Framing and Labeling Effects in Preferences for Borrowing for College: An Experimental Analysis     

Evans  Brent J.  Boatman  Angela  Soliz  Adela 《Research in higher education》2019,60(4):438-457

Research in Higher Education - Evidence from behavioral economics suggests that the framing and labeling of choices affect financial decisions. Through a randomized control trial of over six...  相似文献   

Do Testing Conditions Explain Cyber Charter Schools’ Failing Grades?     

Dennis Beck  Angela R. Watson  Robert Maranto 《The American journal of distance education》2019,33(1):46-58

Recent Center for Research on Education Outcomes (CREDO) analyses find that cyber charter schools in seventeen states show consistently low reading and mathematics value-added test scores compared to traditional public schools serving comparable students. This generally accords with prior research. We hypothesize that the relatively poor measured academic value-added of cyber charters reflects artificial testing conditions for students in those schools. Accordingly, we have collected testing information from the seventeen CREDO states. State-level analyses find that cyber student persistence, which likely indicates school quality, correlates moderately and significantly with the cyber student academic value-added as measured by CREDO. Further, we find evidence of lower cyber school value-added in states which permit cybers to use narrow testing windows, perhaps reflecting testing fatigue on the part of test-takers. We discuss implications, and suggest next steps for research exploring whether testing conditions affect measured cyber charter performance.  相似文献   

Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together     

Angela Wiseman 《Early Childhood Education Journal》2011,38(6):431-438

Interactive read alouds are important learning opportunities for emergent readers because teachers and peers can actively model and scaffold comprehension strategies, engage readers, and cultivate a community of learners. Using data from a 9 month ethnographic study in an urban kindergarten classroom, this article describes how the teacher’s approach facilitated rich interaction in the classroom as students read and made sense of stories together. Findings of this study demonstrate how interactive read alouds were important learning opportunities for emergent readers because they provided opportunities for open-ended responses combined with specific reading instruction. The interactive read alouds created a space where meaning was constructed through dialogue and classroom interaction, providing an opportunity for children to respond to literature in a way that builds on their strengths and extends their knowledge.  相似文献   

The nature of Chinese Language classroom learning environments in Singapore secondary schools     

Siew Lian Chua  Angela F. L. Wong  Der-Thanq V. Chen 《Learning Environments Research》2011,14(1):75-90

This article reports findings from a classroom environment study which was designed to investigate the nature of Chinese Language classroom environments in Singapore secondary schools. We used a perceptual instrument, the Chinese Language Classroom Environment Inventory, to investigate teachers’ and students’ perceptions towards their Chinese Language classroom learning environments using six dimensions, namely, Student Cohesiveness, Teacher Support, Involvement, Cooperation, Task Orientation and Equity. The investigation was carried out using a sample of 1,460 secondary three (Grade 9) students from 50 Chinese Language classes in 25 Singapore government secondary schools. The nature of the Chinese Language classroom learning environments was interpreted from analyses of the perception scores obtained, as well as from various comparisons of the perception scores between different groups. Although both the Chinese Language teachers and students perceived their present classroom learning environments positively, they would like improvements in all the six dimensions of the classroom learning environments under investigation. Also teachers perceived a more positive classroom learning environment than their students in the same class. In addition, female students perceived their actual and preferred classroom environments more positively than their male counterparts.  相似文献   

Beginning teachers’ perceptions of their levels of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation?     

Doris Choy  Sylvia Chong  Angela F. L. Wong  Isabella Y.-F. Wong 《Asia Pacific Education Review》2011,12(1):79-87

This study investigated changes in beginning teachers’ self-perceptions of their pedagogical knowledge and skills after their first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions. The results of the study showed significant increases in beginning teachers’ perceptions of their pedagogical knowledge and skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications of findings for induction and mentoring of beginning teachers are discussed.  相似文献   

Transformative Partnerships: Designing School‐Based Visual Arts Outreach Programmes     

Angela Eckhoff 《The International Journal of Art & Design Education》2011,30(2):256-265

Partnerships between informal learning environments and schools have been cited as an innovative, effective way for museums, galleries and schools to work together to enrich classroom curricula, support student success, and facilitate the utilisation of available community museum and cultural resources. This article reports on findings from a multi‐year, exploratory arts outreach programme for 31 elementary and secondary visual art educators from a rural school district in the American South. The outreach programme was conceived in partnership with faculty from the neighbouring university's art department, school of education and university art gallery. Utilising a partnership framework, the travelling exhibit was developed through a collaborative research relationship with the participating visual art educators. Findings from this programme indicate that travelling exhibits can be an effective mode of programme delivery for informal learning environments while also supporting the content needs for classroom arts educators if the programme stresses transformative partnerships across all invested parties.  相似文献   

From educating and employing to learning and working     

Angela Little 《Prospects》1986,16(1):9-31

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The State of the Literature on Student Evaluations of Teaching and an Exploratory Analysis of Written Comments: Who Benefits Most?     

Sherri L. Wallace  Angela K. Lewis  Marcus D. Allen 《College Teaching》2019,67(1):1-14

The purpose of this exploratory analysis is to review the state of the literature on student evaluations (SEs) of teaching and examine to what extent an instructor's race/ethnicity influences student's qualitative comments. Also, does the intersection of race and gender influence student's qualitative comments on SEs? Utilizing an online survey distributed among various organizational listserv in the discipline of Political Science, this study highlights written comments received on SEs by faculty generally. Additionally, we hope to contribute findings that support how negative comments may affect faculty of color and women.  相似文献   

The Natural Sciences in The Schools: Tension in the Modernization Process of Argentine Society (1870–1960)     

Gvirtz  Silvina  Aisenstein  Angela  Cornejo  Jorge N.  Aalerani  Alejandra 《Science & Education》2001,10(6):545-558

In this paper, we analyze one of the issues that has historically influenced the primary and secondary schools in Argentina: the politicization of the Natural Sciences curriculum. Here we present research findings for two particularly important cases: (a) the evolutionist theories, and (b) the teaching of Astronomy and Cosmography. These findings make it possible to reconsider the complex relationship which exists between the Natural Sciences, the scholastic institution, and politics. We conclude that the ways in which contents are selected and arranged into disciplines arise as a solutionto ideological conflicts. The role of the school in these conflicts was not that of a passive spectator but that of an active participant in the construction of knowledge.  相似文献   

Adaptive Teaching in STEM: Characteristics for Effectiveness     

Melony Allen  Angela W. Webb  Catherine E. Matthews 《理论付诸实践》2016,55(3):217-224

This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate challenges are well positioned to engage in the process of adaptive teaching. This article acknowledges the valuable knowledge, skills, and dispositions that novice teachers bring with them as they enter the workforce. To illustrate the process of adaptive teaching in STEM, we use an in-depth case study of a novice teacher. Our conclusion offers a discussion of how teacher educators and those who provide professional development services during induction can best support teachers in their development of becoming adaptive, and therefore, effective.  相似文献