Science diaries: a brief writing intervention to improve motivation to learn science     

Matthew Bernacki  Timothy Nokes-Malach  J. Elizabeth Richey  Daniel M. Belenky 《教育心理学》2016,36(1):26-46

This study investigated the hypothesis that prompting students to self-assess their interest and understanding of science concepts and activities would increase their motivation in science classes. Students were randomly assigned to an experimental condition that wrote self-assessments of their competence and interest in science lessons or a control condition that wrote summaries of those same lessons. Writing activities were 10?min long and were given approximately once a week for eighteen weeks. Student motivation was assessed via self-report surveys for achievement goals and interest in science before and after the intervention. Students in the experimental condition showed higher endorsement of mastery goals and reported greater situational interest in science topics after the intervention compared to students who summarised the lessons. Increases in situational interest predicted higher individual interest in the domain. Results indicate an instructional practice requiring just 3?hours out of a semester of instruction was sufficient to achieve these effects on motivation in science classes.  相似文献   

Learning from the Professions: Examining How,Why, and When Engineers Read and Write     

Carolyn S. Giroux  Elizabeth Birr Moje 《理论付诸实践》2017,56(4):300-307

With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before—not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards sound good, but they beg several questions; namely, what do we know about how, why, and when do engineers read and write as they do their work every day? What do teachers charged with engineering education know about the daily practices of engineers, let alone the literacy practices? In short, little is known about the literacy practices of engineers in the course of their daily work. This article draws on participant observation, interviews, and document analysis of one research engineering laboratory to illustrate the literacy practices of one group of engineers and begins to draw implications from this work for teacher practice in achieving the NGSS engineering education standards.  相似文献   

More about increasing the quality of educational intervention research: A synthesis     

Michael Pressley  Karen R. Harris 《Educational Psychology Review》1994,6(3):271-289

A synthesis of the commentaries to our leadoff paper is presented, along with our replies to some of the specific comments offered. When the original analysis and the commentaries are combined, an exceptionally thorough summary of issues that should be considered by intervention researchers emerges. We hope this set of issues will be useful to the educational research community.A draft of this synthesis was circulated among the commentators in this special issue, with a request to determine whether their views were represented fairly. There were few reservations expressed, and in every case when a concern was expressed, we concluded on review that slight adjustment was required to present the commentator's perspective more clearly and/or fairly, and we attempted to do so.  相似文献   

Dealing with Diversity: the failure of teacher education     

Elizabeth Hatton 《Discourse: Studies in the Cultural Politics of Education》1996,17(1):25-42

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Integration of reinforcement effects over time     

John M. Horner  J. E. R. Staddon  Karen K. Lozano 《Learning & behavior》1997,25(1):84-98

Two accounts of how density of reinforcement affects steady-state performance on probabilistic schedules were compared: the real-time linear operator (RTLO) model and a temporal control model (in which response strength is determined by reinforcement probability as a function of postreinforcement time). In Experiment 1, the probability of reinforcement repeatedly cycled between extinction and a random-ratio 10 schedule. Response-rate gain and phase did not change with period of the cycle as predicted by the RTLO model, nor did either model predict the differences in response rate following reinforcement at different points in the cycle. In Experiment 2, the probability of reinforcement was elevated immediately following a reinforcement but fell after a few seconds. Previous reinforcements had no effect upon responding. An extension of the temporal control model, the cumulative impulse model, allowed for the summing of response strength over successive reinforcements and was consistent with the data of both experiments.  相似文献   

Multiple Dimensions of Instructional Effectiveness in Reading: A Review of Classroom Observation Studies and Implications for Special Education Classrooms     

Yujeong Park  Mary T. Brownell  Elizabeth F. Bettini  Amber E. Benedict 《Exceptionality》2019,27(1):1-17

The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed.  相似文献   

Language development: A complex,systematic, and natural process     

Janet H. Kane  Karen Sheingold 《Early Childhood Education Journal》1980,8(2):39-54

Conclusions Although we do not understand very well what the processes are that contribute to language development, it is clear that communication plays a central role. As children strive to become increasingly skilled at communicating their ideas (White, 1959), as they have increasingly complex ideas to communicate (Piaget, 1955), and as they encounter an increasingly diverse set of people with whom to communicate (Brown, 1973), they must learn to use language which is richer and more flexible.When children come to school or to a day care center they already know a great deal about language. They have readily and actively mastered words, sentences and forms of communication which they need in their own family and community. In their new environment—the school or center—children's language development can further be fostered by adults who are receptive to children's efforts at communication. Adults who encourage children to use language in new ways, who attend to what children mean to say and who recognize that children's errors are often not mistakes, are likely to play a positive role in children's language development.Janet H. Kane and Karen Sheingold are on the Staff at Bank Street College of Education.  相似文献   

A different type of charter school: in prestige charters,a rise in cachet equals a decline in access   总被引：1，自引：0，他引：1  

Elizabeth Brown  Molly Vollman Makris 《教育政策杂志》2018,33(1):85-117

This paper seeks to elucidate a specific type of charter school. While much has been written about school choice and the expanding charter school segment, a growing and important number of charter schools do not fit in to the common understanding of these schools. Distinct from many of their counterparts, prestige charter schools have the following two features: elements which foster a reputation similar to that of elite private schools and a student population demographically distinct from local public district schools – whereby the prestige charters serve a disproportionate number of advantaged families. The prestige elements include: founding by advantaged community members; parental involvement; wait lists; popularity with advantaged professionals; high test scores; and niche themes. The authors will show through two in-depth case studies that prestige charter schools work hand-in-hand with gentrification in urban neighborhoods, and result in racial and class segregation and inequality. This paper examines how these charter schools struggle when a rise in prestige coincides with a decline in access for low-income students. The authors recommend that given the current system of school choice, prestige charter schools must use tools and mechanisms to maintain demographic diversity and educational equity which is in the best interest of all children.  相似文献   

Revisioning professionalism from the periphery     

Jennifer Skattebol  Elizabeth Adamson  Christine Woodrow 《Early Years: An International Journal of Research and Development》2016,36(2):116-131

Abstract

The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates.  相似文献   

Acknowledging the affective in higher education   总被引：1，自引：0，他引：1  

Colin Beard  Sue Clegg  Karen Smith 《British Educational Research Journal》2007,33(2):235-252

This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses.  相似文献