共查询到20条相似文献，搜索用时 382 毫秒
1.
Joël Clanet 《European Journal of Psychology of Education - EJPE》2010,25(2):192-206
This study investigated the links between the teaching practices of primary school teachers (n = 200) who were observed while presenting a new text to their first year classes, and the student achievement levels in those
classes. The teaching practices are specifically concerned with the way the teachers supported and encouraged students’ activities
during verbal interactions. Two different populations were observed: classes of first year students with a reduced teacher–student
ratio (about ten students per class) and classes with a normal teacher–student ratio (between 20 and 25 students per class).
We found that the average level of student achievement in the reduced size classes was higher than in the standard size classes
but that teaching practices differed only at precise periods of group or individual introduction to new reading texts. In
these periods, we found links between teaching practices and student achievement. 相似文献
2.
This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment
related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and
observed. Part of the teaching material was common to both classes, mainly the objectives and the corpus of ratio problems
in a physical context. But in one class, here called “Partial-experiment”, the learning environment was exclusively a paper-pencil
one and the teacher followed his usual method in designing and conducting teaching sequences. In the other class, here called
“Full-experiment”, the teaching was based on a framework, emerging from our analysis of complexity of ratio problems, involving
precise guidelines and a specific computer environment. Using a pre-test and a post-test, we observed clear progress in both
classes compared to a sample of “standard” pupils. Our comparative pupil-oriented study indicates more complete improvement
in the “full-experiment” class, i.e., a better acquisition of fractions and their use for solving usual proportionality problems.
The average pupil’s progress is greater in the “full experiment”, with the pupils who were initially high- or low-level attainers
benefiting the most from the “full-experiment”. 相似文献
3.
Klaus Boehnke 《European Journal of Psychology of Education - EJPE》2005,20(3):227-241
The present paper offers an exploration of the role achievement values play in the generation of mathematical achievement
as measured in school grades and test scores. Based on a comparative study of 1665 German, Israeli, and Canadian 14-year-olds
two hypotheses are tested. First, it is assumed that achievement value preferences have a dual role in the generation of high
academic performance. On the one hand, they are assumed to facilitate a high achievement-related self-esteem, which itself
is a strong covariate of good academic performance. On the other hand, they are expected to sensitize for achievement pressure
from parents, which in turn increases anxiety, and henceforth lowers the achievement-related self-esteem. Secondly, it is
assumed that one will find cross-cultural variation in the strength of the two postulated effects. The “positive” role of
achievement values is assumed to be stronger in cultures with a more positive view on achievement (Canada, Israel), whereas
the “negative” role is assumed to be stronger in cultures with a less positive view on achievement (Germany). Hypotheses were
tested in a structural equation modeling frame, and are essentially confirmed. Effect sizes are, however, low, and confirmation
pertains almost exclusively to grades, not to test scores as measures of mathematical abilities. 相似文献
4.
Like students in most developing countries, Colombian students in 4th grade performed poorly in the TIMSS 2007 test of mathematics skills, achieving an average score of 355 relative to an international mean of 500. After controlling for other factors and misreporting error, I find that large classes have substantial adverse effects on student achievement. Increases in class size from 20 to 53 students reduce test scores by about 80 points, or 2.4 points for each additional student in the class. Most likely this is the cumulative effect of class size in grades one to four on achievement in 4th grade. 相似文献
5.
In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory
(CLMI) on elementary school fourth grade students’ academic achievement and retention towards the mathematics course were
investigated. The participants of the study were 150 students who were divided into two experimental (used CLMI) and two control
groups (used traditional method). “Mathematics Achievement Test,” “Teele Inventory for Multiple Intelligences” and “Personal
Information Form” were used as the measurement instruments of the study. The findings of this research have indicated that
CLMI has a more significant effect on academic achievement than the traditional method. Yet, regarding the retention scores,
CLMI has not significant effect on retention. 相似文献
6.
The use of personal response devices (or “clickers”) in the classroom has increased in recent years. While few quantitative
studies on the effectiveness of clickers have been published, it is generally reported that clickers have been well-received
by the students who use them. Two separate populations (Winter 2006 and Spring 2006) of engineering students were given clickers
to use during a general chemistry class. Clicker use was compared to student grades for each course. During both terms, a
higher percentage of female students than male students “actively participated” in the lectures, where active participation
was defined as answering more than 75% of the clicker questions over the course of the term. Active male students earned final
grades about 10 points higher than non-active male students. Active female students, however, scored only about 5 points higher
than non-active female students. Student learning was assessed by comparing performance on exam questions and clicker questions
with similar content. Students who answered clicker questions correctly were 11–13% more likely to answer the corresponding
exam questions correctly than were students who did not answer the clicker question. In this paper, we demonstrate the effectiveness
of clicker use in the classroom and examine gender differences associated with this use. 相似文献
7.
