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1.
特殊学生家长的满意度是国家和地区"办好特殊教育"乃至"办好人民满意的教育"的重要依据指标。本研究采用基于扎根理论的深度访谈方法来探究特殊学生家长融合教育满意度的影响因素,以学生因素、家长因素和环境因素三大类属与障碍限制、身份特征、个人心态、知识基础、投入程度、政府支持、学校保障和社会助力八大主范畴以及类属之间、范畴之间的关联建构起一个立体式的理论模型,并对其进行了具体阐释。据此提出了分别以改善学生能力、提升家长素质和增强环境支撑为落脚点、着力点和关键点的政策建议。 相似文献
2.
David Kember 《教育心理学》2004,24(3):345-357
This study examined the way part‐time students cope with fitting in study on top of other demands on their time. To measure the deployment of coping mechanisms, an instrument was developed based on previous qualitative work. The earlier work had identified three coping mechanisms—sacrifice, support, and negotiation of arrangements—operating in four domains of the self—work, family, and social lives. A measure for the sense of belonging to college was also developed. The combined measures were completed by a sample of 208 adult students enrolled in part‐time courses in an open university. Analysis by structural equation modelling showed that there were significant relationships between the employment of coping mechanisms and the development of a sense of belonging to the college. Students were more likely to exhibit a strong sense of belonging if: they had negotiated with their family a time to study: they had established regular study routines; they reported high levels of social support; and they declared themselves high in personal self‐determination. In addition, high levels of sacrifice were reported, most notably within the domain of the self. 相似文献
3.
Higher education institutions (HEIs) strive to meet international students' needs and expectations regarding their learning environments. Current literature covers a wide range of needs, expectations, and HEIs' responses. However, there doesn't seem to be a consensus about the needs and expectations to be addressed. A coherent theoretical framework may help HEIs identify areas of need and provide additional resources and comprehensive services. We performed a systematic review to obtain an overview of international students' needs, expectations, and experiences regarding their learning environments as described in the literature. We categorized students' perspectives into dimensions. Subsequently, we investigated whether these dimensions related to the three key domains outlined in the theoretical framework and the coverage of these key domains by HEIs. Sixty-three studies were eligible for inclusion. We identified 18 dimensions of international students' needs, expectations, and experiences that could be mapped onto the framework. Based on these results, the content of the three domains could be summarized as goal direction, relationships, and supporting services. Thirteen studies covered one domain, 14 covered two domains, and 36 covered three domains. To provide optimal support, HEIs should cover all three domains. Our study may help to better understand and optimize learning environments for international students. 相似文献
4.
The purpose of this study was to investigate social science doctoral students’ preferences and needs with regard to written feedback on academic writing and to develop a written feedback categorization. In an exploratory mixed methods approach, qualitative data collected during interviews were used to form a questionnaire to collect quantitative data in two research-intensive universities. The results based on 276 doctoral students’ responses provided a clear list of feedback types needed by doctoral students, including comments addressing their main idea, argumentation, clarity, and information coverage. Their preferences varied on issues of autonomy, criticism, and ambiguity, all critical factors in the transition to independence expected during their doctoral education. The resulting written feedback categorization encompasses three aspects: function, focus, and presentation. The findings of this study have the potential to guide supervisors, feedback providers, and doctoral students as well as inform further research, including instrument development and written feedback content analyses. 相似文献
5.
Precious Hardy 《Assessment & Evaluation in Higher Education》2014,39(5):553-562
Retention is a major problem in most colleges and universities. High dropout rates, especially in the STEM disciplines (science, technology, engineering and mathematics), have proved intractable despite the offering of supplemental instruction. A broad model of support systems that includes psychological factors is needed to address retention in STEM fields. The purpose of our study was to develop an instrument to identify the support needs of college students. We adapted the theoretical model of the performance pyramid to create a 48-item measure called the Student Support Needs Scale. We examined the psychometric properties of our scale by subjecting the measure to a principal component analysis, which resulted in a robust 36-item, six-factor solution. Finally, we established the reliability and validity of the resulting instrument. Once student needs have been assessed using our scale, interventions may be tailored to the needs of a minority group, discipline, geographic area and/or institution. This instrument could help university programmes to make informed decisions about resource allocation based on students’ needs. 相似文献
6.
