The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course     

Matthew L. Partin  Jodi J. Haney 《Learning Environments Research》2012,15(1):103-123

In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students?? perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to test a path model describing the mediating effects of motivation and attitudes on learning environments and course performance. The study considered contemporary understanding of teaching and learning, as well as motivation and attitudes, in suggesting a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of learning environments for undergraduate non-major biology courses. Among the classroom learning environment variables assessed in this study, personal relevance was the major contributor to predicting attitudes, motivation and course performance. Although the classroom learning environment had a very weak direct effect on course performance, there was a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate total effect on attitudes toward biology. Attitudes toward biology had a moderate direct effect on self-efficacy. While attitudes toward biology was significantly correlated with course performance, the direct effect was extremely weak and was dropped from the model. However, attitudes toward biology had a moderate indirect effect on course performance due to the mediating effects of self-efficacy. Self-efficacy had a strong direct effect on course performance and therefore seemed to be particularly important. The model tested in this study explained 33?% of the variance in course performance, 56?% of the variance in self-efficacy, 24?% of the variance in attitudes toward biology, and 18?% of the variance in intrinsic goal orientation. To improve course performance, instructors should focus on building self-efficacy among their students and ensure that students find the course personally relevant.  相似文献   

The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content     

Deborah K. Reed  Elizabeth Swanson  Yaacov Petscher  Sharon Vaughn 《Reading and writing》2014,27(7):1119-1140

Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students’ ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish–English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them.  相似文献   

Longitudinal Relations Among Parents' Reactions to Children's Negative Emotions,Effortful Control,and Math Achievement in Early Elementary School     

Jodi Swanson  Carlos Valiente  Kathryn Lemery‐Chalfant  Robert H. Bradley  Natalie D. Eggum‐Wilkens 《Child development》2014,85(5):1932-1947

Panel mediation models and fixed‐effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First‐grade EC mediated the relation between parents' reactions at kindergarten and second‐grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time‐invariant covariates of EC and math achievement were controlled, first‐grade EC no longer predicted second‐grade math achievement.  相似文献   

Eliciting Maltreated and Nonmaltreated Children's Transgression Disclosures: Narrative Practice Rapport Building and a Putative Confession     

Thomas D. Lyon  Lindsay Wandrey  Elizabeth Ahern  Robyn Licht  Megan P. Y. Sim  Jodi A. Quas 《Child development》2014,85(4):1756-1769

This study tested the effects of narrative practice rapport building (asking open‐ended questions about a neutral event) and a putative confession (telling the child an adult “told me everything that happened and he wants you to tell the truth”) on 4‐ to 9‐year‐old maltreated and nonmaltreated children's reports of an interaction with a stranger who asked them to keep toy breakage a secret (n = 264). Only one third of children who received no interview manipulations disclosed breakage; in response to a putative confession, one half disclosed. Narrative practice rapport building did not affect the likelihood of disclosure. Maltreated children and nonmaltreated children responded similarly to the manipulations. Neither narrative practice rapport building nor a putative confession increased false reports.  相似文献   

Age and directed-participation variables influencing the effectiveness of televised instruction in concrete operational behaviors     

Ronald W. Henderson  Rosemary A Swanson 《Educational technology research and development : ETR & D》1978,26(4):301-312

Head Start preschoolers on an isolated Papago reservation in southern Arizona were subjects of two studies of the effects of televised instruction and directed participation on teaching enumeration and conservation skills. Television instruction was most effective when used with active, directed participation and corrective feedback, but this, as well as amount and skills learned, varied with age. The televised segments used linear sequencing rather than the fragmented approach of Sesame Street. This research was supported in part by grant OCD-CB-479 from the Children’s Bureau, Office of Child Development, U.S. Office of Education. The authors appreciate the cooperation and participation of the Papago Tribe and the staffs of Head Start centers at San Xavier, Sells, and Pisinimo, Arizona. Special thanks are extended to Thora Schultz, who facilitated liaison on the Papago Reservation, and Margie Francisco, Elizabeth Siqueros, Edith Manuel, Pat Mendez, Elaine Williams, and Irma Dean Edmund, who contributed to instructional development and data collection.  相似文献   

The relationship between working memory and writing in younger and older adults     

Hoskyn  Maureen  Swanson  H. Lee 《Reading and writing》2003,16(8):759-784

This study investigated therelationship between working-memory (WM) spanand writing performance in three age groups(mean of ages of 15, 30, 77 years). Asexpected, older adults' performance wasinferior to younger adults on measures ofverbal and visual-spatial WM and structuralcomplexity in writing. More important, WM spanmoderated structural complexity in writingacross age and those effects remainedsignificant when short-term memory, readingcomprehension, word knowledge, spelling andhandwriting speed were partialed from theanalysis. Overall, the results support thenotion that age-related changes in textgeneration are moderated by limitations in ageneral WM system.  相似文献   

Modeling and Measuring High School Students’ Computational Thinking Practices in Science     

Arastoopour Irgens  Golnaz  Dabholkar  Sugat  Bain  Connor  Woods  Philip  Hall  Kevin  Swanson  Hillary  Horn  Michael  Wilensky  Uri 《Journal of Science Education and Technology》2020,29(1):137-161

Journal of Science Education and Technology - Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still...  相似文献   

Applying Information Processing Theory to Supervision: An Initial Exploration          下载免费PDF全文

Jodi L. Tangen  L. DiAnne Borders 《Counselor Education & Supervision》2017,56(2):98-111

Although clinical supervision is an educational endeavor (Borders & Brown, 2005 ), many scholars neglect theories of learning in working with supervisees. The authors describe 1 learning theory—information processing theory (Atkinson & Shiffrin, 1968 , 1971 ; Schunk, 2016 )—and the ways its associated interventions may enhance the supervision enterprise.  相似文献   

Multivariate Generalizability Analysis of the Impact of Training and Examinee Performance Information on Judgments Made in an Angoff-Style Standard-Setting Procedure     

Brian E. Clauser  David B. Swanson  Polina Harik 《Journal of Educational Measurement》2002,39(4):269-290

Cut scores, estimated using the Angoff procedure, are routinely used to make high-stakes classification decisions based on examinee scores. Precision is necessary in estimation of cut scores because of the importance of these decisions. Although much has been written about how these procedures should be implemented, there is relatively little literature providing empirical support for specific approaches to providing training and feedback to standard-setting judges. This article presents a multivariate generalizability analysis designed to examine the impact of training and feedback on various sources of error in estimation of cut scores for a standard-setting procedure in which multiple independent groups completed the judgments. The results indicate that after training, there was little improvement in the ability of judges to rank order items by difficulty but there was a substantial improvement in inter-judge consistency in centering ratings. The results also show a substantial group effect. Consistent with this result, the direction of change for the estimated cut score was shown to be group dependent.  相似文献   

Information processing theory and learning disabilities: a commentary and future perspective   总被引：1，自引：0，他引：1  

H L Swanson 《Journal of learning disabilities》1987,20(3):155-166

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