Jane M. Watson Ben A. Kelly 《International Journal of Science and Mathematics Education》2008,6(4):741-767
This paper considers the development of school students’ ability to define three terms that are fundamental to statistical
literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define
and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random”
and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on
the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing
variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but
did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students
who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally.
For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics
and literacy educators are discussed. 相似文献
8.
Der-Ching Yang Mao-neng Li Chih-I Lin 《International Journal of Science and Mathematics Education》2008,6(4):789-807
In order to investigate the performance of number sense and its relationships with mathematics achievement of Taiwanese students
who had just completed the 5th-grade mathematics curriculum, a computerized number sense scale has been developed. This number
sense scale includes four factors which are recognizing relative number size, using multiple representations of numbers and
operations, judging the reasonableness of estimates of computed results and recognizing the relative effect of operations
on numbers. A total of 1,212 students in Taiwan participated in this study. The main findings of this study are summarized
as follows. First, the students perform best on “recognizing relative number size” and perform worst on “judging the reasonableness
of estimates of computed results”. This finding is consistent with previous studies. It shows that students in Taiwan seem
quite poor on judging the reasonableness of estimates of computed results. Second, female students, on average, have higher
scores on recognizing the relative number size than male students, even though only a small effect size is found. And, third,
the achievements of the students in mathematics are significantly correlated with their number sense, as measured by the average
grade for the academic year of 5th-grade students. 相似文献
9.
Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools
Jamie Lew 《The Urban Review》2006,38(5):335-352
Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement
gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement
among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks,
and school context may play a significant role when accounting for minority students’ academic aspirations and achievement.
In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white”
plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse,
this research examines how Asian American students in two different social and economic contexts, negotiate their race and
ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings
show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation.
By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and
school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending
on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as
a case study, this research complicates and challenges our understanding of the role of culture in school achievement and
illustrates how culture intersects with class, race, and schools.
Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark,
NY, 07102-1814, USA 相似文献
10.
11.
Guilaine Menotti Graciela Ricco 《European Journal of Psychology of Education - EJPE》2007,22(4):477-495
Wishing to explore the complexity of the conceptual, didactic and institutional aspects of learning a scientifically defined
object of knowledge, we chose to study the link between the personal relation to numeration developed by six-year-old pupils
in first grade (“cours préparatoire” the first level of primary school in France), and more particularly, the relationship
between the construction of pupils’ relation to the concept of “tens” and the didactic practice of their teachers during the
lessons.
Our study shows that both teachers establish “strong” didactic contracts, leaving it up to the pupils to develop on their
own the capacity of making mathematical decisions and destabilizing the procedure of counting one by one. There is a difference
between classes in the articulation of knowledge and know-how. In the ZEP class learning is centered on know-how; in the other
class knowledge and know-how are simply juxtaposed, their relationship is never made explicit. The result is that only 4 children
out of 42 (the two classes taken together) can work with both. All four belong to the categories of “good” or “very good”
students. 相似文献
12.
Christoph Randler Franz X. Bogner 《International Journal of Science and Mathematics Education》2009,7(2):315-337
Teaching and learning approaches in ecology very often follow linear conceptions of ecosystems. Empirical studies with an
ecological focus consistent with existing syllabi and focusing on cognitive achievement are scarce. Consequently, we concentrated
on a classroom unit that offers learning materials and highlights the existing complexity rather than following linear conceptions.
We developed an educational unit consisting of 14 individual lessons (”ecosystem lake”) with the aim of increasing pupils’
cognitive achievement in 8th and 9th grade secondary schools. To evaluate our approach, we chose a quasi-experimental design
and five teachers with ten classes participated in our study. A matched-pair tandem-design was provided by five German teachers
using first his/her conventional approach in one class (instruction-1; control group) and second, our modern ecological approach
in their second class (instruction-2). Pupils subjected to the latter performed better, i.e., achieved higher scores, especially
in the delayed post-test. Further, we found a teacher effect and an interaction between treatment (i.e., whether treatment
or control class) and the teacher regarding the class test. Teachers had a significant influence on the learning outcome irrespective
of the educational unit, i.e., some teachers generally produced higher achievement than others. Further, the interaction showed
that some teachers coped better with their traditional teaching. Nevertheless, in retention (delayed post-test) all classes
of the modern approach scored higher than the traditionally taught ones. Boys and girls benefited equally from our program
and pupils from the modern approach rated the educational unit better.
