Hyperactive or “activity hyper”: Helping young children attend in appropriate environments     

E. Anne Eddowes  Jerry Aldridge 《Early Childhood Education Journal》1990,17(4):29-32

Why is it that young children can attend to activities at free play but have trouble paying attention during circle time? Children can be in constant motion during large group activities, but yet attend for long periods of time at the block center or while playing with puzzles. Teachers may make the premature judgment that certain children are “hyperactive,” when they may actually be “activity hyper.”  相似文献   

Improving learning environments through whole-school collaborative action research     

Aldridge  Jill M.  Rijken  Paul E.  Fraser  Barry J. 《Learning Environments Research》2021,24(2):183-205

Learning Environments Research - The focus of professional learning on activities has changed to internal growth or change among teachers. Our 3-year whole-school collaborative action research was...  相似文献   

Relationships between learning environments and self-efficacy in primary schools and differing perceptions of at-risk students     

Galos  Siobhan  Aldridge  Jill M. 《Learning Environments Research》2021,24(2):253-268

Learning Environments Research - Because students who are considered to be at-risk of academic failure are more likely to experience a range of serious outcomes both at school and later in life, it...  相似文献   

The ADHD label,analogue methodology,and participants' geographic location on judgments of social and attentional skills     

Danel A. Koonce  Michael K. Cruce  Jennifer O. Aldridge  Courtney A. Langford  Amy K. Sporer  Terry A. Stinnett 《Psychology in the schools》2004,41(2):221-234

Two hundred fifty‐nine preservice teachers at a medium‐sized university in the Southwest participated in the current study. The participants were randomly assigned to a labeled condition, Attention Deficit Hyperactivity Disorder, or nonlabeled condition, and were presented a vignette in one of three forms: a written case study, a video clip, or a written case study with a video clip. The vignette described an elementary school aged child displaying disruptive behavior, while the video portrayed a similar aged child exhibiting disruptive behavior in the classroom. Following the presentation of the vignette, participants made judgments about the child's social skills and attentional skills by completing an examiner‐made rating scale. There was a significant main effect for the label condition on judgments of attention; participants in the labeled condition made significantly more negative judgment than did those in the nonlabeled condition. There were also significant main effects for the participants' high school location and vignette treatment. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 221–234, 2004.  相似文献   

Investigating the differential effectiveness of a teacher professional development programme for rural and urban classrooms in Indonesia     

Titien Soebari  Jill M. Aldridge 《Teacher Development》2016,20(5):701-722

This article reports on the differential effectiveness of a teacher professional development programme for teachers in urban and rural schools in Indonesia. The study employed an embedded mixed methods design that involved the concurrent collection of both quantitative and qualitative data. The quantitative component involved a pre–post design in which two surveys were administered to a sample of 2417 students drawn from 66 classes in 32 lower secondary schools (960 from urban schools and 1457 from rural schools). The qualitative component involved six case study teachers and two students from each of their classes. Qualitative information was gathered using teacher and student interviews, classroom observations and teacher reflective journals. The quantitative results suggested that there were disparities between the usefulness of the knowledge and skills imparted during the programme for teachers in urban and rural schools. The themes that emerged from the data gathered using qualitative methods helped to make sense of the differences in student scores in urban and rural schools before and after the teacher professional development programme.  相似文献   

Associations between school climate and student life satisfaction: resilience and bullying as mediating factors     

Aldridge  Jill M.  McChesney  Katrina  Afari  Ernest 《Learning Environments Research》2020,23(1):129-150

Learning Environments Research - Because adolescent life satisfaction is associated with important affective, behavioural and health-related outcomes during both adolescence and later life,...  相似文献   

Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction     

Jill M. Aldridge  Barry J. Fraser 《Learning Environments Research》2016,19(2):291-307

The purpose of this study, in part, was to confirm the factor structure of the School-Level Environment Questionnaire, which assesses six school climate factors that can be considered important for improving schools. The study also tested a research model of the relationships between the school climate, teachers’ self-efficacy and job satisfaction. The participants included 781 Western Australian high-school teachers in 29 schools. When the data were analysed by means of structural equation modelling, teacher self-efficacy and teacher job satisfaction were both related to school climate dimensions and there was also a relationship between teacher self-efficacy and job satisfaction. These results provide practical information for improving school climate and suggest that it is worthwhile for school principals to consider factors within the school climate and how they might be enhanced.  相似文献   

Does policy influence the commercialization route? Evidence from National Institutes of Health funded scientists     

Taylor Aldridge  David B. Audretsch 《Research Policy》2010,39(5):583-588

The purpose of this paper is to provide an empirical test of the commercialization route chosen by university scientists funded by the National Cancer Institute (NCI) at the NIH and how their chosen commercialization path is influenced by whether or not the university technology transfer office is involved. In particular, the paper identifies two routes for scientific commercialization. Scientists who select the TTO route by commercializing their research through assigning all patents to their university TTO account for 70% of NCI patenting scientists. Scientists who choose the backdoor route to commercialize their research, in that they do not assign patents to their university TTO, comprise 30% of patenting NCI scientists. The findings show a clear link between the commercialization mode and the commercialization route. Scientists choosing the backdoor route for commercialization, by not assigning patents to their university to commercialize research, tend to rely on the commercialization mode of starting a new firm. By contrast, scientists who select the TTO route by assigning their patents to the university tend to rely on the commercialization mode of licensing.  相似文献   

Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms     

Ernest Afari  Jill M. Aldridge  Barry J. Fraser  Myint Swe Khine 《Learning Environments Research》2013,16(1):131-150

We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students’ perceptions of the learning environment and their attitudes towards of mathematics. A pre–post design involved the administration of English and Arabic versions of two surveys (one to assess students’ perceptions of the learning environment and the other to assess their attitudes) after modification to ensure their relevance for college-level mathematics students in the UAE. For a sample of 33 classes (352 students), eight of which (90 students) were exposed to mathematics games, students involved in mathematics games perceived statistically significantly more teacher support, involvement, personal relevance, enjoyment of mathematics lessons and academic efficacy.  相似文献   

Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning     

Sunitadevi Velayutham  Jill Aldridge  Barry Fraser 《International Journal of Science Education》2013,35(15):2159-2179

Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students’ motivation and self‐regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in‐depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.  相似文献