An empirical examination of the construct validity of goal commitment in the persistence process     

David Allen Ph.D.  Amaury Nora Ph.D. 《Research in higher education》1995,36(5):509-533

This study represents the first published investigation into the construct validity of goal commitment as it affects the persistence process. Confirmatory factor analyses revealed that goal commitment could be decomposed into multiple indicators of the same latent construct: a special factor called goal commitment that groups items related to goal importance, specificity of goals, and situational influence; a second factor represented by items indicating certainty of purpose; and a third factor consisting of items related to goals in general. The predictive validity of each subcomponent on different outcomes related to student persistence was established. While goal commitment was found to have a significant direct effect on both students' intents to persist and actual persistence behavior, neither of the other two factors were as equally predictive as measures of student retention.  相似文献   

Developmental relationship between declarative metacognitive knowledge and reading comprehension during secondary school     

Edossa  Ashenafi Kassahun  Neuenhaus  Nora  Artelt  Cordula  Lingel  Klaus  Schneider  Wolfgang 《European Journal of Psychology of Education - EJPE》2019,34(2):397-416

European Journal of Psychology of Education - Knowledge about one’s own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading...  相似文献   

Peer tutoring in reading in Scotland: thinking big     

Keith Topping  David Miller  Allan Thurston  Karen McGavock  Nora Conlin 《Literacy》2011,45(1):3-9

A large‐scale randomised‐controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long‐term evaluation, cross‐age PR was significantly better than regular teaching, but same‐age was not. On short‐term evaluation, PR pupils did significantly better than control pupils in both years, and cross‐age and same‐age were similarly effective. Low socio‐economic pupils, lower reading ability pupils, girls and reading with maths tutoring groups did significantly better. Implementation was good in parts, but some important aspects of technique were rare. Reading gains were significantly greater for those with mistakes about every 2 minutes and those who stopped reading to talk every 5 to 7 minutes. Significant gains in self‐esteem were seen in same‐age and cross‐age groups, and for tutees and tutors, but not for controls. The relationship of achievement gain to quality of technique and socio‐emotional gains is discussed, with implications for practice.  相似文献   

The peer review process as an opportunity for learning / La evaluación por pares como oportunidad para el aprendizaje     

Alfredo Bautista  Carles Monereo  Nora Scheuer 《Infancia y Aprendizaje》2014,37(4):665-686

  相似文献   

Understanding the written number system: 6 Year-olds in Argentina and Switzerland     

Anne Sinclair  Nora Scheuer 《Educational Studies in Mathematics》1993,24(2):199-221

Thirty children in Geneva, Switzerland, 15 middle-class children in Bariloche and 15 lower-class children from a semi-literate or illiterate milieu in Bariloche, Argentina, were tested. All children were aged 6 and attending public schools. Tasks were: (1) judging which of two bi- or tri-digit written numerals was the biggest, and explaining why; and (2) explaining the role played by the different digits in numerals such as 11, 12, 16, 17. Results show that children at these ages use various strategies in task 1: they compare number of digits; read aloud the numerals and refer to number-string knowledge; treat bi- and tri-digits as the sum of their face value parts; and lastly, quite often take both face value and position of digits into account in a correct way. They, however, were not able to explain place-value. Most subjects gave face value interpretations, while a few children account for the whole collection of chips and make part of the chips correspond to one digit, and the other part to the other digit. Differences in performance between the three types of children emerge.  相似文献   

I. SPATIAL SKILLS,THEIR DEVELOPMENT,AND THEIR LINKS TO MATHEMATICS     

Brian N. Verdine  Roberta Michnick Golinkoff  Kathy Hirsh-Pasek  Nora S. Newcombe 《Monographs of the Society for Research in Child Development》2017,82(1):7-30

  相似文献   

Intersections of race and sexuality in a teacher education course     

Nora E. Hyland 《Teaching Education》2013,24(4):385-401

This paper examines the ways that one group of US pre‐service teachers, enrolled in an alternate route teacher education class, expressed and challenged each other’s contradictory discourses about teaching for social justice. Particularly significant are the many ways that this group of students enacted subject positions around race and sexuality as various combinations of African American, White, gay, straight, lesbian, Christian, and as members of this class. Epiphanic moments about race and sexual orientation are examined to illuminate the ways that subject positions were contested, reified, or renegotiated in order to preserve a sense of community within the class. This research demonstrates the ways that social justice teacher education differentially positions people who have been historically marginalized and how it can at times reify a hierarchy of marginality.  相似文献   

IMPACTS OF 2‐YEAR AND 4‐YEAR COLLEGES ON LEARNING ORIENTATIONS: A PRELIMINARY STUDY     

Ernest Pascarella  Louise Bohr  Amaury Nora  Sam Ranganathan  Mary Desler  Carole Bulakowski 《Community College Journal of Research & Practice》2013,37(6):577-589

This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges.  相似文献   

Beyond Exposure to Collaboration: Preparing General-Education Teacher Candidates for Inclusive Practice     

Doug Hamman  DeAnn Lechtenberger  Nora Griffin-Shirley  Li Zhou 《The Teacher Educator》2013,48(4):244-256

Preparation of new teachers to work effectively in inclusion settings has not kept pace with demands created by recent reforms. General-education candidates typically receive limited exposure to inclusion strategies at the preservice level, and often their only meaningful preparation comes in the practicum setting. The purpose of this article was to examine the manner in which characteristics of cooperating teachers and the practicum settings affected efficacy for teaching students with disabilities. General-education student teachers responded to questionnaires about their collaboration with cooperating teachers, the focus on inclusion instruction in their practicum setting, and their efficacy for providing inclusion instruction. Results from a structural equation model indicated that efficacy is predicted both by focus and by collaboration with the cooperating teacher. Discussion focuses on implications for teacher preparation and directions for future research.  相似文献   

Six Myths About Spatial Thinking     

Nora S. Newcombe  Mike Stieff 《International Journal of Science Education》2013,35(6):955-971

Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles, sex differences, developmental stages, and spatial language determine the impact of visualizations on science learning. First, we examine the assumption that people differ in their verbal versus visual learning style. Due to the lack of rigorous evaluation, there is no current support for this distinction. Future research should distinguish between two different kinds of visual learning style. Second, we consider the belief that there are large and intractable sex differences in spatial ability resultant from immutable biological reasons. Although there are some spatial sex differences (in some types of spatial tests although not all), there is actually only very mixed support for biological causation. Most important, there is conclusive evidence that spatial skills can be improved through training and education. Third, we explore educators' use of Piaget's ideas about spatial development to draw conclusions about ‘developmental appropriateness’. However, recent research on spatial development has focused on identifying sequences that begin with early starting points of skill, and spatial education is possible in some form at all ages. Fourth, although spatial language does not determine spatial thought, it does frame attention in a way that can have impact on learning and understanding. We examine the empirical support for each assumption and its relevance to future research on visualizations in science education.  相似文献