The Additional Effects of Process and Outcome Feedback Following Brief In‐service Teacher Training     

David J. Leach  Helen Conto 《教育心理学》1999,19(4):441-462

Three primary school teachers attended a half‐day, in‐service training workshop which targeted instructional and managerial behaviours identified as being functionally related to students’ academic engaged behaviours in class. Following the workshop, daily observations showed only temporary changes in the teachers’ and their students’ behaviours with trends back towards baseline measures. After this period of ‘no feedback’, three conditions of in‐class performance feedback were introduced in different sequences to each teacher: outcome feedback (based on measures of a sample of their students’ academic engaged behaviour during lessons), process feedback (based on measures of the teachers’ own instructional behaviours), and a combination of both outcome and process feedback.

A time‐series, multiple baseline across subjects design was employed which allowed comparison of measures of teachers’ and students’ behaviours during the immediate post‐workshop period and during periods of the three types of feedback. The results showed that the introduction of performance feedback had the immediate (and cumulative) effect of increasing the behaviours targeted in the workshop to high rates that were maintained even when feedback was withdrawn. There were, however, no differences in the comparative efficacy of outcome, process or outcome/process combination effects.

The study builds upon existing research which has shown performance feedback to be an essential component of effective professional development and staff training packages that target workplace behaviour change. It also adds to the limited research that has examined the efficacy of different types of performance feedback and suggests other variables, such as who presents the feedback, may be important.  相似文献   

Monitoring Basic Skills Acquisition through Rapid Learning Assessments: A Case Study From Peru     

Helen?AbadziEmail author  Luis?Crouch  Marcela?Echegaray  Consuelo?Pasco  Jessyca?Sampe 《Prospects》2005,35(2):137-156

  相似文献   

Performance Versus Objective Testing and Gender: An Exploratory Study of an Advanced Placement History Examination     

Hunter M. Breland  Despina O. Danos  Helen D. Kahn  Melvin Y. Kubota  Marilyn W. Bonner 《Journal of Educational Measurement》1994,31(4):275-293

To explore a phenomenon of gender differences in Advanced Placement examinations, random samples of free-response test booklets were taken from the 1986 examination in U.S. History. These examinations were chosen because they consistently show significant gender differences in objective scores but no gender differences in free-response scores. A rescoring of the free responses was conducted that focused on their historical content. This rescoring was conducted by readers other than those who conducted the original scoring and involved tallies of specific historical points made, supporting evidence given, and factual errors. Ratings were also made of handwriting quality, neatness, and English composition quality of the free responses. Analyses conducted indicate that free-response tasks of the type examined may have inherent characteristics that reward English composition abilities, and that some females may compensate for inferior historical knowledge with superior English composition abilities.  相似文献   

Components of Understanding in Proportional Reasoning: A Fuzzy Set Representation of Developmental Progressions   总被引：1，自引：0，他引：1  

Colleen F. Moore  James A. Dixon  Beth A. Haines 《Child development》1991,62(3):441-459

The development of proportional reasoning was examined using a temperature mixture task. Each individual's task understanding was assessed by components measuring understanding of various principles of the task. Age differences were found in the mean component scores. More important, different patterns of components were found depending on whether the task was presented numerically or nonumerically. Component patterns also depended on whether the task was presented such that subjects predicted the outcome of combining 2 containers of water at different temperatures (prediction task) or such that subjects inferred 1 of the 2 initial temperatures given the final temperature (reverse task). The results show the importance of distinguishing between intuitive knowledge and formal computational knowledge of proportional concepts and provide a new perspective on how intuitive and computational knowledge are related during development. Finally, the results also led to a new conceptualization of developmental levels as categories with fuzzy boundaries. Under this conceptualization, individuals can have different degrees of membership in "fuzzy developmental levels." This new concept preserves individual differences but also describes the sequence of development.  相似文献   

The use of tinted lenses to alleviate reading difficulties     

Helen Whiteley  Chris Smith 《Journal of Research in Reading》2001,24(1):30-40

An increasing number of optometrists are offering assessments using the Intuitive Colorimeter (Wilkins, Nimmo‐Smith and Jansons, 1992) to determine whether children who have reading difficulties might benefit from the use of tinted lenses. Suggestions have been made in the media that tinted lenses may provide a ‘cure’ for developmental dyslexia, and there have been many anecdotal accounts of improvements in reading following their use (e.g. Brace, 1993). However, such extreme claims are not typical of the scientific literature supporting the use of tinted lenses. This article provides an overview of the research into the use of tinted lenses for the amelioration of reading difficulties. The electronic databases searched for this review were BIDS, MEDLINE, PsychInfo, PsychLit and Science Direct. Key search terms used were coloured (colored) lenses, Irlen lenses, scotopic sensitivity and visual deficits in combination with the term ‘reading difficulties’.  相似文献   