Computer simulations provide environments enabling exploratory learning. Research has shown that these types of learning environments are promising applications of computer assisted learning but also that they introduce complex learning settings, involving a large number of learning processes. This article reports on an instrument for supporting one of these learning processes: stating hypotheses.The resulting instrument, an hypothesis scratchpad, was designed on the basis of a conceptual representation of the simulation model and tested in an experimental study. In this study three versions of the scratchpad, varying in structure, were compared. It was found that support offered for identifying variables, in the form of a selection list, is relatively successful: students who used this list were better in differentiating different types of variables. For identifying relations, a selection list of relations offered to the students proved unhelpful in finding accurate relations: students using this list stated their hypotheses mainly at a very global level.The research reported was conducted in the project SIMULATE. SIMULATE was part of SAFE, a R&D project partially funded by the CEC under contract D1014 within the Exploratory Action of the DELTA programme. The work of SIMULATE is continued in the DELTA main phase project SMISLE. 相似文献
7.
Higher professional education aims to prepare students for entering practice with an adequate theoretical body of knowledge. In constructivist programmes, authentic learning contexts and self-directed learning are assumed to support knowledge learning and the transition from education to practice. Through an in-depth exploration, this case study aimed at defining and assessing the qualities of social work students?? theoretical knowledge at initial qualification. Participants were final-year bachelor??s students (n?=?18) in a constructivist professional programme of social work. Students?? knowledge concerning a real-life practical case was elicited through an interview and a form of concept mapping. A six-step procedure was used for a qualitative appraisal of students?? knowledge with the assistance of seven expert teachers. During this procedure an instrument for analysing knowledge qualities was developed, comprising 13 aspects representing four features of expert knowledge: extent, depth, structure, and critical control. Results showed that 13 students received high appraisals for their knowledge extent and depth. Only 4 students received high appraisals for knowledge structure and critical control. 5 Students who received overall lower appraisals seemed inhibited to show their knowledge qualities by preoccupations with self-concerns about their own professional role. Conclusion is that the majority of students needs more learning support for knowledge structure and critical control than offered by their constructivist programme. Further research is needed into the personal factors that influence students?? theoretical knowledge learning and which knowledge qualities can be reached by young adults in a 4?year educational programme. 相似文献
8.
This article reports on a study in which an interactive computer‐based learning resource consisting of a tutorial with a decision support system and simulations, is evaluated in the context of a distance education business degree course. The primary purpose of the study was to develop and test an instrument for evaluation of the learning resource, with particular reference to simulations. The instrument adds further dimensions to factors such as learner support and engagement, to incorporate elements of motivation and transfer. Consequently, the scales that comprise the instrument include three key areas: features of the computer package, the effect on students” motivation, and the impact on their ability to transfer knowledge to the workplace. As a result of the analysis, a reliable and valid evaluation instrument that includes components of these three areas is provided. It is expected that other researchers will be able to develop and refine this instrument to evaluate various forms of computer‐based educational resources. 相似文献
9.
Shelagh M. Peoples Laura M. O’Dwyer Yang Wang Jessica J. Brown Camelia V. Rosca 《Learning Environments Research》2014,17(1):49-73
This article describes the development, validation and application of a Rasch-based instrument, the Elementary School Science Classroom Environment Scale (ESSCES), for measuring students’ perceptions of constructivist practices within the elementary science classroom. The instrument, designed to complement the Reformed Teaching Observation Protocol (RTOP), is conceptualised using the RTOP’s three construct domains: Lesson Design and Implementation; Content; and Classroom Culture. Data from 895 elementary students was used to develop the Rasch scale, which was assessed for item fit, invariance and dimensionality. Overall, the data conformed to the assumptions of the Rasch model. In addition, the structural relationships among the retained items of the Rasch model supported and validated the instrument for measuring the reformed science classroom environment theoretical construct. The application of the ESSCES in a research study involving fourth grade students provides evidence that educators and researchers have a reliable instrument for understanding the elementary science classroom environment through the lens of the students. 相似文献
10.
Over the past decade, state and national policymakers have promoted systemic reform as a way to achieve high‐quality science education for all students. However, few instruments are available to measure changes in key dimensions relevant to systemic reform such as teaching practices, student attitudes, or home and peer support. Furthermore, Rasch methods of analysis are needed to permit valid comparison of different cohorts of students during different years of a reform effort. This article describes the design, development, validation, and use of an instrument that measures student attitudes and several environment dimensions (standards‐based teaching, home support, and peer support) using a three‐step process that incorporated expert opinion, factor analysis, and item response theory. The instrument was validated with over 8,000 science and mathematics students, taught by more than 1,000 teachers in over 200 schools as part of a comprehensive assessment of the effectiveness of Ohio's systemic reform initiative. When the new four‐factor, 20‐item questionnaire was used to explore the relative influence of the class, home, and peer environment on student achievement and attitudes, findings were remarkably consistent across 3 years and different units and methods of analysis. All three environments accounted for unique variance in student attitudes, but only the environment of the class accounted for unique variance in student achievement. However, the class environment (standards‐based teaching practices) was the strongest independent predictor of both achievement and attitude, and appreciable amounts of the total variance in attitudes were common to the three environments. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 646–662, 2001 相似文献
11.
