particularly, the study explored the differences between various students’ academic proficiency, support mechanisms, motivational levels and overall integration with the university. A quantitative approach was used and 117 full-time first-year National Diploma in Human Resource Management students from the Nelson Mandela University (formerly known as Nelson Mandela Metropolitan University) participated in the study. This study therefore focused on one student cohort at a particular higher education institution (HEI). The findings revealed that a combination of cognitive and non-cognitive variables influences student readiness and success. Even though HEIs have implemented interventions, the level of student readiness remains low. It was noted, however, that students who scored high on the variables were more likely to succeed in higher education.  相似文献   

10.
ABSTRACT

Ensuring equal access to a broad and balanced curriculum for all students is a key component of a socially just education system. Yet in England, the freedom that 16-year-old students have to choose the GCSE subjects they study has created divisions in the pathways taken by students from different backgrounds. In 2010, a new accountability measure, the English Baccalaureate (EBacc), was introduced to encourage more disadvantaged students to study the ‘core academic’ GCSE subjects. This paper investigates the success of this initiative by analysing the relationship between free school meal (FSM) eligibility, studying the EBacc subjects and GCSE attainment. The findings are used to illustrate the complexities of balancing equal access to academic subjects against fair access to future opportunities, which often depend on good grades, when trying to deliver social justice in an education system that has an entrenched attainment gap.  相似文献   

11.
Competitions are discussed as a measure to foster students’ interest, especially for highly gifted and talented students. In the current study, participants of a cognitive school competition in science were compared to non-participants of the same age group (14–15) who either did not participate in any competition or who participated in a non-cognitive sports competition. The study focused on goal orientations and competence beliefs and analyzed outcomes as a foundation for further improvements of enrichment measures and competitions with regard to fostering students’ interest especially in science. The results showed considerable differences (and some unexpected similarities) between groups: Science competition participants were more learning goal oriented, had less performance avoidance goals, and showed less work avoidance than non-participants. Social self-concept was higher but was moderated by GPA. Considerable gender differences were found as well. These findings are discussed with regard to further research and possibilities for improvement of science competitions.  相似文献   

12.
In Ireland, the high-stakes Leaving Certificate Examination at the end of upper secondary education was abruptly cancelled in 2020 due to the Covid-19 pandemic. Instead, calculated grades were introduced, necessitating for the first time the involvement of secondary school teachers in the assessment of their own students for certification. This article reports on analysis of responses to an online survey with 713 respondents conducted in the autumn of 2020, focusing on teacher experiences of engagement in the process of calculated grades in their schools and how this might inform perceptions of their future roles as assessors. Among the key findings to emerge from re-analyses of these data are inter alia that, for some teachers, (1) negotiation of student grades with colleagues—particularly those at grade boundaries—caused them to question the professional judgements of peers; (2) release by the Department of Education and Skills of student ranks, in addition to grades, constituted a breach of trust because it ran contrary to what they understood had been agreed initially; and (3) living and working in small towns or rural communities in Ireland left them very vulnerable to disgruntled students and their families—resulting in the perception that trust in their professional judgements had been undermined. Hence, the conclusion that the success of Senior Cycle reform efforts is contingent on both rebuilding teachers' trust over time while also working, in the immediate term, with teachers interested in exploring further their roles in school-based assessment for certification purposes.  相似文献   

13.
Teachers play a critical role in facilitating the academic achievements of students with learning disabilities (LD). The personal resources of teachers, such as sense of coherence (SOC) and hopeful thinking, may predict self-perception of the competency and efficacy they possess to help students with LD acquire needed learning skills. Several studies have shown the importance of SOC and hope to the success of students with LD, but research has not focused on how the hope of their teachers may help these students succeed in inclusive classrooms. The goal of the current study was to identify profiles of teachers, based on their personal resources of SOC and hope, and to examine their self-efficacy (SE) in helping students with LD acquire learning skills. The sample consisted of 624 teachers (567 females and 57 males) from inclusive classes; 143 teachers in this sample had special education training. Using cluster analysis four distinct clusters were identified suggesting that both SOC, as a global personality measure, and hope, as a measure of future expectations, contributed to the SE of teachers: their belief in their ability to help the students with LD acquire learning skills. In each cluster, teachers with special education training had higher levels of hope and SE. The results highlight the important role of teachers’ personal resources in predicting their belief in their professional ability to help students with LD.  相似文献   

