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961.
Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample consisted of 129 American Indian students and 4588 Euro-American students enrolled in introduction to psychology at a US university. As hypothesised, a multi-level model yielded a significant (p < .01) interaction between SI and ethnicity on course grade. Whereas for non-SI users, the gap between Euro-American and American Indian students was .71 grade points, for SI users, it was only .15 grade points. Strategies should be devised for increasing SI visits by students enrolled in introduction to psychology, particularly those who belong to American Indian tribes. 相似文献
962.
963.
Research in Science Education - Strategising quality teaching in science, technology, engineering, or mathematics (STEM) domains turns focus to teachers’ capacity to teach these subjects... 相似文献
964.
Discussion of ethics in doctoral training courses usually focuses on the initial stages of planning and conducting field research. Shifting attention onto the responsibility of the researcher to share their findings throughout the research process, we set out to consider how doctoral students can conceptualise and engage ethically with research dissemination in the broader context of the globalised knowledge economy. A comparative analysis of the ethical guidelines produced by BERA (British Educational Research Association) and ASA (Association of Social Anthropologists of the UK and Commonwealth) reveals that both are more concerned with the possible benefits or harm of dissemination to those directly involved in or affected by the research, and pay little attention to the ethical implications of multimodal and digital dissemination to unknown audiences. Drawing on the concept of research as a moral endeavour and the problematising of collaboration as an ethical issue within participatory and ethnographic research debates, we explore the implications for doctoral training courses. We argue that engaging students in discussion on dissemination can open a space to explore who benefits most from research undertaken. 相似文献
965.
Anna E. Austin Nisha C. Gottfredson Carolyn T. Halpern Adam J. Zolotor Stephen W. Marshall Jared W. Parrish Meghan E. Shanahan 《Child development》2020,91(5):1650-1662
This study used population-representative data to examine associations of risk and protective factor patterns among Alaska Native/American Indian (AN/AI; N = 592) and non-Native (N = 1,018) children with maternal and child outcomes at age 3 years. Among AN/AI children, a high risk/moderate protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help or knowing where to go for parenting information compared to a low socioeconomic status/high protection class. Among non-Native children, a moderate risk/high protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help compared to a low risk/high protection class. Results provide insight on the intersection of risk and protective factors among Alaska families. 相似文献
966.
Irene M.J. van der Fels Esther Hartman Roel J. Bosker Johannes W. de Greeff Anne G.M. de Bruijn Anna Meijer 《Journal of sports sciences》2020,38(17):1975-1983
ABSTRACT This paper examined effects of two interventions on cardiorespiratory fitness and motor skills, and whether these effects are influenced by baseline levels, and dose of moderate-to-vigorous physical activity (MVPA) during the intervention. A cluster randomized controlled trial was implemented in 22 schools (n = 891; 9.2 ± 07 years). Intervention groups received aerobic or cognitively engaging exercise (14-weeks, four lessons per week). Control groups followed their regular physical education programme. Cardiorespiratory fitness, motor skills and MVPA were assessed. Multilevel analysis showed no main effects on cardiorespiratory fitness and motor skills although the amount of MVPA was higher in the aerobic than in the cognitively engaging and control group. Intervention effects did not depend on baseline cardiorespiratory fitness and motor skills. Children with a higher dose of MVPA within the intervention groups had better cardiorespiratory fitness after both interventions and better motor skills after the cognitively engaging intervention. In conclusion, the interventions were not effective to enhance cardiorespiratory fitness and motor skills at a group level, possibly due to large individual differences and to a total dose of MVPA too low to find effects. However, the amount of MVPA is an important factor that influence the effectiveness of interventions. 相似文献
967.
Paul Connolly Becky Taylor Becky Francis Louise Archer Jeremy Hodgen Anna Mazenod Antonina Tereshchenko 《British Educational Research Journal》2019,45(4):873-897
Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger-scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine-grained scores in maths]. Through such an analysis, the study found that nearly a third of students (31.2%) had been misallocated to lower or higher sets than their KS2 results would have warranted. Beyond this, school setting practices were found to exacerbate differences in set allocation in relation to gender and ethnicity, but not socioeconomic background. The odds of girls being misallocated to lower sets in maths than their prior attainment would warrant was found to be 1.5 times higher than that for boys. Similarly, the odds of Black students being misallocated to lower sets was 2.4 times higher than for White students, whilst the odds of Asian students being misallocated to lower maths sets was 1.7 times higher than for White students. The article concludes by reflecting on the significant role that setting by attainment in secondary school can play in exacerbating already established patterns of educational inequalities in gender and ethnicity. 相似文献
968.
Does alphabetic-phonetic writing start with the proper name and how does the name affect reading and writing skills? Sixty 4- to 5½-year-old children from middle SES families with Dutch as their first language wrote their proper name and named letters. For each child we created unique sets of words with and without the child’s first letter of the name to test spelling skills and phonemic sensitivity. Name writing correlated with children’s knowledge of the first letter of the name and phonemic sensitivity for the sound of the first letter of the name. Hierarchical regression analysis makes plausible that both knowledge of the first letter’s name and phonemic sensitivity for this letter explain why name writing results in phonetic spelling with the name letter. Practical implications of the findings are discussed. 相似文献
969.
Anna Henderson Endreny 《科学教学研究杂志》2010,47(5):501-517
This study aimed to determine how 33 urban 5th grade students' science conceptions changed during a place‐based inquiry unit on watersheds. Research on watershed and place‐based education was used as a framework to guide the teaching of the unit as well as the research study. A teacher‐researcher designed the curriculum, taught the unit and conducted the research using qualitative data sources such as concept maps, science notebooks and interviews. Most students came to understand that their watershed was part of an urban environment where water drains from the surrounding land into a body of water. Thus, they began to understand how urban land use affects water quality. This study provides evidence for the use of place‐based learning in developing students' knowledge of the National Science Education Standards (NRC, 1996) and watersheds. Implications of this study include the use of place‐based learning in urban settings and the experiences needed for students to conceptualize watersheds. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 501–517, 2010 相似文献
970.
Anna Prades Sebastían Rodríguez Espinar 《Assessment & Evaluation in Higher Education》2010,35(4):449-461
The requirement that universities prepare students in practical competences, and assess the extent to which pre‐established objectives are achieved, is generally accepted to be of growing importance. As a result, on one hand, there is an increasing volume of research related to task performance in assessment. On the other hand, there are comparatively few studies which analyse the assessment process in a laboratory context. The laboratory offers itself as an educational and training tool of some importance, both in chemistry and in the experimental sciences in general. Studies which have been carried out to date into the importance of laboratory work as a source of value added have, however, been far from conclusive. This research uses interviews with laboratory teachers to analyse the typology of the competences which enter the assessment process, and to determine the extent to which the laboratory assessment process complies with standard validity requirements. Results obtained show that laboratory assessment in chemistry allows for a valuation of the degree of integration of theory and practice, and of the level of development of professional competence in the laboratory. Current assessment strategies do not, however, include all the competences developed in the laboratory context, nor are they sufficiently reliable to offer accreditation of those that are assessed. 相似文献