Michael B. Madson Timothy P. Melchert Joan L. Whipp 《Assessment & Evaluation in Higher Education》2004,29(5):549-561
A syllabus analysis instrument was developed to assist program evaluators, administrators and faculty in the identification of skills that students use as they complete their college coursework. While this instrument can be tailored for use with a variety of learning domains, we used it to assess students' use of and exposure to computer technology skills. The reliability and validity of the instrument was examined through an analysis of 88 syllabi from courses within the teacher education program and the core curriculum at a private Midwest US university. Results indicate that the instrument has good inter‐rater reliability and ratings by and interviews with faculty and students provide evidence of construct validity. The use and limitations of the instrument in educational program evaluation are discussed. 相似文献
12.
《The Journal of educational research》2012,105(5):366-370
ABSTRACT The authors investigated and compared Brunei trainee teachers’ attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs. 相似文献
13.
This study assessed the needs of urban school leaders for special education preparation in a large public school district in the USA in order to assist the school administrators with improving their knowledge and skills for providing appropriate services to students with disabilities and their families to support inclusive education. The needs survey was created based on the Council for Exceptional Children (CEC 2009) standards for school administrators in the USA and the literature in special education. The validity and reliability of the instrument were verified. The needs assessment measures 10 aspects regarding special education knowledge and skills as indicated by 10 factors in the exploratory factor analysis. Quantitative data analyses on a sample of 289 participants revealed that there were significant differences in the needs of training in special education knowledge based on the school administrators’ backgrounds. The current research supports the call for the professional development and inclusive education for school leaders. The findings of the current study indicated that school leaders wanted the knowledge to make them more successful in serving students with disabilities to answer the call for inclusive education. 相似文献
14.
We investigated students' self-concepts within a multidimensional and hierarchical model. Participants were 95 special needs students in grades 3 through 12 who received mathematics instruction in special education classes. Partial support was found for the hierarchical model in special needs students: The relationship between scores on the Piers-Harris self-Concept Scale and Mathematics Achievement (Iowa Tests of Basic Skills) was significantly stronger for elementary students (r =.53) than for secondary students (r =.04). Percent of the school day spent in special education had a negative relationship (p <.05) to scores on Piers-Harris self-Concept Scale and a positive relationship (p <.05) to an investigator-developed mathematics self-concept instrument. The results suggest that special education has a complex relationship to self-concept. Possible implications for practice and future research are discussed. 相似文献
15.
Marina Martins 《International Journal of Science Education》2019,41(6):713-738
The aims of this paper are twofold. First, we present, justify, and characterise an instrument for analysing students’ argumentative reasoning developed from Walton’s ideas. Then, from the analysis of students’ argumentative discussion about a socio-scientific controversy, we identify the advantages and disadvantages of using the instrument. The results show that the analysis of students’ argumentative reasoning require nine stages, which have logical and pragmatic criteria that should be used in order to decrease the subjectivity of the analysis. The analysis sheds light on the characterisation of students’ argumentative reasoning by supporting the understanding of the move of students’ argumentative clusters, since it enables us to understand that: the argumentative quality depends on the relations between arguments and other statements; and an argumentative cluster can be developed according to the frequency of refutations or attacks by means of questions involving its constituents. This is because when arguments, questions, and/or claims are evaluated, the individuals have the possibility of bringing other reasons and/or arguments that support them in the discussion. Therefore, the main contribution of this study is the development of an instrument, based on dialectical principles, that contributes to analyse students’ argumentative discuss and to support discussions of their argumentative quality. 相似文献
16.