The development of gait: a study in African children ages one to five     

M J Hennessy  S D Dixon  S R Simon 《Child development》1984,55(3):844-853

The purpose of this study was to describe quantitatively the gait development of a group of African children to determine how the pattern changes would relate to growth and maturation. This work applies an established technology of gait analysis to field conditions. 65 children of the Gusii tribe from southwestern Kenya were selected for study with an age range from 13 months to 69 months. Gait evaluation was performed by film recording free-cadence walking of the children. Growth in stature and age both influence the gait patterns. Developmental patterns of alteration in velocity, stride length, and cadence quantitatively measured in this study closely parallel observations made on children in laboratory settings by other workers.  相似文献   

Is it misspelled or is it mispelled? The influence of fresh orthographic information on spelling     

Maureen Dixon  Zofia Kaminska 《Reading and writing》1997,9(5-6):483-498

The effect of exposure to incorrectly and correctly spelled words on subsequent spelling performance was examined as a function of spelling proficiency and of time lapse between exposure and test. Spelling accuracy was found to be respectively depressed and enhanced by such exposure, relative to performance on unexposed control words. The effect was persistent and pervasive, obtaining at both immediate and one-week delayed testing and in both good and poor spellers. The findings indicate that fresh orthographic information exerts an influence on pre-existing abstract orthographic representations, rather than establishing new episodic traces, and that this process takes place implicitly.  相似文献   

‘Just a Minute ...’—managing interruptions in the junior school classroom     

Helen M. Varley  Hugh Busher 《Educational studies》1989,15(1):53-66

This study uses a continuum to exemplify the range of interruptions experienced by teachers in junior schools. Further clarification is supplied by the matrix, showing sources and types of interruptions.

Reasons for the transformation of ‘interruptions’ into ‘disruptions’ are also discussed, substantiated where possible by selection from the available literature. Further illustrative material is taken from interviews with 12 head teachers and 13 class teachers. Non‐participant observations of 16 of these teachers, working in 11 schools, over a period of six months, provide the data about actual interruptions.

Analyses of these data provide information about the types and frequency of interruptions and evidence of how teachers manage them. Teachers’ ‘coping strategies’ are thus identified and ways of minimising interruptions are examined. The differences between ‘proactive’ and ‘reactive’ class management are considered and the effects of both upon teachers’ effectiveness is debated.  相似文献   

Emotional engagement,social interactions,and the development of an afterschool game design curriculum     

Helen Kwah  Catherine Milne  Tzuchi Tsai  Ricki Goldman  Jan L. Plass 《Cultural Studies of Science Education》2016,11(3):713-740

This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins’ (Interaction ritual chains, Princeton University Press, Princeton, 2004) sociology of emotions framework, our analysis of field notes and video data reveal how the original intended curriculum hindered the generation of positive emotions, mutual foci of attention, and feelings of group solidarity—factors important in the generation of successful group interactions. In response to teacher and student expressed emotions, we took these factors as a guide for redesigning the program curriculum and implementation in order to foster a more positive emotional climate and redirect students’ positive emotions toward engagement in learning goals. This study’s implications point to the possibilities for designing curricula and program implementations to engender more emotionally responsive environments for STEM learning.  相似文献   

A cross-cultural study of parents' perceptions of early childhood programs     

Helen L. Carlson  Lena Stenmalm 《Early childhood research quarterly》1989,4(4)

Cross-cultural studies in early childhood education assist in expanding perspectives and gaining increased understanding and appreciation of programs in other countries. Because both Sweden and the United States are interested in parent involvement in early childhood programs, a survey was conducted to assess parent's perceptions of these programs. Following a review of family life and early childhood education in Sweden and the United States are the specific components of the cross-cultural study. A stratified random sample of parents whose children were involved in early childhood programs was done in St. Louis County, MN, United States, and Kronobergs Lan, Småland, Sweden. In the first section of the five-part survey, parents indicated the degree to which they agreed or disagreed with statements about such areas as governmental support of children and families. Parents in Sweden felt more support of the government, whereas parents in the United States used early childhood programs as a support mechanism to increase their confidence. In the other four sections of the survey, parents rated the importance of various types of parental involvement and the importance of various materials, activities, and caregiver actions in their children's programs. In general, parents in Sweden valued informal contact and inner-directed creative materials and activities. Parents in the United States valued more confining activities such as rote counting, community-based experiences, and compliance with adult expectations. The influence of the macro-society on parents' perceptions as well as microsystem interactions and environments is evident in this study. As early childhood educators learn about and adapt new ideas to their own programs, the potential of cross-cultural studies becomes realized in improved opportunities for young children and their families.  相似文献