Figure 1 Overview over the educational unit “ecosystem lake” 相似文献
13.
I. A. Napper 《Research in Science Education》1976,6(1):27-43
A year three/four class of thirty primary school children was selected and then exposed to a series of twenty discovery lessons
on electricity, discovery learning being: The learning of scientific principles or concepts which occurs as a generalisation
of experiences by the learner in the absence of direct telling by the teacher. (Carin and Sund, 1975)
The performance of these children was evaluated, both before and after the discovery lessons, on the basis of their ability
to solve problems requiring the application of one or more of the thirteen concepts covered.
On comparing the performance of the “discovery” class on pre-test items with the performance of children from years three
and four, as well as five to seven in other Perth suburban schools on subsets of these items, it was found that the “discovery”
group was no better and no worse than other primary classes. A team of ten graders (examiners) was used for rating purposes.
The Rasch Model was the statistical model used and enabled comparison to be made between the “discovery” group and all other
class groups. 相似文献
14.
In 1965 the authors conducted an experiment in a public elementary school, telling teachers that certain children could be
expected to be “growth spurters,” based on the students' results on the Harvard Test of Inflected Acquisition. In point of
fact, the test was nonexistent and those children designated as “spurters” were chosen at random. What Rosenthal and Jacobson
hoped to determine by this experiment was the degree (if any) to which changes in teacher expectation produce changes in student
achievement.
Robert Rosenthal is professor of social psychology at Harvard University.
Lenore Jacobson is an elementary school principal in the South San Francisco Unified School District. 相似文献
15.
Using the ECLS-K and considering first graders in single-grade and K–1 and 1–2 combination classes, I discuss the mechanisms underlying the combination-class effect and address the systematic school-, teacher-, and student-level differences that confound estimates of this effect. I find evidence for positive selection into 1–2 classes, but using a rich set of control variables, find no relationship between class type and student achievement in first grade within schools, and no difference in overall first-grade achievement between single-grade and combination schools in a matched school sample. The results I present suggest that first graders are not harmed by being in a combination class or by their schools offering combination classes. As long as other stakeholders such as parents, teachers, and students in other grades are not made worse off, these results suggest that offering combination classes may be a Pareto-improving option for school administrators. 相似文献
16.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
| Soung BaeEmail: |
17.
Stanislaw Schukajlow Dominik Leiss Reinhard Pekrun Werner Blum Marcel Müller Rudolf Messner 《Educational Studies in Mathematics》2012,79(2):215-237
In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule)
were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems:
intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed
before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and
“linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest
and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom
instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems,
including a “directive”, teacher-centred instruction and an “operative-strategic”, more student-centred instruction emphasising
group work and strategic scaffolding by the teacher? The findings show that there were no differences in students’ enjoyment,
interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems
had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial
effects. 相似文献
18.
Comparing the Impacts of Tutorial and Edutainment Software Programs on Students’ Achievements, Misconceptions, and Attitudes towards Biology 总被引：2，自引：2，他引：0
The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs
related to the “cell division” topic on student achievements, misconceptions and attitudes. An experimental research design
including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS)
was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in
favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students’ understandings
to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions
in the experimental groups even after the treatment. It was also noticed that only using edutainment software program significantly
changed students’ attitudes towards biology. 相似文献
19.
Thomas F. Nelson Laird Rick Shoup George D. Kuh Michael J. Schwarz 《Research in higher education》2008,49(6):469-494
“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection.
Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members
emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect
of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships
between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty
members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to
their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more
frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college,
and that the strength of these relationships is relatively consistent across disciplinary categories. 相似文献
20.
Robert D. Hannafin Howard J. Sullivan 《Educational technology research and development : ETR & D》1995,43(1):19-30
This study investigated the effects of two types of control over instruction (learner and program) and two modes of instructional
programs (lean and full) on the achievement, option use, and time-in-program of 274 high-ability and low-ability students
from grades 9 and 10. The basic instructional program in geometry was delivered by computer. Subjects under learner control
scored significantly higher on the program posttest than those under program control, spent significantly more time in the
program, and liked it better. Learner-control subjects appeared to “trust” their given version of the program, viewing many
more optional screens in the full version than those in the lean one. High-ability learners adapted their study behavior to
the lean version under learner control by choosing significantly more optional screens than their low-ability counterparts.
This research was conducted while he was a graduate student at Arizona State University where Howard J. Sullivan is a professor
in Learning and Instructional Technology. 相似文献