Mantak Yuen Norman C. Gysbers Raymond M.C. Chan Patrick S.Y. Lau Peter M.K. Shea 《High Ability Studies》2010,21(1):47-62
This article describes the development of an instrument – the Career and Talent Development Self‐Efficacy Scale (CTD‐SES) – for assessing students’ self‐efficacy in applying life skills essential for personal talent development, acquisition of positive work habits, and career exploration. In Study 1, data were obtained from a large sample of Chinese middle‐school students (N=15,113) in Grades 7–9 in Hong Kong. The CTD‐SES is an 18‐item questionnaire with subscales containing items that address students’ orientations toward developing their own talents, acquiring and applying positive work habits, and exploring their career possibilities. Evidence is provided for internal consistency, temporal stability, and factor structure of the CTD‐SES. Goodness of fit statistics provided support for a three‐primary‐factor‐plus‐higher‐factor model, and this solution was used in the statistical analyses. The data also indicated that students with plans for university study reported significantly higher scores than those without on all three domains of career and talent development. In Study 2 (N=308) Grade 10 high‐ability students’ scores in CTD‐SES were correlated with scores in career decision self‐efficacy and academic performance. The development and validation of CTD‐SES is the first step toward investigating career exploration, work habits, and talent development among Asian middle‐school adolescents. 相似文献
17.
Alfred P. Rovai Mervyn J. Wighting Jason D. Baker Linda D. Grooms 《The Internet and Higher Education》2009,12(1):7-13
The purpose of this study was to develop and validate a self-report instrument that can be used to measure learning in the cognitive, affective, and psychomotor domains. The study underwent three phases, each with its own data collection and analysis. Phase I featured the development, testing, and factor analysis of an 80-item instrument that addressed cognitive, affective, and psychomotor learning that was administered to a sample of 142 online and face-to-face learners. Based on the results, the instrument was reduced to 21 items for Phase II and tested with a new sample of 171 online and face-to-face students. The results of confirmatory factor analysis suggested a better data fit with an even smaller 9-item instrument, which was then administered to a new sample of 221 online and face-to-face students in Phase III. The results of this final phase are presented along with the resulting CAP Perceived Learning Scale, a 9-item self-report measure of perceived cognitive, affective, and psychomotor learning. Implications and usage of the CAP Perceived Learning Scale for research and practice are also discussed. 相似文献
18.
Sarantos Psycharis 《Journal of Science Education and Technology》2016,25(2):316-326
In this study, an instructional design model, based on the computational experiment approach, was employed in order to explore the effects of the formative assessment strategies and scientific abilities rubrics on students’ engagement in the development of inquiry-based pedagogical scenario. In the following study, rubrics were used during the model development, based on prompts provided to students during the development of their models. Our results indicate that modelling is a process that needs sequencing and instructional support, in the form of rubrics, focused on the scientific abilities needed for the inquiry process. In this research, eighty (80) prospective primary school teachers participated, and the results of the research indicate that the development of inquiry-based scenario is strongly affected by the scientific abilities rubrics. 相似文献
19.
This paper presents findings from the validation of a survey instrument constructed in response to what Indigenous parents/carers and students believe constitutes culturally responsive pedagogies that positively influence Indigenous student learning. Characteristics of culturally responsive pedagogies established through interviews with Australian Indigenous parents, community members and students generated themes which were distilled into survey items by a team of Indigenous and other educators. The instrument was then put on trial with 141 teachers for statistical validation. Analyses employing the Rasch model confirmed that the instrument measured a unidimensional latent trait: culturally responsive pedagogy. Seven subscales, content validities of which were determined by a panel of experts, were also confirmed. Results highlighted differences between primary and secondary teachers’ self-reported practice, and important facets of teacher pedagogy in the two different school contexts emerged. Analyses of four of the subscales of the instrument—Indigenous cultural value, self‐regulation support, literacy teaching and explicitness—are presented in the context of current emphases on quality teaching and Indigenous student outcomes. The instrument can be used to measure teachers’ nuances in pedagogy, and the resulting teacher profiles can be used to assist teachers to focus on particular aspects of their pedagogy to meet the needs of their students. 相似文献
20.
The present study validated a brief at‐risk screening instrument designed for easy use by teachers in the elementary school. School performance measures were collected for students in first to sixth grade one year following initial teacher ratings using the Screening For At‐Risk Status screening instrument. Findings indicated that the instrument is best seen as measuring a single at‐risk construct with items drawn from three domains: academic skills, social confidence, and social cooperation. Correlations between at‐risk scores and school performance measures taken one year later demonstrated predictive validity. The screening instrument correctly identified at‐risk students with 88% accuracy and not‐at‐risk students with 74% accuracy. There were 12% false negatives. Use of the instrument provides teachers with a quick, easy screening of students who may develop difficulties in the future. For schools, the screening can be used as the first step in a supportive response system to assist at‐risk students from developing serious school difficulties and possibly failure in the longer term. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 151–158, 2005. 相似文献