14.
Successful students who are deaf in general education settings   总被引：1，自引：0，他引：1  
The study identified successful students who were deaf and were receiving most of their educational services in general education settings, in order to examine factors contributing to their success. Teachers in a western state were asked to nominate students who were deaf who were in the upper elementary through high school grades and were receiving most of their educational services in general education classrooms. Qualitative procedures were used to gather information on 20 successful students who were deaf. Inquiry focused on observation of the students in general education settings and interviews to gather perceptions of (a) the successful students themselves, (b) deaf education teachers, educational interpreters, and paraprofessional note takers serving these students, (c) general education teachers working with these students, and (d) parents. The students' primary communication modes were closely divided between sign language and spoken English; communication mode did not seem to be a salient factor in success. Results of the interviews with each group, a summary of observations, and themes that emerged across groups are provided.  相似文献   

15.
The aim of this study was to evaluate the predictive validity of a two-step admissions procedure that included a cognitive ability test followed by multiple mini-interviews (MMIs) used to assess non-cognitive skills, compared to grade-based admissions relative to subsequent drop-out rates and academic achievement after one and two years of study. The participants consisted of the entire population of 422 psychology students who were admitted to the University of Southern Denmark between 2010 and 2013. The results showed significantly lower drop-out rates after the first year of study, and non-significant lower drop-out rates after the second year of study for the admission procedure that included the assessment of non-cognitive skills though the MMI and the admissions test. Furthermore, this admission procedure resulted in a significant lower risk of failing the final exam after the first and second year of study, compared to the grade-based admissions procedure. Finally, students admitted through the MMI and the admissions test scored significantly higher on academic learning self-efficacy and critical thinking compared to students selected by grades. The implications for higher education admissions are discussed.  相似文献   

16.
把积极心理学的认知理论与行为理论运用于中职德育教学中,可以使教师确立对职业和对学生的积极认知,在积极认知的支配下很容易产生积极的教学行为,在设计教学内容时会主动与学生专业相结合并且与学生的认知能力相匹配,在探讨教学方式时会主动寻找适合中职学生参与的互动方式,在教学工具方面会有意识地选择积极语言及富有时代性的多媒体等教学工具;也会积极筹划课程管理方式引导学生完美自己的人格,最终对教师和学生的身心都能产生积极的成果。  相似文献   

17.
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18.
This article describes a narrative development project undertaken by students on a History of Social Welfare module at a British university. Students were asked to choose a character, setting and story from a range of scenarios and time periods that reflected many of the key areas covered in lecture and seminar classes. The narrative was not formally assessed but aligned closely with the summative assessment for the module. Students were expected, in their narratives, to identify and make explicit reference to legislation, social policy information and sociological/anthropological concepts pertinent to the period and chosen character. Most students played an active part in the construction of the narratives and were encouraged to consider aspects of meta-learning, including how they can work with others and cooperate as a member of a team. As a result of the success of this form of assessment, the project has been developed into the core mode of assessment for this module in future years of delivery.  相似文献   

19.
为了探讨特殊教育教师和特教学生在特殊教育教师所需心理素质上的认知差异,本研究以263名特殊教育教师和233名特教学生为被试进行调查。结论显示,特殊教育教师心理素质由六个要素构成,特殊教育教师和特教学生对这六个要素的认知存在差异。  相似文献   

20.
《Africa Education Review》2013,10(2):201-218
Abstract

The balance between the cost and value of access programmes is a concern in higher education. The function of access programmes is to provide support and additional time for under-prepared students to cope with the academic workload during the first year. This article aims to indicate the value students place on participation in an access programme. In this qualitative study, group interviews were conducted and the findings indicate that Engineering students attribute their success in the mainstream to the way in which participation in an access programme had integrated them academically into the university and exposed them to discipline related experiences in a non-threatening environment. The findings of this study indicate what aspects of the access programme students considered helpful for perseverance in mainstream studies. It is recommended that institutions that offer access programmes should not only be aware of the reciprocal influence of the cognitive and non-cognitive factors that affect students' success, but also purposefully combine these factors in the design of their access programmes.  相似文献   

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